Selections Aristotle's Nichomachean ethics, Books 1-3, & 10, and his Politics, Books 7-8.
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Aristotle on EducationBy John Burnet
Aristotle on Teaching examines teaching in general, and analyzes the objects, procedures, and order found in all student learning, furnishing the guidelines for the culminating section on the inductive and deductive procedures underlying all teaching. It explores Aristotle's doctrine to discover its relevance for the art of teaching, defined as the act of explaining the truth to those being taught, through the lucid explanations of Thomas Aquinas on the writings of Aristotle. The book is divided into three sections, the first giving a general examination of the definition, purpose, materials, and procedure of teaching. It then discusses the student's natural procedure for acquiring knowledge by first treating the objects of knowledge, and then the procedure by which the student understands them. The third section examines the instructor's method of teaching, which is twofold because of the need to be patterned after the student's natural manner of acquiring knowledge.
Aristotle regarded law and education as the two fundamental and deeply interdependent tools of political art, making the use of education by the statesman a topic of the first importance in his practical philosophy. The present work develops the first comprehensive treatment of this neglected topic, and assesses the importance of Aristotle's defense of public education for current debates about school choice and privatization, and educational equality.
Believing that transformation is possible and that it must come from within, Clar Doyle illustrates the vital connection between drama and critical pedagogy. Presuming that a practice informed by the theory of critical pedagogy is essential to achieve an emancipatory education, Doyle shows how well drama and aesthetic education can encourage a pedagogy that is critical. He explores the real as well as the perceived values and understandings given to the aesthetic in school settings, how tastes and awareness are produced and how students' backgrounds inform the way in which art and drama are experienced. Furthermore, Doyle shows the ways in which the dominant cultural agencies rob both teachers and students of creativity through their reproductive policies. The book explores such critical questions as: the nature of culture; the historical place of drama within education; and the debate between drama and theatre as it applies to schooling. With a critical perspective, he reviews the current status of drama education and suggests ways in which educators can redefine their mission and refine their practice. By examining the influence of the culture industry and the issues surrounding style choices, Doyle highlights the challenge that teachers must meet in order to use performance skills to tease out attitudes and understandings. He concludes by showing how drama can help students, not only to bring about change in their own lives, but to effect change in the world around them.
I may not be the Jesus Christ I once fondly imagined myself, but I think I must have a talent for journalism' James Joyce's non-fictional writings address diverse issues: aesthetics, the functions of the press, censorship, Irish cultural history, England's literature and empire. This collection includes newspaper articles, reviews, lectures, and propagandizing essays that are consciously public, direct, and communicative. It covers forty years of Joyce's life and maps important changes in his opinions about politics, especially Irish politics, about the relationship of literature to history, and about writers who remained important to him such as Mangan, Blake, Defoe, Ibsen, Wilde, and Shaw. These pieces also clarify and illuminate the transformations in Joyce's fiction, from Dubliners and A Portrait of the Artist as a Young Man to the first drafts of Ulysses. Gathering together more than fifty essays, several of which have never been available in an English edition, this volume is the most complete and the most helpfully annotated collection.
John Lockes, des berühmten englischen Philosophen (1632–1704) »Gedanken über Erziehung« erschienen im Jahre 1693 anonym unter dem Titel: »Some thoughts concerning education«. Das Buch ist nicht streng systematisch angelegt, es macht vielmehr oft den Eindruck unzusammenhängender Einfälle und ist nicht frei von Wiederholungen. Und doch liegt in der Anordnung der Gedanken eine Absicht. Die leibliche und sittliche Erziehung beanspruchen den größten Teil des Werkes, ganz zuletzt wird von den zu erwerbenden Kenntnissen gesprochen. Zum ersten Male in der pädagogischen Literatur wird eben in den »Erziehungsgedanken« die Erziehung des Zöglings in den Mittelpunkt gestellt. Als erster fordert Locke, wie schon Herbart in seiner feinen Charakteristik des »schlichten Mannes«, dem er Selbständigkeit und Tiefe nachrühmt, bemerkt, »daß man den Erfolg eines Erziehers nicht nach der Summe der Kenntnisse, sondern nach der gewonnenen persönlichen Bildung des Zöglings schätzen solle«. Die Serie "Meisterwerke der Literatur" beinhaltet die Klassiker der deutschen und weltweiten Literatur in einer einzigartigen Sammlung. Lesen Sie die besten Werke großer Schriftsteller,Poeten, Autoren und Philosophen auf Ihrem elektronischen Lesegerät. Dieses Werk bietet zusätzlich * Eine Biografie/Bibliografie des Autors.
Aristotle is often underrated in educational circles but the impact of his philosophy and his actions are evident in the schools and universities around us today. Aristotle developed the first proper university that had different departments and vast collections of texts and artefacts. His philosophy has also influenced the greatest minds since his time, from Aquinas to today's logicians, rationalists, and empiricists. The influence of his educational thinking and his philosophy in general helped underpin the Renaissance and the modern era. In a nutshell, Aristotle took our thinking and said, 'make it sharper.' Alexander Moseley offers a thorough and comprehensive overview of the works of Aristotle and explores the influence of his thought and writings and their impact on our education systems today.
The conflict between politics and antipolitics has replayed throughout Western history and philosophical thought. From the beginning, Plato's quest for absolute certainty led him to denounce democracy, an anti-political position challenged by Aristotle. In his wide-ranging narrative, Dick Howard puts this dilemma into fresh perspective, proving our contemporary political problems are not as unique as we think. Howard begins with democracy in ancient Greece and the rise and fall of republican politics in Rome. In the wake of Rome's collapse, political thought searched for a new medium, and the conflict between politics and antipolitics reemerged through the contrasting theories of Saint Augustine and Saint Thomas. During the Renaissance and Reformation, the emergence of the modern individual again transformed the terrain of the political. Even so, politics vs. antipolitics dominated the period, frustrating even Machiavelli, who sought to reconceptualize the nature of political thought. Hobbes and Locke, theorists of the social contract, then reenacted the conflict, which Rousseau sought (in vain) to overcome. Adam Smith and the growth of modern economic liberalism, the radicalism of the French revolution, and the conservative reaction of Edmund Burke subsequently marked the triumph of antipolitics, while the American Revolution momentarily offered the potential for a renewal of politics. Taken together, these historical examples, viewed through the prism of philosophy, reveal the roots of today's political climate and the trajectory of battles yet to come.
This second edition continues to examine the major schools of philosophy of education through the systems approach. It also considers the relationship of education to major ideologies such as Liberalism, Conservativism, and Marxism. The third section on Educational Theory analyzes the impact of philosophy and ideology on educational theory and practice by examining such theories as Essentialism, Perennialism, Progressivism, and Social Reconstructionism. Although focusing on the philosophy of education, this book provides a three-dimensional introduction to educational ideas. First, it examines the major philosophical systems and ideologies that have shaped educational thought and practice. Second, it outlines certain ideas from philosophy and ideology to illustrate how these disciplines contribute to educational theory. Third, in seeking to provide a context for educational philosophy, ideology, and theory, it includes biographical sketches of principal originators or contributors of leading ideas about education. For professionals working in the field of education.
Education for the Future: The Case for Radical Change focuses on the developments in educational systems and the role of teachers and learning institutions in shaping society. The book first ponders on the problems confronting progress in education, including the pressure on schools and teachers to perform according to the dictates of society. The need to develop curriculum in universities that can instill efficient learning for students is also underscored. The text also takes a look at the relationship of literary culture and the productive and distributive activities of the market place. The manuscript focuses on the influence of educational technology in the provision of aids in learning. The text also underscores that the solution to the problems of education in Britain should not be taken individually, but rather it should be treated as part of a larger pattern. The controversy in the establishment of the Gresham College is noted. The book is a dependable reference for readers interested in studying the development, issues, and trends in the educational system of Great Britain.
In undertaking to treat of Aristotle as the expounder of ancient educational ideas, I might, with Kapp’s Aristoteles’ Staatspaedagogik before me, have made my task an easy one. I might simply have presented in an orderly way and with a little commentary, what is to be found on the subject of education in his various works—Politics, Ethics, Rhetoric, Poetics, etc. I had two reasons, however, for not adopting this course: (1) that this work had been done, better than I could do it, in the treatise referred to, and (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. Aeterna Press
This new and exciting text is aimed at informal educators involved in youth work, community work and adult education and health promotion. The contributors explore the principles and practice of informal education and focus, in particular, on the notion of 'working with' which is central to practice, in this sector. The book argues for an approach which is relevant to a number of professional fields and which focuses on a way of working rather than upon a specific target group. The book looks at the role of an educator in informal education and youth work settings. Comprehensive and analytical, it looks at social, cultural and political contexts of education. The authors discuss the practical side of teaching from the setting, programme planning and communication to activity-based work, one-to-one case work, formal group work and managing the work load. Finally the book analyses developing professional practice, the use of line management and supervision, and evaluation of work.
Philosophers on Education offers us the most comprehensive available history of philosopher's views and impacts on the directions of education. As Amelie Rorty explains, in describing a history of education, we are essentially describing and gaining the clearest understanding of the issues that presently concern and divide us. The essays in this stellar collection are written by some of the finest comtemporary philosophers. Those interested in history of philosophy, epistemology, moral psychology and education, and political theory will find Philosophers on Education to be both an engaging and fascinating read.