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- To address Aristotle's views on, and understanding of, education requires an investigation of politics, ethics, metaphysics and psychology: politics because Aristotle saw education as a responsibility of the state—a responsibility which, when fulfilled, ensures a healthy community; ethics because his theory of value, and virtue in particular, tells us how to create a moral community; metaphysics in order to understand the place of potential; and psychology because Aristotle's division of the...
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Apr 7, 2021 · Aristotle believed that education was central – the fulfilled person was an educated person. Here I want to focus on those elements of his thought that continue to play a key part in theorizing informal education.
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We look to explore, in particular, the theory and practice...
- Mark K. Smith
He is also working on a series of pieces reflecting on the...
- Ideas
This tends to obscure its educational credentials as...
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Jul 12, 2023 · Tasked with selecting the most significant contributions to education, this section highlights Aristotle’s (1) ways to attain knowledge; (2) development of new disciplines, logic, and terminology; (3) foundations of research; and (4) emphasis on experimental learning and lectures as teaching methods.
Feb 6, 2019 · In this chapter, the significance of the Aristotle’s approach to education is discussed. Four aspects of his approach are specifically investigated: (1) the integrity of knowledge, (2) wonder as the beginning of knowledge, (3) oral communication as a specific way of creating knowledge, and (4) knowledge as a necessary element of way of life.
- Oleg A. Donskikh
- 2019
- Abstract
- Introduction
- Value
- Potential
- Education
- A Hint on Pedagogy
- Note
- References
- Further Reading
To address Aristotle's views on, and understanding of, education requires an investigation of politics, ethics, metaphysics and psychology: politics because Aristotle saw education as a responsibility of the state—a responsibility which, when fulfilled, ensures a healthy community; ethics because his theory of value, and virtue in particular, tells...
Aristotle (384–322 bce) was a scientist whose observational methods and logical analysis are worthy of study in their own right, but he was much more than a scientist. He was a student of Plato, a tutor to Alexander the Great and founder of the Lyceum. He wrote on ethics, politics, physics, metaphysics, biology, psychology, rhetoric, logic, poetics...
Aristotle's theory of value focuses on the virtues (arete), which are excellences or dispositions that are part of one's character. Goodness in Aristotle's time was mostly understood to be along the lines of technical competence (a good builder, a good draughtsman, etc.), although moral goodness was considered to be a necessary element of being a c...
For Aristotle, we all have the potential to develop the intellectual and moral virtues, but not all people develop them to the same degree. Aristotle's work on potential sits primarily within his Physics and Metaphysics, but the idea of potential has a much wider applicability today. What we know as potential in English derives from the Latin word ...
Virtue is the life principle of the state. The intellectual virtues can be taught and the moral virtues are acquired through practice or habit, but for Aristotle both are properly applied in the service of the state or community, because humans are essentially social and political beings and the full actualisation of human goodness is only possible...
How might we teach in such a way as to contribute to this wellness of spirit? If we take as a given Aristotle's contention that we may actualise our full potential only within a community and not as a sole agent, then it would seem obvious that we should establish in our classes some form of community, and some form of collaborative inquiry. The fo...
1A number of translations of Aristotle's works have been consulted because much turns on the translation of terms and there is considerable variation in the way some passages are interpreted. The Greek words of certain terms are included in parentheses so that readers may cross-check terms against the original and between translations. The Rackham ...
Aristotle (1908). Nicomachean Ethics. Translated by W. D. Ross. Oxford: Clarendon Press. Aristotle (1933). Nicomachean Ethics. Translated by H. Rackham. Cambridge, MA: Harvard UniversityPress. Aristotle (2000). Nicomachean Ethics. 2nd ed. Translated by T. Irwin. Indianapolis, IN: Hackett Publishing. Burnet, J. (1967). Aristotle on Education. Cambri...
Burgh, G., Field, T., & Freakley, M. (2006). Ethics and the Community of Inquiry: Education for Deliberative Democracy. Melbourne: Thomson. Frankena, W. (1965). Three Historical Philosophies of Education: Aristotle, Kant, Dewey.Chicago: Scott, Foresman. Macintyre, A. (2007). After Virtue. 3rd ed. Notre Dame, IN: University of Notre Dame Press. The ...
Jan 12, 2022 · What I present here is a study of Aristotle’s thought that should eventually help us make sense of the theory–practice, belief–action, and the like relationships in the domain of education, thus helping us develop the theory and practice of good education.
- Abhijeet Bardapurkar
Apr 20, 2023 · This chapter addresses Aristotle’s conception of the civic purposes of education, how the education he proposes would serve those purposes, his stance toward democracy and democratic education, and the compatibility of the education he proposes with a democratic society and system of government.
This paper assesses the historical meaning and contemporary significance of Aristotle's educational ideas. It begins with a broad characterisation of the project of Aristotle's Nicomachean Ethics and Politics, which he calls 'political science' (he politike episteme), and the central place of education in his vision of statesmanship.
