Schools of Hellas: An Essay on the Practice and Theory of Ancient Greek Education from 600 to 300 B. C.Freeman, Kenneth J. (Kenneth John)
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Schools of Hellas: An Essay on the Practice and Theory of Ancient Greek Education from 600 to 300 B. C.
Freeman, Kenneth J. (Kenneth John)
Education, Greek
But, although he differentiated himself so carefully from what moderns
would call the philosophical schools, Isokrates styled himself a
teacher of philosophy quite as much as they did. To him, as to the
Romans, philosophy was the art of living a practical life. “That which
is of no immediate use either for speech or for action does not
deserve the name of Philosophy.”[537] The true philosopher is not the
dreamer who neglects what is practical and essential, but the man of
the world who learns and studies subjects which will make him able to
manage his household and govern his state well; for this is the object
of all labour and all philosophy.[537] With this practical end in view
he ridicules the metaphysical researches of “the old Sophists, of whom
Demokritos said that the number of realities was infinite, and
Empedokles declared for four, and Ion for not more than three, and
Alkmaion for only two, and Parmenides and Melissos for one, while
Gorgias asserted that nothing existed at all.”[538]
In the promises which he makes of imparting to his pupils this
practical wisdom which he calls philosophy, Isokrates is
characteristically cautious. An exact science, which will embrace all
possible questions and circumstances which may arise in domestic and
political matters, is an impossibility; men must be content with a
general capacity of forming a right judgment in view of each
particular case when it arises. Consequently he defines as “wise men,”
σοφοί [sophoi], “those whose judgment usually hits upon the right
course of action,” and as “seekers after wisdom” or philosophers,
φιλόσοφοι [philosophoi], “those who occupy themselves with those
studies and pursuits from which they will most quickly obtain this
practical wisdom,”[539] or capacity of forming correct judgments. But
a judgment can only be formed properly after a proper deliberation: so
the work of Philosophy is to practise her pupils in this
deliberation.[540]
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