The Great Educators: Aristotle and Ancient Educational Ideals
The Great Educators: Aristotle & Ancient Educational Ideals by Thomas Davidson; edited by Nicholas Murray Butler
Copyright 1892
BK1. Aristotle
Character & Ideal of Greek Education; Branches of Greek Education; Conditions of Education; Subjects for Education; Education Influenced Time, Place & Circumstances; Epochs in Greek Education
BK2. The Hellenic Period (B.C. 776-338)
Education for Work & Leisure; Æolian or Theban Education; Dorian or Spartan Education; Pythagoras; Ionian or Athenian Education; Individualism & Philosophy; Xenophon; Plato
BK3. Aristotle (B.C. 384-322)
Aristotle--Life & Works; Aristotle’s Philosophy; Aristotle’s Theory of State; Aristotle’s Pedagogical State; Education during First Seven Years; Years from Seven to Twenty-One; Education after Twenty-One;
BK4. The Hellenistic Period (B.C. 338-A.D. 313)
From Ethnic to Cosmopolitan Life; Quintilian & Rhetorical Education
Plotinus & Philosophic Education
Conclusion
[Preface] 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 & 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, & (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. I therefore judged it better, by tracing briefly the whole history of Greek education up to Aristotle & down from Aristotle, to show the past which conditioned his theories & the future which was conditioned by them. Only thus, it seemed to me, could his teachings be seen in their proper light. And I have found that this method has many advantages, of which I may mention one. It has enabled me to show the close connection that existed at all times between Greek education & Greek social & political life, & to present the one as the reflection of the other. And this is no small advantage, since it is just from its relation to the whole of life that Greek education derives its chief interest for us. We can never, indeed, return to the purely political education of the Greeks; they themselves had to abandon that, and, since then,
A boundless hope has passed across the earth—a hope which gives our education a meaning & a scope far wider than any that the State aims at; but in these days, when the State & the institution which embodies that hope are contending for the right to educate, it cannot but aid us in settling their respective claims, to follow the process by which they came to have distinct claims at all, & to see just what these mean. This process, the method which I have followed has, I hope, enabled me, in some degree, to bring into clearness. This, at all events, has been one of my chief aims.
In treating of the details of Greek educational practice, I have been guided by a desire to present only, or mainly, those which contribute to make up the complete picture. For this reason I have omitted all reference to the training for the Olympic & other games, this (so it seems to me) being no essential part of the system.
It would have been easy for me to give my book a learned appearance, by checkering its pages with references to ancient authors, or quotations, in the original, from them; but this has seemed to me both unnecessary & unprofitable in a work intended for the general public. I have, therefore, preferred to place at the heads of the different chapters, in English mostly, such quotations as seemed to express, in the most striking way, the spirit of the different periods & theories of Greek education. Taken together, I believe these quotations will be found to present a fairly definite outline of the whole subject.
1112610336
Copyright 1892
BK1. Aristotle
Character & Ideal of Greek Education; Branches of Greek Education; Conditions of Education; Subjects for Education; Education Influenced Time, Place & Circumstances; Epochs in Greek Education
BK2. The Hellenic Period (B.C. 776-338)
Education for Work & Leisure; Æolian or Theban Education; Dorian or Spartan Education; Pythagoras; Ionian or Athenian Education; Individualism & Philosophy; Xenophon; Plato
BK3. Aristotle (B.C. 384-322)
Aristotle--Life & Works; Aristotle’s Philosophy; Aristotle’s Theory of State; Aristotle’s Pedagogical State; Education during First Seven Years; Years from Seven to Twenty-One; Education after Twenty-One;
BK4. The Hellenistic Period (B.C. 338-A.D. 313)
From Ethnic to Cosmopolitan Life; Quintilian & Rhetorical Education
Plotinus & Philosophic Education
Conclusion
[Preface] 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 & 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, & (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. I therefore judged it better, by tracing briefly the whole history of Greek education up to Aristotle & down from Aristotle, to show the past which conditioned his theories & the future which was conditioned by them. Only thus, it seemed to me, could his teachings be seen in their proper light. And I have found that this method has many advantages, of which I may mention one. It has enabled me to show the close connection that existed at all times between Greek education & Greek social & political life, & to present the one as the reflection of the other. And this is no small advantage, since it is just from its relation to the whole of life that Greek education derives its chief interest for us. We can never, indeed, return to the purely political education of the Greeks; they themselves had to abandon that, and, since then,
A boundless hope has passed across the earth—a hope which gives our education a meaning & a scope far wider than any that the State aims at; but in these days, when the State & the institution which embodies that hope are contending for the right to educate, it cannot but aid us in settling their respective claims, to follow the process by which they came to have distinct claims at all, & to see just what these mean. This process, the method which I have followed has, I hope, enabled me, in some degree, to bring into clearness. This, at all events, has been one of my chief aims.
In treating of the details of Greek educational practice, I have been guided by a desire to present only, or mainly, those which contribute to make up the complete picture. For this reason I have omitted all reference to the training for the Olympic & other games, this (so it seems to me) being no essential part of the system.
It would have been easy for me to give my book a learned appearance, by checkering its pages with references to ancient authors, or quotations, in the original, from them; but this has seemed to me both unnecessary & unprofitable in a work intended for the general public. I have, therefore, preferred to place at the heads of the different chapters, in English mostly, such quotations as seemed to express, in the most striking way, the spirit of the different periods & theories of Greek education. Taken together, I believe these quotations will be found to present a fairly definite outline of the whole subject.
The Great Educators: Aristotle and Ancient Educational Ideals
The Great Educators: Aristotle & Ancient Educational Ideals by Thomas Davidson; edited by Nicholas Murray Butler
Copyright 1892
BK1. Aristotle
Character & Ideal of Greek Education; Branches of Greek Education; Conditions of Education; Subjects for Education; Education Influenced Time, Place & Circumstances; Epochs in Greek Education
BK2. The Hellenic Period (B.C. 776-338)
Education for Work & Leisure; Æolian or Theban Education; Dorian or Spartan Education; Pythagoras; Ionian or Athenian Education; Individualism & Philosophy; Xenophon; Plato
BK3. Aristotle (B.C. 384-322)
Aristotle--Life & Works; Aristotle’s Philosophy; Aristotle’s Theory of State; Aristotle’s Pedagogical State; Education during First Seven Years; Years from Seven to Twenty-One; Education after Twenty-One;
BK4. The Hellenistic Period (B.C. 338-A.D. 313)
From Ethnic to Cosmopolitan Life; Quintilian & Rhetorical Education
Plotinus & Philosophic Education
Conclusion
[Preface] 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 & 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, & (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. I therefore judged it better, by tracing briefly the whole history of Greek education up to Aristotle & down from Aristotle, to show the past which conditioned his theories & the future which was conditioned by them. Only thus, it seemed to me, could his teachings be seen in their proper light. And I have found that this method has many advantages, of which I may mention one. It has enabled me to show the close connection that existed at all times between Greek education & Greek social & political life, & to present the one as the reflection of the other. And this is no small advantage, since it is just from its relation to the whole of life that Greek education derives its chief interest for us. We can never, indeed, return to the purely political education of the Greeks; they themselves had to abandon that, and, since then,
A boundless hope has passed across the earth—a hope which gives our education a meaning & a scope far wider than any that the State aims at; but in these days, when the State & the institution which embodies that hope are contending for the right to educate, it cannot but aid us in settling their respective claims, to follow the process by which they came to have distinct claims at all, & to see just what these mean. This process, the method which I have followed has, I hope, enabled me, in some degree, to bring into clearness. This, at all events, has been one of my chief aims.
In treating of the details of Greek educational practice, I have been guided by a desire to present only, or mainly, those which contribute to make up the complete picture. For this reason I have omitted all reference to the training for the Olympic & other games, this (so it seems to me) being no essential part of the system.
It would have been easy for me to give my book a learned appearance, by checkering its pages with references to ancient authors, or quotations, in the original, from them; but this has seemed to me both unnecessary & unprofitable in a work intended for the general public. I have, therefore, preferred to place at the heads of the different chapters, in English mostly, such quotations as seemed to express, in the most striking way, the spirit of the different periods & theories of Greek education. Taken together, I believe these quotations will be found to present a fairly definite outline of the whole subject.
Copyright 1892
BK1. Aristotle
Character & Ideal of Greek Education; Branches of Greek Education; Conditions of Education; Subjects for Education; Education Influenced Time, Place & Circumstances; Epochs in Greek Education
BK2. The Hellenic Period (B.C. 776-338)
Education for Work & Leisure; Æolian or Theban Education; Dorian or Spartan Education; Pythagoras; Ionian or Athenian Education; Individualism & Philosophy; Xenophon; Plato
BK3. Aristotle (B.C. 384-322)
Aristotle--Life & Works; Aristotle’s Philosophy; Aristotle’s Theory of State; Aristotle’s Pedagogical State; Education during First Seven Years; Years from Seven to Twenty-One; Education after Twenty-One;
BK4. The Hellenistic Period (B.C. 338-A.D. 313)
From Ethnic to Cosmopolitan Life; Quintilian & Rhetorical Education
Plotinus & Philosophic Education
Conclusion
[Preface] 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 & 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, & (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. I therefore judged it better, by tracing briefly the whole history of Greek education up to Aristotle & down from Aristotle, to show the past which conditioned his theories & the future which was conditioned by them. Only thus, it seemed to me, could his teachings be seen in their proper light. And I have found that this method has many advantages, of which I may mention one. It has enabled me to show the close connection that existed at all times between Greek education & Greek social & political life, & to present the one as the reflection of the other. And this is no small advantage, since it is just from its relation to the whole of life that Greek education derives its chief interest for us. We can never, indeed, return to the purely political education of the Greeks; they themselves had to abandon that, and, since then,
A boundless hope has passed across the earth—a hope which gives our education a meaning & a scope far wider than any that the State aims at; but in these days, when the State & the institution which embodies that hope are contending for the right to educate, it cannot but aid us in settling their respective claims, to follow the process by which they came to have distinct claims at all, & to see just what these mean. This process, the method which I have followed has, I hope, enabled me, in some degree, to bring into clearness. This, at all events, has been one of my chief aims.
In treating of the details of Greek educational practice, I have been guided by a desire to present only, or mainly, those which contribute to make up the complete picture. For this reason I have omitted all reference to the training for the Olympic & other games, this (so it seems to me) being no essential part of the system.
It would have been easy for me to give my book a learned appearance, by checkering its pages with references to ancient authors, or quotations, in the original, from them; but this has seemed to me both unnecessary & unprofitable in a work intended for the general public. I have, therefore, preferred to place at the heads of the different chapters, in English mostly, such quotations as seemed to express, in the most striking way, the spirit of the different periods & theories of Greek education. Taken together, I believe these quotations will be found to present a fairly definite outline of the whole subject.
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The Great Educators: Aristotle and Ancient Educational Ideals
The Great Educators: Aristotle and Ancient Educational Ideals
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Product Details
| BN ID: | 2940014838689 |
|---|---|
| Publisher: | Denise Henry |
| Publication date: | 08/22/2012 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 410 KB |
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