philosophical group presentation group 1
TRANSCRIPT
Philosophical Documents in Education
Chapters 1 & 2: Socrates, Plato, Aristotle
Created by
Dani Morris-White Avery Steele
Table of Contents
Chapter 1: Philosophical views of Socrates and
Plato
Chapter 2: Philosophical view of Aristotle
Chapter 1 - Socrates and Plato
Who was Socrates? Time Line
● 470 BC-Born in Athens, Greece to a
stonemason and a midwife
● 470-400-Grows up during Greece’s
“Golden Age”
-Serves in the Peloponnesian War
-Marries, has 7-8 children
-Declared wisest man
-On trial for corrupting minds of youth
● 399-Found guilty, forced to drink
hemlock
(Johnson, T. and Reed, R. pg. 17)
Who was Socrates?In the history of philosophy there are differing perspectives of what being
educated means. The battle of defining what it means to be educated began
around 2400 years ago when Socrates was killed. Socrates spent years
questioning those who claimed to be wise, only to discover they were not. He
willing admitted to being a fallible human being and spent his life trying to help
others realize their own ignorance. He believed the first step to improving was
seeing your own imperfections. He wanted to help others think by helping them
be aware of the weaknesses in their thinking, yet not telling them what to think.
He felt humans can never know absolutes of what is good or right, but they can
make progress in discovering errors in the ways of the world. The Athenians
believed he was wise but did not agree with his teaching style, it angered them
(Johnson, T. and Reed, R. pg. 2-3).
Historical Perspective The history of Western philosophy begins with a group of men known as natural philosophers or pre-
Socratics. They had a mission to discover the secrets of the natural world, understanding natural
environment, while being able to base it all on a few explainable principles. They believed one could
reason their way to truth. They felt a person who knew the truth about natural things was what defined
them to be wise or educated. However, from their own perspectives they would at times reason their way
down to different causes or conclusions (Johnson, T. and Reed, R., pg. 18).
Another group of philosophers, the Sophists, were in disagreement with the natural philosophers. They
disagreed with the idea of having many conclusions to a cause and saw it as unreliable. They decided to
use reason as a useful tool. Sophists became the first professional teachers. Regardless of whether
something was true or not, they used the art form of persuasive argument. Training males how to make a
claim and win arguments. Leaning towards an educated person now being someone who instead of
being able to know the truth of the natural world, to being someone who could argue persuasively. Based
on the dialogue Apology, Socrates was accused of being a natural philosopher and a Sophist (Johnson,
T. and Reed, R. pg. 18).
Historical PerspectiveDue to his distrust of the written word, Socrates did not write. Historically and philosophically what we know of Socrates comes from the
plays of his student Plato. Commentators feel the most accurate views of Socrates are in Plato’s earliest dialogues. Over the course of
dialogues like Apology,Socrates and his students discovered that those considered to be wise did not deserve that status. Him
understanding his limits of not knowing it all, made him wiser. An educated person to Socrates was one who understands that he or
she does not know, and that they do have limitations in their knowledge. Outside of Jesus, Socrates was considered one of the two
greatest teachers in Western tradition. It caused him to have many enemies, but Socrates, though he claimed no doctrine, believed
God alone is wise and the wisdom of man has no real value (Johnson, T. and Reed, R. pg. 19-22).
Socrates also had enormous trust in the power of dialogue. Most historians trusted written word for their messages to spread. For him,
through conversations truths would emerge. Those who claimed to be wise would discredit themselves through their own mouths. In
The Republic, he has a dialogue where one truth that seems to come out is what we do know is nothing in comparison to what we don’t
know. Do not exalt man for what he thinks he has figured out, but be open to continuous growth and understanding of the so much
more that there is to know, even though, due to the weakness of man, we will never comprehend all that there is to know. What you
know at the current time could be considered your reality, however those who know more at the same time as your current reality have
a different reality, which invalidates what you saw as a true reality. You think you know, but it is because you are unaware of all that
you do not know. Finding that those who are considered to know and be wise can be comfortable in their darkness, feeling they know
enough. Instead of receiving someone who shares the idea that there is more to know, they would rather remove the person who
shows them their shortcomings as men (Johnson, T. and Reed, R. pg. 19-26). Which was exactly what was done to Socrates.
Rationale for the importance and current
relevance
After learning of Socrates’ philosophy and teaching style, and how he
stuck to his beliefs even in the face of death, you get a sense of
importance in what he stood for. His beliefs were important to him, and
they were important enough for his enemies to want him killed. He was
blamed for corrupting the minds of the youth of that time. He used a
method of powerful questioning to guide his students into discovery,
instead of telling them what to know. To be educated he wanted them
to know all they could, yet not neglecting the importance of what they
do not know (The Educational Theory of Socrates, 2011).
Rationale for the importance and current
relevance
Today educators are advised and trained to use higher order thinking questions, depth of
knowledge questioning, inquiry, and dialogue. This questioning all seems very related to
the philosophy of Socrates. 21st century learning is all about student discovery and
problem solving, while teachers facilitate that learning. Helping students learn to think,
not what to think. This method opens students up to understand that they are to be
lifelong learners. They should never put learning in a box, because life is about constant
change, which means constant learning. Our country prides itself on being creative and
innovative. Creativity begins with the freedom to think of the what if’s and what could
be’s, outside of the what we already know. Educators are also trained to incorporate
collaboration and dialogue within learning. This can be done through discussion or
debates/arguments. Students are to make a case and give support to that case. Through
dialogue they sometimes change from their original position. This method of learning
opens them up to be more collaborative within the work place and in society.
Socrates’ Philosophy Connected to my
teaching and learning
As I have learned more about Socrates from this chapter, I can reflect and see how he has
impacted my own personal learning and teaching. When I was first introduced to inquiry in
college I was not exactly on board. Exploration time can sometimes feel like free time for
students to waste time. However, when questioning and dialogue is purposeful and well
constructed within lessons you feel successful as a teacher and students feel successful when
they have learned strategies to gain knowledge on their own. They feel smarter when they are
less dependent on a teacher, because the teacher has equipped with the skill of how to think
through problem solving and not what to think.
In my classroom, my students always enjoyed when we would divide the room based on an
initial belief of a particular claim. As each side would share their reasoning for their claim,
almost always minds would change. Listening to the views of their peers would cause some to
rethink their initial claim. We would then even share what caused them to change their minds.
This method shows the power of questioning, dialogue, and being open to learning.
Socrates’ Philosophy Connected to my
teaching and learning
In this course, we have learned that the Perennialist philosophy
relies on the traditional ability of reasoning. Similar to Socrates’
method. Teachers are to stimulate discussion and teach using
various teaching styles like lecture and oral discussion (Ornstein,
A. and Hunkins, F., 2013, pg.34).
Realistically, questioning is a part of all philosophies. There is
not one philosophy that suggests telling students everything, so
in a way Socrates impacts all philosophies, which in turn affects
curriculum.
Visual
I have chosen a visual of mechanical
gears to represent the philosophy of
Socrates because he was always
thinking and questioning. He
constantly questioned things in his
mind, just as much as he questioned
others. Described as “Socratic irony”,
he was always aware of what he did
not know (Johnson, T. and Reed, R.
pg. 19).
Who is Plato?Time Line
● 427 BC-Born in Athens, Greece
to a prominent family
● 405-400-Studies with Socrates
● 399-Attends the trial and
execution of Socrates
● 387-Establishes the Academy
● 367-Accepts Aristotle into the
Academy
● 347-dies in Athens
(Johnson, T. and Reed, R. pg. 17)
Historical Perspective After witnessing the death of his beloved teacher Socrates, Plato realized the
vulnerability of intellectuals in Athens. His solution was to replace the Socratic
critic with authoritative experts. He believed certain individuals were gifted.
They were the guardians of mastery of truth and goodness, therefore they
should have political power and the allegiance of others. He argued that
through many years of guided, rigorous study individuals could obtain certain
knowledge. His ideal is that society should be governed by an all-powerful
philosopher king. Plato agrees with Socrates that intellectuals are to be
teachers, but in a more conservative way. His goal for education is to guide the
gifted few to truth and to socialize, while the lesser intellectuals will obtain
lesser roles in society. This philosopher king idea results in educational and
political authoritarianism (Johnson, T. and Reed, R. pg. 4).
Rationale for the importance and current
relevance
Plato’s writings are divided into periods:
❖ The Early Period-Socratic dialogues that focus on ethics
❖ Middle Period-Focus on the theory of ideas and metaphysical doctrines
❖ Late Period- Focus on his reconsideration of the middle period, mainly theory of ideas
Plato is called Socrates’ most important pupil. His dialogues are the written history of Socrates. Plato
modeled the dialogue process, along with a method of breaking things down. An educator is to lead a
student into true knowledge. A good teacher guides a student to their maximum potential (Johnson, T.
and Reed, R. pg. 20).
This is very relevant to today because educators are to advocate for all students. They should believe
that all students can learn. We are to meet students where they are and help them achieve their
maximum potential. We are also asked today to focus on students as individuals. Differentiation and
individualization should be a part of implemented curriculum. We are to provide accommodations for
the many needs of students, but that does not mean hold back due to special needs.
Plato’s philosophy connected to my teaching and
learning
Whether in the role of student or an educator Plato has
impacted my teaching and learning. The American
educational system is formated for hierarchical learning,
from elementary up to college.School has always been
about gaining knowledge to your full potential, while at the
same time gaining character. The goal is to become
educated as well as a productive member of society
(Ornstein, A. and Hunkins, F., 2013 pg. 31).
Chapter 2 - Aristotle
Aristotle was a Macedonian who came to
study at Plato’s Academy in 367 BC. He
was a great thinker and eventually was
appointed as the tutor for the Macedonian
Prince. He created the Lyceum in Athens,
Greece where he wrote many of his most
influential studies. He left Athens in the
midst of political unrest and having been
charged with unsubstantiated crimes he
retreated back to Macedonia where he
eventually died of natural causes, Johnson
and Reed (2012).
Who was Aristotle?
Aristotle - Historical PerspectiveAristotle continued his education at the age of 18 as a student of Plato at the Academy in Greece. He
studied and ascertained the philosophical views of Plato until his death in 347 BC. While studying
under Plato, Aristotle was inspired by the idealistic views of his teacher. He, in his early works,
supported the views of Plato and did not begin to develop his own ideals and theories until after he
was appointed as tutor to Prince Alexander. This association would enable Aristotle to be able to
investigate cultures, civilizations, plants and animal species that the Greeks had never encountered.
He was able to study and classify many real word items. Because of his experiences with working
with objects and matter he began the foundation of the process, which we know as the scientific
method, of making observations before coming up with a conclusion. These experiences along with
the establishment of his own school, the Lyceum, lead to Aristotle creating his own philosophies. He
believed that everything had a purpose and that people should strive to live a life of moderation in
order to be happy. He thought that a person must be educated in the world around him in order to
develop good habits which would build moral virtue and that one must actively seek out knowledge to
build intellectual virtue. This puts an emphasis on learning mathematics, and science methods above
other subjects. This is the major view of the realist way of thinking.
Aristotle - Rationale for Philosophy’s
Importance
Aristotle is credited as being “linked to the development of realism” (Ornstein &
Hunkins, 2013, p. 31). His views and the process that he used to characterize
objects created the realist approach that one must “look outside the individual
in their pursuit of truth and knowledge” (Johnson & Reed, 2012, p. 5). His
realistic view of the human being is important to both ones intellectual and
moral self. He maintains that a person must build habits that will cause them to
be morally virtuous and intellectually virtuous. This means that if a family
makes it a habit to always participate in community service, the children will
develop this good habit as well. He states, “an educated person unites morality
and reason in virtuous action” (Johnson & Reed, 2012, p 31).
Aristotle - Relevance of Philosophy
to contemporary educational issuesThe Philosophies of Aristotle continue to be of use in the modern day classroom. I for one, use the simple
principle of instilling good habits in my students on a daily basis. I have them practice behaviors that I feel are
important to having a healthy classroom environment. We, especially in the beginning of the school year,
practice lining up and pushing in their chair and walking down the hall without talking. We practice this over
and over so that now when I ask them to line up they can complete these actions the way I expect them to be
done without my needing to remind them of what to do. It becomes a habit and they routinely go through the
motions in the correct way. This is also true for completing assignments and for building stamina for reading.
The goal is that hopefully once these children leave my classroom they will be able to continue these good
habits and lead a productive life. Something so small as to push in your chair builds respect for your
environment and for your neighbor. These qualities are essential to our fundamental way of life.
Another of Aristotle’s guiding principals that is relevant to contemporary education is his value of studying the
sciences. There was a big shift in the way educators teach science and the importance of reading informative
nonfiction text. It is important to engage the learner in scientific inquiry and allow them to make observations
and conclusions in a hands-on environment. In my own classroom I use science kits and note booking in
order to give the students an experience where they are able to make observations, ask questions, do
experiments and come up with rationales about the world around them. Aristotle believed that we gain
knowledge by understanding the word in which we live.
Visual
The Golden Mean Aristotle’s philosophy is that in order
to be happy one must strive to live a
life of balance. He states in,
Nicomachean Ethics (as cited in
Johnson & Reed, 2012) “Now it is a
mean between two vices, that which
depends on excess and that which
depends on defect.” This makes me
think about balancing my family with
my career and how it is important to
give equal time to both in order to
lead a healthy, happy life.
SOCRATES PLATO ARISTOTLE
Philosophical Summaries:
Socrates, Plato, and Aristotle
An educated person is
one who understands
that he or she does not
know what they do not
know, and that they
have limitations in their
knowledge.
Preferred dialogue
method as teaching
style.
His goal for education is to
guide the gifted few to
truth and to socialize
His philosopher king idea
results in educational and
political authoritarianism.
Believed that a
person must be
educated in the world
around him in order to
develop good habits,
which would build
moral virtue, and that
one must actively
seek out knowledge
to build intellectual
virtue.
References
4thcoming. (2011). 10 Great Quotes from Plato. Retrieved from https://www.youtube.com/watch?v=rfkln9UHZUY
4thcoming. (2011). 10 Great Socrates Quotes in Less than a minute. Retrieved from
https://www.youtube.com/watch?v=c1mEVA1QQFg
Johnson, T. W. & Reed, R. F. (2012). Philosophical Documents in Education (4th ed.). Upper Saddle River, NJ: Pearson Education,
Inc.
New Foundations. (2011). The Educational Theory of Socrates. Retrieved from
http://www.newfoundations.com/GALLERY/Socrates.html
Ornstein, A. C. & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Upper Saddle River, NJ:
Pearson Education, Inc.
Philokid (2012). Free Will: How Should You Act When You Don’t Know if it Exists?. Retrieved from
https://philokid.wordpress.com/
Quesnel, D. (2013). Coach DQ: Career Coaching for Top Performers. Retrieved from http://coachdq.com/tag/work-life-balance/
Upbeatden (2010). Aristotle Quotes to Live Life By. Retrieved from https://www.youtube.com/watch?v=ODZnjTdEae8