The meaning of a liberal educationMartin, Everett Dean
Philosophy
The meaning of a liberal education
Martin, Everett Dean
Education
Magnanimity is a virtue if accompanied by intelligence. The magnanimous
are concerned with honor. He who being really worthy, estimates his own
worth highly, is magnanimous. He whose worth is low and who estimates
it lowly is not magnanimous, but modest. He who estimates his worth
lightly when he is really unworthy is vain. He who estimates it less
highly than it deserves is “little-minded.” In good or bad fortune,
the magnanimous will behave with moderation, he will not be too much
delighted with success nor too much grieved at failure. He must take
more care for truth than for the good opinion of men. He will not be
servile, for all flatterers are mercenary and low-minded. He will
not be given to the habit of too much admiring the great, nor will he
be fond of talking about himself or about other people; he will not
recollect injuries, nor be over-anxious, nor disposed to praise or
blame. “The step of the magnanimous man is slow, his voice deep and
his language steady: for he who only feels anxiety about a few things
is not apt to be in a hurry: and he who thinks highly of nothing is
not vehement and shrillness and quickness of speaking arise from these
things.... But vain men are foolish and ignorant of themselves ...
little-mindedness is more opposed to magnanimity than vanity, for it
is oftener found and is worse.” Hence a just appreciation of one’s
worth--knowledge of self, as Socrates would have said--is essential to
Aristotle’s ideal man.
Furthermore, meekness is a virtue only when it is a sign of
intelligence. “He who feels anger on proper occasions, at proper
persons, and besides in a proper manner, at proper times, and for a
proper length of time is an object of praise.” The meek man is not
carried away by passion. He who is excessively sensitive to anger is
irascible. He who is unsensitive is a fool.
Even the virtue of truthfulness must be exercised in moderation and
with good judgment. The excess of it is arrogance, the defect is
cunning or false modesty. Wit is also a virtue; the excess, Aristotle
says, is buffoonery or sarcasm, the defect is clownishness.
Justice is discussed in a manner quite different from that of Plato.
The problem of universal justice is dismissed, and justice is
considered in relation to various transactions between man and man.
Hence the necessity of defining “right reason.” Aristotle turns to a
discussion of Prudence, Intelligence, Deliberation, Wisdom. He says,
“It is not sufficient to know the theory of virtue,”--the end is
in “practical matters.” Aristotle holds the relation of morals to
education is much the same as that which we found it to be in the
preceding chapter. Mere precept and example are not enough; there must
be general culture, and education should extend throughout a lifetime.
Public-domain text, read in full here on John Shaqi.
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