Aristotles Reform of Paideia :: Paideia Artistotle Philosophy Essays

Aristotles Reform of PaideiaABSTRACT Ancient classic program line featured the pedagogical exercise of dialectic, in which a pupil digested a thesis against stiff questioning by an instructor. Aristophanes Clouds, as well as Plato and Aristotle, criticize the recital for promoting mind skepticism, moral cynicism, and an eristic spirit - the desire to win in argument rather than seek the truth. I suggest Aristotles logical system is meant to reform the practice of dialectic. In the first part of my paper, I defend the thesis that Aristotles syllogistic is an art of substantive reasoning against the modern-day view that it is a science of abstract argument forms. First, I fork over that Aristotles exclusive distinction between art and science makes syllogistic a techne for the higher forms of knowledge, science and practical wisdom. Then I grapple that Aristotles treatment of demonstrative and dialectical syllogisms provides rigorous standards for reasoning in science and publi c debate. In particular I discuss a) the exigency that a demonstration use verifiable presumptuousnesss whose middle full term points out a cause for the predicate applying to the conclusion b) how his analysis of binding syllogisms with a wholly or partly false universal premise applies to dialectical syllogisms.Aristotles logic is a major achievement of Greek paideia, valued and preserved continuously even in dark ages spare-time activity its commitment to writing. Here I look at its role in reforming Greek education. The mission of Greek paideia, Aristotle argues in the Politics, is to enable members of a fraternity to discuss with each other serious matters of common interest requiring join decisionmaking and action. A political organization requires a method of deciding what is demanded by the public interest and what is just in mens confidential dealings (Politics 1328b2ff).(1) He also stresses the essential function of education to elevate the intellectual excellence of the student. A distinctive feature of Greek education in Platos Academy and Aristotles Lyceum was dialectic an intellectual exercise in which a student took a position on an issue and defended it against rigorous questioning from an instructor or another student. The tune of dialectic is Socrates elenctic mode of inquiry. Socrates asked a willing or unwilling citizen to perplex forward a definition of an ethical notion, such as justice, then engaged in a cunning and often baffling dialogue with him. By a circuitous route the colloquy ended with the student making an admission inconsistent with his original postulate.