Aristotle and Ancient Educational IdealsDavidson, Thomas
Philosophy
Aristotle and Ancient Educational Ideals
Davidson, Thomas
Aristotle, 384 BC-322 BC; Education, Greek
While Plato and Aristotle had sought to rise to the intelligible world
from, and by means of, the sensible, Plotinus, believing that he has
attained a direct, intuitional knowledge of the former, sets out from it
and thence tries to reach the other. At the summit of being he finds the
supreme Platonic principle, the One or the Good, absolutely transcendent
and self-sufficient; next below this, the supreme Aristotelian
principle, Intelligence or Absolute Knowing, the _locus_ of all ideas;
and third, the supreme principle of the Stoics, Soul, Life, or Zeus, the
animating principle of the world. Good, Intelligence, Life--these are
Plotinus' divine trinity, evolved by a process of abstraction from the
_Nous_ of Aristotle (see p. 161). The members of this trinity are
neither personal, conscious, nor equal. Each lower is caused by, but
does not emanate from, the next above it; and this causation is due, not
to any act of free will, but to an inner necessity. Thus the trinity of
Plotinus is a mere energy, acting according to necessary laws. The third
member of it turns toward matter, which is mere poverty and hunger for
being, and, in so doing, produces a world of gods, dæmons, and mundane
beings, the highest of which last is man. All that has matter has
multiplicity.
It is easy enough to see what kind of ethics and education will spring
from such a system as this. Inasmuch as the good means self-sufficiency,
freedom from multiplicity and matter, evil means dependence,
multiplicity, materiality. Whatever evil there is in man is due to his
connection with matter, for which he is in no sense responsible. His
sole business, if he desires blessedness, is to free himself from
matter and multiplicity, and return to the unity of the Supreme Good.
The steps by which this may be accomplished are, (1) Music or Art, (2)
Love, (3) Philosophy or Dialectic: through all these he rises above
multiplicity into unity. In all this there is, obviously, neither moral
evil nor moral good, and, indeed, the world of Plotinus contains no
moral element, for the simple reason that it contains nothing personal,
either in God or man. Evil is the product of necessity, and
consciousness, implying as it does, multiplicity, is part of it. The
unethical character of Plotinus' teaching comes out very clearly in his
reversal of the positions of instruction and purgation in the scheme of
education. According to the old view, purgation was a mere medical
process, preparatory to ethical training (see p. 7). According to the
Neoplatonic view, ethical training and the "political virtues" are a
mere preparation for purgation and the intellectual virtues. And this is
perfectly logical; for evil, being physical, must be cured by physical
means. And the means which Plotinus recommends are magical, rather than
moral; rites and prayers, rather than heroic deeds; the suppression of
the will, rather than its exercise.
Public-domain text, read in full here on John Shaqi.
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