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Putting Aristotle’s views on education into practice
After the disastrous distortions introduced in late Antiquity, it took twenty-three centuries to put into practice the views that Aristotle (384-322 BC) had developed on education. The reason for the long interval is not that Aristotle’s ideas on education are difficult to grasp. In fact, it only takes a few hours of study to understand…
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Opponents to Aristotle’s views on education
After Aristotle’s death in 322 BC, it did not take long for the world to forget his contributions to educational theory. His idea that the purpose of life is happiness received attacks from all sides. His definition of virtues as “habits leading to happiness” fell into oblivion. His view of education as a process of…
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Aristotle’s views on education
Aristotle (384-322 BC) outlined his philosophy of education primarily in his works “Eudemian Ethics” and “Nicomachean Ethics.” His work “Politics” also contains some statements on education, as part of Aristotle’s views on governance and social organisation. The Aristotelian formula for education revolves around the concept of virtue: the purpose of education is to equip students…
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Impact of Aristotle’s views on knowledge and learning
Despite its innovative, accurate character, philosophers first rejected the philosophy developed by Aristotle (384-322 BC) on knowledge and learning. His empiricism fell into disregard, and his detailed causal analysis (material cause, formal cause, efficient cause, and final cause) was seldom taught to students. For instance, Bernard of Clairvaux (1090-1153) was a fierce contender of Aristotle’s…
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Opponents to Aristotle’s views on knowledge and learning
In history, only a handful of philosophers have endorsed the views on knowledge and learning developed by Aristotle (384-322 BC). The opposition to Aristotle’s empiricism began before his birth, that is, with his predecessors, in particular Socrates and Plato. Let us take a look at how their views differ from those of Aristotle. Socrates (469-399…
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Aristotle’s views on knowledge and learning
In contrast to his predecessors, Aristotle (384-322 BC) built his theory of knowledge on empiricism. The main principle of empiricism is that knowledge can only be gained from sensory experience before it can be assessed and refined. Aristotle taught that humans start at birth with a blank mind (a blank slate) and will acquire knowledge…
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Examples of Aristotle’s theory of rhetoric and persuasion
History provides compelling illustrations of the rhetoric and persuasion techniques identified by Aristotle (384-322 BC) in his work “Rhetoric.” Each example is using the Aristotelian ethos (speaker’s reputation), pathos (emotional tone) and logos (rational arguments) in various proportions. Demosthenes (384-322 BC), who was born in the same year as Aristotle and died roughly at the…
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Putting Aristotle’s theory of rhetoric and persuasion into practice
In his work “Rhetoric,” Aristotle (384-322 BC) identified a triad of pillars for persuasion and effective speaking. His three pillars (ethos, pathos and logos) refer to the three key elements in communication, namely, the speaker’s fame and credibility, the strength of his arguments, and their emotional impact. Hundreds of books have been written on the…
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Aristotle’s theory of rhetoric and persuasion
In his work “Rhetoric,” Aristotle (384-322 BC) presents the three principles of effective communication and persuasion. He names them “ethos,” “pathos,” and “logos.” “Ethos” refers to the persuasive appeal of the speaker’s own personality. If a speaker possesses credibility, trustworthiness, and charisma, he can influence the audience more easily. Aristotle called for speakers to cultivate…
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Aristotle’s thoughts on the purpose of art and beauty
Aristotle (384-322 BC) devoted his “Poetics” to defining art and beauty, especially in the field of theatre. For Aristotle, art consists of a reality imitation or reflection (“mimesis”) with a purpose determined by the artist. The Aristotelian concept of art goes beyond defining what is pretty, pleasant or appealing. The goal of art is not…
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