Aristotle and Ancient Educational IdealsDavidson, Thomas
Philosophy
Aristotle and Ancient Educational Ideals
Davidson, Thomas
Aristotle, 384 BC-322 BC; Education, Greek
If God acts in all things, and such action in no way derogates from
his dignity, but even belongs to his universal and supreme power, he
cannot consider it below him, nor does it stain his dignity, if he
extend his providence to the individual things of this world.--_Id._
Une immense espérance a passé sur la terre.--Alfred de Musset.
We have seen that the Greek ideal of life rested upon the complete
identification of the man with the citizen. We have seen also how this
ideal was paralyzed by the growth of individualism; how the wisest men
thought to render this innocuous and even beneficent, by providing for
it a sphere of contemplation, superior to that of practice, but
organically related to it, and, finally how, with the failure of this
attempt, the two sides of human nature, divorced from each other,
degenerated, the one into selfish worldliness, the other into equally
selfish other-worldliness, both conditions equally destitute of moral
significance.
This sad result was mainly due to three causes, (1) that the remedies
proposed for individualism were not sufficient, (2) that the best remedy
was set aside, (3) that the conditions for which the remedies were
offered soon ceased to exist. Both Plato and Aristotle wrote for the
small Greek polities, which lost their autonomy through the Macedonian
conquest. If it may be doubted whether even the proposals of the latter
would have redeemed these polities, had they continued free, it is
certain that they would have been ineffective under the changed
circumstances. At all events, they were never adopted, and even for the
super-civic man the teaching of Plato was preferred to his.
Public-domain text, read in full here on John Shaqi.
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