DOCSLIB.ORG

Murphy Ch1&2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Murphy Ch1&2 ffiw&wwffiKK Educationin the Early Cultures ducation is, in its broadestsense, the processof transmissionof culture from one generationto the next.l what is culture but the way the membersof the group think, believe,and live; what they do, say,and hold as values.There has been some sort of education ever since human beings existecl.First was the qreat human achieve- ment of spoken language,followed by learning how to muke anJ use rools. hunt and gather food, and make fire. Then the first societiesdeveloped and humans lived in yil- lages,farming, and making pottery and things from copper and bronze.2 Education in primitive society was informal. It consisted of teaching the young to survive by hunting for food and (eventually) by planting crops; to secureshelter; to ,ouk. tools and other utensils; and to learn the tribes' values and rules. Boys learned to make tools, to hunt, and fish. Girls learned to gather and prepare foocl. primitive education knew nothing of books and schools.It was motivated by the ,reedfor self,preservation;it was direct and effective;and it was carried on by the active participation of the learner as he imitated adult activities or was shown how to make tooli, engagein the hunt, or fish. Parents were, from the beginning, the primary educators of theli children. They were helped by other members of their tribe who taughr children the practical skills needed, , and who told them stories that explained the customs (mores) of the tribe.r Moral educa- tion was thus an integral part of the educativeprocess from the beginning. Language:The Mark of Civilization Language,the ability to communicateorally, is the mark of civilization.Educarion enr- phasized languagelearning by using songs, stories, and rituals that formecl the groul. cultural inheritance.Unique to human beings is the ability to use abstractrh..lril:: conceptualize,and communicate in oral and written languagelthis has truprr,p.l-.- ')^ - u-Ar tr|1 I educzrtionalconsequences. As primitive man beganto scratchrough picturcs.rr iir.' u-rrri.: around him on the walls of caves,he was laying the basisfor a processthat u'ould latcr culn-rinateiu written svrnboisoI cotnmunication. Educationin the Near East It is impossibleto determinethe exactdate that schoolsfirst cameinto existence.Hou - ever, \4/eknorv that written langr-ragewas developedaround 4000 l.c. Once there was a written language,there u,:rs a needfor a more lormal liind of education.aThe earliestcivr- iizations that left rccords were a group of city-statesformed in the Tigris-EuphratesRiver valleyin Mescpotamia(now lraq; seeN{ap 1.1 ol the NearEast). Knor.r'n as Sumeria, the-se city statesbecame the basisfor later socialand educationaldevelopments in China,India, and Egypt. Althongh the Snmeriansdicl not have an alphabet,thev developedsymbols that came to be known as cuneiformthat were made by pressingir wedge-shapedstylus into a soft clay tablet.ln Babylon(and later in Egypt), this processat first took the form of picturerr,ritrng or pictttgrams.The picture rel'errednot onl,vto the objectportrayed but alsohad meaningbeyond the actualobject. Recentdrscoveries in Iraq ha\.eturned up cuneifonnmathematics textbooks used by schoolboysin Sumeriaas early as 2000 B.t.- L)necan assumethat some form of schools ffili'Jl,.;;:l";;:l::itff .I:n'ilHi::tff :f :il:.ll*',,:':,i:T;.::,:lT; Map 1.1 Ancient Civilizationsand Trade Routes of the Near East uJo\ toil .lrt,ch - llr] ,, ,u -r.. ARABIAN '\''ot DrsI&r \\ --- lgvptian trader()utes '' , I I '-!,*ou I <b Pyramidsabout t'P '1,\l 't- I 2(i5{}u.r . * 3{}00tr.t.. t, '-,-- -t i / (,atsracts \";\L !.. ''v \ \ o nri ?w 3(n)Mits FrrT-+----r \ 0 1{f.1?t$ 30* Kilenrerc.} \ {!r' Source: From Anthony Esler, The Human Venture,Combined Volume:Frcm Prehistory to the Present,sthedition, 2004. Reprinted by permissionof PearsonEducation. I EDUCATIONIN THE EARLYCULTURES the education ol priests, scribes, and civil ser\-ilnts.The Phoenicians clrrglt,pc.l i !\>lcnr ot 22 signs, each of which represented a consonant sound, around 1000 n.r. ThLs ..ii. thc beginning ol thc cleveloplnent of :rn alphabet as $,e knou' it toda),. Females could attend school and a woman could uranage her husbands brr.rncs. ,rr-L.l household alfairs when he was away. In the Old Babylonian period, women cr)Ll]cl;rri.r> r,r,'itnessesancl be scribes. There arc even reports of rvomen phy'sicians. EarliestWritten Literature By 2700 s.c.,cuneiform was alsoused lor works of literature.The Epic o/ Gilgarne.shis tht- earliestknown u'ritten work of literature. It dealsr'vith the profound thernesof friendship. the leality o[ death,ancl the questlor eternallifc. Educationin China China hasalso been a civiiizedsociet). lor a r,erylong time. There is cvidenceto suggest that forrnal schoois existed in China during the Hsia and Shang dynasties,perhaps as earlyas 2t)00n.c.o (see NIap 1.2 of China).Religion has irlways been one of the fundamen- tal lhctorsin Chineselife and eclucation.The Chinesehave a greatdevotion to tradition. This in evidentin the family,where the fatherhas absolute powcr to enforceobedience to himselfas the carrierof tradition.The statewas but an enlarsemer-rtof the familv.and tire Map 1.2 China Source: From Anthony Esler, Ihe Human Venture,Combined Volume:From Prehrstorvlc Present,5thedition, 2004. Reprinted by permissionof PearsonEducation. :_i,TER 1 il5:Tiil::T'.1 :'.:H,";'tff :l:'":: :li,:T i.,'::*:.T:',ilTifl:tT:,:: tain thinss as traditionclictated. ^lili'i TheChinese Curriculum Around the seventhcentury B.c,, rve see the Chinesecurriculutn leaning heavily on tradi- tion. Classicalsubjects were studieclin a prescribeclcurriculum: history, poetr)',literature of antiquiq', governnrentdocrtments, ar.rd law China had no state system of schools nor public education.Formal educationwas stricily for men, anclonly thosemen who could pay for it. In general,the educationof women was lirnited to thar which they'needed in order to be polishedin socialsituations. but therearc repoltedincidents of women receiv- ::1ilffii""Hl;:l'J:TlJl:l;ihffi ilil;li:.:.'lilT"?ffi sff1H{i::'3; power when their husbands were awayi ChineseEducational Institutions There were three levels of ancient Chineseeducation: elenentary.. acadetnies, and exami- nations.The elementaryschool met in the teachershouse. The hours were long and the work severe.The privateacaclemies were m(lrelike "cram" or "dlill'" scl.rocllsin which the youth studicd the Chincseclassics, grammar, and prosein orclerto passthe examinations. The rnethodologyat ever;'level of Clrinesecclucation was extrertelyformal, emphasizing memorizationand an exactreproduction o[ textr.ralrnaterial. The classroorn\&'as a scene of confusittn and ear-splittingnoise as thc children studied lheir lessonsancl recitecl aloud. To Inotivatestudents to this rote memory and absoluteimitation, the teacherl.rad to exertharsh discioline. Chinese education has alu,ays been characterizeclb1. tradition, moralitv. and conformity-all designedto help the studentsto becomethe kind of human pcrsonenvi- sioned by oriental thought. We traditionally credit the philosophersand rhinkers of Greece and Rome with establishingthe foundations of our intellectualeducational thought. Hoq'- ever,it is interestingto study Easternthought to seethat, in the sametime period, a similar system of ldeas was establishedin China. Eastern thought is different from \A/estern thought in that it is cyclical,ernphasizing harmony while alsojuxtaposing oppositcs. Confuciuswas the first privateteacher in China who taught men the value of teach- ing itself. It will do us well, therefore,to begin this book of educzrtionalwritings lvlth a work frorn one of China'sgreat thinkers. the famous philosopher Confucius, who wrote about the ilnportance of education for society This r,villhelp us to seethat educationalis- suesare perennial and crosscultures, civilizations,and time periods. For FurtherResearch on the lnternet Sltewith information on ancient Babylonia.Egl'pt, anclother ancient civilizations. httpl/ home. echo-on.net /-srnithda./ Irrforrnationon the Sumeriansof Babyloniaand other ancientcivilizations. http://rvw'w .eliki. com,/ancient/civilizations/ Lessonplans on the ancientcivilizations. http://lessonplans.com \lanr'links to ancient China. Egvpt,and India. http://wwwcrystalinks.com,/ancient.html EDUCATIONIN THE EAF.V CI-.'TURES Notes 1. EclwardPou'er,PhilosophyoJEdutation:-StudicsiirPhilosophres,Schoolin.gdrl.JEJlirrltrr)r,ri/ Heights,IL: WavelandPrcss, 1990). 2. Nlarvin Pern er al.. '|4/cslrnCir'iij:afion: Ideas. Politics f's{).icl'y (Boston:HoughtrrD \lt1ii::; . 2000). 3. Tinr Megarry Societl,'irr Prchisalv; The Origin oJ HumanCulfure (New \brk: Neu \brl< L nirtr. l 996). Yun Lee Too, The PedagogicalCont,?rct: fhc EcorromiesoJ Teuchingand Lcarningin rLc {ttcttrtl \\,,ri,i - Arbor: Universityof MichiganPrcss,2000). l EleanorRobson.Mesopotdmian,\{alllmutics, 2100-1600 s.c. (Oxford:Clarenclon Prcss. lt)t)9). 6 Ray Huang, China:A MacroHi.storl' (;\rnronk, N.Y: M.E. Sl-rarpe,1997). 7 Conrad Schirokaurer.A BrieJHi storl,ol ChineseCit,ilization (Ne u' York: Harcourt BraceJolrrnovich. I 9q i l Sectionl.l: Confucius (552-479 s.c.) Proverbsand maxims are one o[ the most effective ways of teaching moral principles becausewhen learnedyoung, they stick with y,6llall your 1ife.We all rememberour parents'quoting: "Early to bed, early to rise, makes a man healthy, wealthy, and wise." Confucius was the great moral teacher who taught using maxims. Confucius'Life and Times Confucius (born Kung Chiu, meaning Chiu oi the Kung family,
Load more

Recommended publications
  • The Roles of Solon in Plato's Dialogues
    The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought.
    [Show full text]
  • The Wisdom of Noble Simplicity
    The Εὐηθέστεροι Myth: the Wisdom of Noble Simplicity L. M. J. Coulson A Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy Department of Classics and Ancient History School of Philosophical and Historical Inquiry Faculty of Arts and Social Sciences The University of Sydney November 2016 Statement of Originality This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. L. M. J. Coulson November 2016 i Acknowledgements Throughout this undertaking it has been my great good fortune and privilege to have the gracious and generous support of my family, supervisors and colleagues. On November 5, 2012 Professor Eric Csapo and I met for the first time. At that meeting Eric suggested the apparently paradoxical use of εὐήθεια in Ancient Greece as a postgraduate research topic. This thesis is a direct consequence of his suggestion, encouragement and forbearance. Eric’s erudition in the Classics’ disciplines is extraordinary and gives constant cause for admiration. Professor Rick Benitez is officially designated as my auxiliary supervisor. However, he has been far more that that, especially in the last year of this project when the depth of his Platonic scholarship and generous support made an invaluable contribution to the completion of this thesis. I am grateful for the opportunity to have worked closely with these exceptional scholars.
    [Show full text]
  • A Companion to Plato
    A Companion to Plato Edited by Hugh H. Benson A Companion to Plato Blackwell Companions to Philosophy This outstanding student reference series offers a comprehensive and authoritative survey of philosophy as a whole. Written by today’s leading philosophers, each volume provides lucid and engaging coverage of the key figures, terms, topics, and problems of the field. Taken together, the volumes provide the ideal basis for course use, representing an unparalleled work of refer- ence for students and specialists alike. Already published in the series: 20 A Companion to Analytic Philosophy 1 The Blackwell Companion to Philosophy, Edited by A. P. Martinich and David Sosa Second Edition 21 A Companion to Genethics Edited by Nicholas Bunnin and Eric Tsui-James Edited by Justine Burley and John Harris 2 A Companion to Ethics 22 A Companion to Philosophical Logic Edited by Peter Singer Edited by Dale Jacquette 3 A Companion to Aesthetics 23 A Companion to Early Modern Philosophy Edited by David Cooper Edited by Steven Nadler 4 A Companion to Epistemology 24 A Companion to Philosophy in Edited by Jonathan Dancy and Ernest Sosa the Middle Ages 5 A Companion to Contemporary Political Edited by Jorge J. E. Gracia and Philosophy Timothy B. Noone Edited by Robert E. Goodin and Philip Pettit 25 A Companion to African-American 6 A Companion to Philosophy of Mind Philosophy Edited by Samuel Guttenplan Edited by Tommy L. Lott and John P. Pittman 7 A Companion to Metaphysics 26 A Companion to Applied Ethics Edited by Jaegwon Kim and Ernest Sosa Edited by R.
    [Show full text]
  • Platonic Academy Vis-A-Vis Contemporary Indian Education System
    International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Platonic Academy Vis-A-Vis Contemporary Indian Education System Tanu Kapoor Abstract: Education is a process through which we equip ourselves with knowledge. Anything that can have a formative influence on the way a person thinks, acts and feels may be considered as education. Undoubtedly, Plato’s Academy has been the most prestigious and most influential of all educational institutions in antiquity. Plato laid the foundation of this academy in 385 B.C.E. in Akademeia, then a northern suburb six stadia outside of Athens. Many influential personalities of pre-20th century weren’t educated in academies but had developed interests as well as excellence in diverse disciplines. These people laid the foundations of science through self- learning. Aristotle, Newton, Jabir-Ibn-Hayan, Galileo, Leonardo da Vinci, Michael Faraday, Nikola Tesla, and numerous others excelled in versatile fields. Today, unfortunately, auto-didacticism or self-directed learning is looked down upon in the mainstream world. Through the medium of this research paper, we will study the platonic academy’s education system vis-à-vis contemporary Indian education system. The paper will cover the era of inception of Platonic academy, its study pattern and then it will move to the present time education policies and study pattern. Also, this paper discusses how Plato’s theory of education has influenced the modern-day education system in India. Keywords: philosophy, education, academic 1. Introduction perfection, self realisation and the knowledge of truth made him to establish Plato‘s Academy.
    [Show full text]
  • Copyrighted Material
    the life of plato of athens 1 The Life of Plato of Athens DEBRA NAILS Plato died in the first year of the hundred and eighth Olympiad in the thirteenth year of the reign of Philip of Macedon – 347 bce by contemporary reckoning – and was buried at the Academy.1 So venerable and so widespread was the philosopher’s repu- tation that mythologizing was inevitable and prolonged: Plato was sired by the god Apollo and born to the virgin Perictione; he was born on the seventh of Thargelion, Apollo’s birthday, and the bees of Mount Hymettus dripped honey into the mouth of the newborn babe. Renaissance Platonists celebrated Plato’s birth on the seventh of November, the same day his death was commemorated. Woodbridge’s 1929 The Son of Apollo begins, “The demand of history that we be accurate contends with the demand of admiration that we be just. Caught between the two, biographers of Plato have written, not the life of a man, but tributes to a genius.” Genius he certainly was, but he deserves better than a tribute and better than the standard vita cut to fit the pattern of the Alexandrian librarian Apollodorus who divided ancient lives into four twenty-year periods with an akmB at age 40.2 By this scheme, Plato is duly born in 427, meets Socrates at age 20 (when Socrates is 60), founds the Academy at 40, voyages to Sicily at 60, and dies at the age of 80. Ample evidence belies the neat fit. Plato of Collytus, son of Ariston – for that was his full legal name, under which he had rights of Athenian citizenship and by which his name will have been recorded on the Aegis tribal lists – was born in 424/3, the fourth child of Ariston of Collytus, son of Aristocles, and Perictione, daughter of Glaucon; Ariston and Perictione had married by 432.
    [Show full text]
  • Plato:The Great Philosopher- Educator
    Plato:The Great Philosopher- Educator Giants in the History of Education David Diener Series Editor: David Diener Plato: The Great Philosopher-Educator © Classical Academic Press, 2015 Version 1.0 ISBN: 978-1-60051-263-6 All rights reserved. This publication may not be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of Classical Academic Press. Cover & layout by Lenora Riley Classical Academic Press 2151 Market Street Camp Hill, PA 17011 www.ClassicalAcademicPress.com PGP.02.15 There is one element you could isolate in any account you give, and this is the correct formation of our feelings of pleasure and pain, which makes us hate what we ought to hate from first to last, and love what we ought to love. Call this “education,” and I, at any rate, think you would be giving it its proper name. —Plato, Laws Table of Contents Acknowledgments . vii Introduction . ix Chapter One: A Brief Biography . 1 Chapter Two: Plato’s Historical Context . 5 Chapter Three: Plato’s Educational Context . .. 11 Chapter Four: Plato’s Understanding of the Nature and Purpose of Education . 23 Chapter Five: Plato’s Model of Education: Curriculum and Pedagogy . 35 Chapter Six: Plato’s Educational Legacy . .. 47 Chapter Seven: The Relevance and Implications of Plato’s Thought for Twenty-First-Century Education . 51 Bibliography . 57 Questions for Discussion . 61 Acknowledgments Throughout the process of writing and editing this book, I have benefited greatly from the valuable input offered by a number of people . Among those I particularly would like to thank are Marcus Foster, Glenn Hoshauer, Jeff Perkins, Jeremy Sturdivant, Brent Stevens, Jeanette Faulkner, “Skip” Cornelius Ferguson, and Steven Smith .
    [Show full text]
  • Plato 1 Plato
    Plato 1 Plato For other uses, see Plato (disambiguation) and Platon (disambiguation). Plato: copy of portrait bust by Silanion Full name Plato (Πλάτων) [1] Born c. 428–427 BC Athens Died c. 348–347 BC (age approx 80) Athens Era Ancient philosophy Region Western Philosophy School Platonism Main interests Rhetoric, Art, Literature, Epistemology, Justice, Virtue, Politics, Education, Family, Militarism Notable ideas Platonic realism [2] [a] Plato (English pronunciation: /ˈpleɪtoʊ/; Greek: Πλάτων, Plátōn, "broad" ; 428/427 BC – 348/347 BC), was a Classical Greek philosopher, mathematician, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science.[3] Plato was originally a student of Socrates, and was as much influenced by his thinking as by his apparently unjust execution. Plato's sophistication as a writer is evident in his Socratic dialogues; thirty-six dialogues and thirteen letters have been ascribed to him. Plato's writings have been published in several fashions; this has led to several conventions regarding the naming and referencing of Plato's texts. Plato's dialogues have been used to teach a range of subjects, including philosophy, logic, rhetoric and mathematics. Biography Early life Birth and family The definite place and time of Plato's birth are not known, but what is certain is that he belonged to an aristocratic and influential family. Based on ancient sources, most modern scholars believe that he was born in Athens or Aegina[b] between 429 and 423 BC.[a] His father was Ariston.
    [Show full text]
  • The Search for Atlantis: a History of Platos Ideal State
    T H E S E A R C H F O R AT L A N T I S A HISTORY OF PLATO’S IDEAL STATE STEVE P. KERSHAW, PHD PEGASUS BOOKS NEW YORK LONDON For Hebe Contents Acknowledgements Introduction CHAPTER 1 Ancient Mythical and Semi-Mythical Lands The Island of Atlas Homer’s Odyssey: Ogygia and Scherie Erytheia, the Red Land Hesperia Hyperborea Britannia CHAPTER 2 Plato in Context - the Athens of His Ancestors Solon Peisistratus Herodotus: Invaders and Fabulous Cities Persian Wars The Pentekontaetia: Imperialism Out of Control? The Peloponnesian War CHAPTER 3 Plato the Philosopher Young Plato: Athens at War and a Natural Disaster The Sicilian Expedition Plato’s Early Travels and the Founding of the Academy The Second Athenian Empire: Failed Imperialism and a Natural Disaster Plato’s Later Trips to Sicily and Death CHAPTER 4 Plato’s Timaeus Socrates’ Summary of the Ideal State Socrates’ Request - Tell Us About the Ideal State in Action Critias’ Response to Socrates’ Request The Timaeus CHAPTER 5 Plato’s Critias Timescale and Catastrophe Primaeval Athens: Landscape, People and Political Institutions Atlantis: Names, Mythology and the Physical Features of the Island The Capital City and Its Buildings The Island Beyond the Capital City Military Arrangements The Political Structure of Atlantis Decline and Punishment CHAPTER 6 Plato’s Atlantis in Classical Antiquity Theopompus of Chios Aristotle and Pseudo-Aristotle: Invention and Obliteration Crantor of Soli: Historia and Myth Atlantis: A Tale from Egypt? CHAPTER 7 Plato’s Atlantis in the Hellenistic and Roman Periods The Hellenistic Age: Poseidonius of Apamea; Strabo; Diodorus Siculus Atlantis in the Roman Empire - si Platoni credimus..
    [Show full text]
  • History of Ancient Greece Institute for the Study of Western Civilization April 29, 2019, Week 25 Plato
    History of Ancient Greece Institute for the Study of Western Civilization April 29, 2019, Week 25 Plato SaturdayMay 4, 2019 SaturdayMay 4, 2019 Plato 427-347 Alfred North Whitehead once noted: "the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato." SaturdayMay 4, 2019 Western Civilization Greece= Universe has order (Socrates, Plato, Aristotle) Israel= God the creator sustainer gives order cosmological and moral order Augustine (354 AD-430 AD) unifies the two traditions. "Quid Athenae Hierosolymis?" SaturdayMay 4, 2019 Plato 427-347 Plato (means broad shouldered, plateau, plate,) Greek: Πλάτων Plátōn, pronounced [plá.tɔːn] PLAH-tone in Classical Attic; was an Athenian philosopher during the Classical period in Ancient Greece, founder of the Platonist school of thought, and the Academy, the first institution of higher learning in the Western world. He is widely considered the pivotal figure in the history of Ancient Greek and Western philosophy, along with his teacher, Socrates, and his most famous student, Aristotle. Plato has also often been cited as one of the founders of Western theology and spirituality. The so-called Neoplatonism of philosophers like Plotinus and Porphyry influenced Saint Augustine and thus Christianity. SaturdayMay 4, 2019 Plato 427-347 Aristotle 387-322 SaturdayMay 4, 2019 The Decline of Athenian Democracy SaturdayMay 4, 2019 THE GOLDEN AGE, 480-399 BC “The period which intervened between the birth of Pericles and the death of Aristotle,” wrote
    [Show full text]
  • A History of Western Philosophy Ralph Mcinerny
    A History of Western Philosophy Ralph McInerny Volume I Foreword / Acknowledgements • Part I: Presocratic Philosophy o Chapter I: Before Philosophy A. The Quarrel Between Philosophy and Poetry B. The Theological Poets C. Greek Primitive Religion o Chapter II: The Ionians A. Thales of Miletus B. Anaximander of Miletus C. Anaximenes of Miletus D. Xenophanes E. Heraclitus of Ephesus o Chapter III: The Italians A. The Pythagoreans 1) Pythagoras of Samos 2) Pythagorean Doctrines B. Parmenides of Elea C. Zeno of Elea D. Melissus of Samos o Chapter IV: Empedocles of Acragas A. On Nature B. Purifications o Chapter V: Anaxagoras of Clazimenae o Chapter VI: Atomism Diogenes of Apollonia o Chapter VII: The Sophists A. Protagoras of Abdera B. Gorgias of Leontini C. Prodicus of Ceos D. Some Other Sophists E. Concluding Summary • Part II: The Classical Period o Chapter I: Socrates A. His Life B. The Character of Socrates C. The Doctrine of Socrates D. The Socratic Schools o Chapter II: Plato A. The Man and His Work B. The Doctrine of Forms C. The Crisis in Plato's Thought D. Plato's Natural Doctrine E. Plato's View of Man o Chapter III: Aristotle A. The Man and his Work B. The Nature and Division of Philosophy C. Aristotle's Logic D. Aristotle's Philosophy of Nature E. Moral and Political Philosophy F. First Philosophy • Part III: The Hellenistic Period o Chapter I: Epicureanism A. Canonic B. Physics C. Ethics D. The History of the School o Chapter II: The Stoics A. Logic B. Physics C. Ethics D.
    [Show full text]
  • Plato: the Great Philosopher
    Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-12, 2016 ISSN: 2454-1362, http://www.onlinejournal.in Plato: The Great Philosopher Ajaj Ahemad & Mazar Ali Shah Ph.D. Students, Department of Philosophy and Political Science AMU (Aligarh Muslim University) Abstract: Plato is one of the most important named Aristocles after his grandfather, and only Western philosophers, exerting influence on later dubbed "Plato" or "Platon" (meaning "broad") virtually every figure in philosophy after him. His on account of the breadth of his eloquence, or of dialogue The Republic is known as the first his wide forehead, or possibly on account of his comprehensive work on political philosophy. Plato generally robust figure. also contributed foundationally to ethics, metaphysics, and epistemology. His student, His father was Ariston (who may have traced his Aristotle, is also an extremely influential descent from Codrus, the last of the philosopher and the tutor of Alexander the Great of legendary kings of Athens); his mother Macedonia. was Perictione (who was descended from the famous Athenian lawmaker and poet Solon, and Key Word: Plato’s life discipleship and the most whose family also boasted prominent figures of the influential philosophical works. oligarchic regime of Athens known as the Thirty Tyrants). He had two INTRODUCTION brothers, Adeimantus and Glaucon, and a sister, Potone. Plato later introduced several of his Plato (c.428-348 B.C.) was a hugely important distinguished relatives into his dialogues, Greek philosopher and mathematician from the indicating considerable family pride. Socratic (or Classical) period. When Ariston died early in Plato's childhood, his He is perhaps the best known, most widely studied mother married her own uncle, Pyrilampes, who and most influential philosopher of all time.
    [Show full text]
  • Aristotle's Account of Speusippus' and Xenocrates' Metaphysical and Epistemological Theories
    Durham E-Theses Aristotle's account of Speusippus' and Xenocrates' Metaphysical and Epistemological Theories DE-CESARIS, GIULIA How to cite: DE-CESARIS, GIULIA (2020) Aristotle's account of Speusippus' and Xenocrates' Metaphysical and Epistemological Theories, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/13441/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Giulia De Cesaris Abstract: Aristotle’s account of Speusippus’ and Xenocrates’ Metaphysical and Epistemological Theories This Ph.D. thesis aims at a novel reconstruction of the metaphysical and epistemological theories of the first two successors of Plato, Speusippus and Xenocrates. By advancing a new methodology for the selection and evaluation of the evidence and putting it to the test, this thesis will offer a picture of Speusippus’ and Xenocrates’ theories as grounded in the privileged testimony of Aristotle.
    [Show full text]