Aristotle and Ancient Educational IdealsDavidson, Thomas
Philosophy
Aristotle and Ancient Educational Ideals
Davidson, Thomas
Aristotle, 384 BC-322 BC; Education, Greek
He now, therefore, went to meet the sophists on their own ground and
with their own methods, and he did this so well as to be considered by
many, Aristophanes among them, as the best possible representative of
the class. What is true is, that he was the first Athenian who undertook
to do what the sophists had for some time considered their special
function,--to impart a "higher education" to the youth and men of
Athens. He went about the streets, shops, walks, schools, and gymnasia
of the city, drawing all sorts of persons into conversation, and trying
to elicit truth for himself and them (for he pretended to know nothing).
He was never so pleased as when he met a real sophist, who professed to
have knowledge, and never so much in his element as when, in the
presence of a knot of young men, he could, by his ironical, subtle
questions, force said sophist to admit that he too knew nothing. The
fact was, Socrates, studying Heraclitus, had become convinced that the
reason why men fell into error was because they did not know themselves,
or their own thoughts, because what they called thoughts were mere
opinions, mere fragments of thoughts. He concluded that, if men were
ever to be redeemed from error, intellectual and moral, they must be
made to think whole thoughts. Accordingly, he took the ordinary opinions
of men and, by a series of well-directed questions, tried to bring out
their implications, that is, the wholes of which they were parts. Such
is the Socratic or dialectic (= conversational) method. It does not
pretend to impart any new knowledge, but merely, as Socrates said, to
deliver the mind of the thoughts with which it is pregnant. And Socrates
not only held that saving truth consisted of whole thoughts; he held
also that all such thoughts were universally and necessarily true; that,
while there might be many opinions about a thing, there could be but one
truth, the same for all men, and therefore independent of any man. This
was the exact opposite of what Protagoras the sophist had taught, the
opposite of the gospel of individualism (see p. 93). Man is so far from
being the measure of all things, that there is in all things a measure
to which he must conform, if he is not to sink into error. This measure,
this system of whole truths, implying an eternal mind to which it is
present, and by which it is manifested in the world, is just what man
arrives at, if he will but think out his thoughts in their completeness.
In doing so, he at once learns the laws by which the universe is
governed and finds a guide and sanction for his own conduct--a sanction
no longer external and imposed by the State, but internal and imposed by
the mind. A system like this involved a complete reversal of the old
view of the relation between man and the State, and at the same time
took the feet from under individualism. "It is true," said Socrates in
effect, "that the individual, and not the State, is the source of all
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