Download File - ED 400 History and Philosophy of Art Education

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THE SOPHISTS
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Sophists believed in developing the
communication and persuasive
skills of their students in order to
prepare them for public office and
other important posts. Sophists
placed importance on the subjects of
logic, grammar, rhetoric, and public
speaking. Students were taught to
argue both sides of the issue rather
than pursuing their beliefs.
Protagoras developed an effective
teaching method that taught
students how to become good
communicators and persuaders. The
influence of Protagoras, and the
Sophists, is evident today in the
political arena as well as the
courtroom.
SOCRATES
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Socrates (469-399 BC) is by far one
of the most well-known Greek
philosophers in the world. His
works continues to influence
Western society to this day. Unlike
the Sophists, Socrates believed in
the pursuit of the truth. He
advocated a liberal education in
order to get to this truth. Socrates
was a proponent of academic
freedom, a concept enshrined in
today’s universities and institutions
of higher learning. The Socratic
Method, a dialogue based teaching
method that forces students to think
critically and deeply, is still in use
today and is often cited as one of the
best methods to teach and test.
• The Socratic method (also known as method of
elenchus, elenctic method, Socratic irony, or
Socratic debate), is a form of inquiry and debate
between individuals with opposing viewpoints based
on asking and answering questions
to stimulate critical thinking and to illuminate ideas. It
is a dialectical method, often involving an
oppositional discussion in which the defense of one
point of view is pitted against the defense of another;
one participant may lead another to contradict himself
in some way, thus strengthening the inquirer's own
point.
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PLATO
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Plato (429-347 BC) was a student of
Socrates, and the teacher of
Aristotle. Along with Socrates and
Aristotle, he is regarded as the most
influential figure in Western
philosophy. In The Republic, Plato
outlines the ideal society as
the one ruled by a philosopher-king.
He placed a firm emphasis on the
education of rulers, and regarded
extensive studying as a necessity to
assume political office. Plato
believed in life-long learning and
constant intellectual, moral, and
spiritual growth.
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What is real?
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THEORY OF FORMS OR THEORY OF
IDEAS_ Plato's theory of Forms or theory of
Ideas asserts that non-material abstract forms
(or ideas), and not the material world of change
known to us through sensation, possess the
highest and most fundamental kind of reality
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The Greek concept of form precedes the
attested language and is represented by
a number of words mainly having to do
with vision: the sight or appearance of a
thing. The main words, εἶδος(eidos) and
ἰδέα(idea)[
come from the Indo-European root *weid-,
"see". Both words are already there in the
works of Homer, the earliest Greek
literature. Equally ancient is
μορφή(morphē), "shape", from an
obscure root.[The
φαινόμενα(phainomena), "appearances",
from φαίνω(phainō),
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• CAN VIRTUE BE TAUGHT?
The dialogue begins with Meno asking Socrates to
tell him if virtue can be taught. Socrates says that he
is clueless about what virtue is, and so is everyone
else he knows.
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Meno responds that, according to
Gorgias, virtue is different for
different people, that what is
virtuous for a man is to conduct
himself in the city so that he helps
his friends, injures his enemies, and
takes care all the while that he
personally comes to no harm.
Socrates objects: there must
be some virtue common to
all human beings.Socrates
rejects the idea that human
virtue depends on a person's
gender or age. He leads Meno
towards the idea that virtues are
common to all people.
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INNATE KNOWLEDGE
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Socrates responds to this
sophistical paradox with a mythos
(poetic story) according to which
souls are immortal and have
learned everything prior to
inhabiting the human body. Since
the soul has had contact with real
things prior to birth, we have only to
'recollect' them when alive. Such
recollection requires Socratic
questioning, which according to
Socrates is not teaching. Socrates
demonstrates his method of
questioning and recollection by
interrogating a slave who is ignorant
of geometry.
Allegory of the chariot
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few souls which are fully enlightened are
able to see the world of the forms in all its
glory. Some souls have difficulty
controlling the black horse, even with the
help of the white horse. They may bob up
into the world of the forms, but at other
times enlightenment is hidden from them.
If overcome by the black horse or
forgetfulness, the soul loses its wings and
is pulled down to earth.Should that
happen, the soul is incarnated into one of
nine kinds of person, according to how
much truth it beheld. The categories are:
philosophers, lovers of beauty, men of
culture, or those dedicated to love; lawabiding kings or civic leaders; politicians,
estate-managers or businessmen; ones
who specialize in bodily health; prophets
or mystery cult participants; poets or
imitative artists; craftsmen or farmers;
sophists or demagogues; and tyrants.
CHARIOT ALLEGORY
• Plato, in his dialogue Phaedrus (sections 246a
- 254e), uses the Chariot Allegory to explain
his view of the human soul.
• the charioteer of the human soul drives a
pair, one of the horses is noble and of noble
breed
the other quite the opposite in breed and
character. Therefore in our case the driving is
necessarily difficult and troublesome.
The Charioteer represents intellect, reason, or the
part of the soul that must guide the soul to truth; one horse
represents rational or moral impulse or the positive part of passionate nature
(e.g., righteous indignation); while the other represents the soul's irrational
passions, appetites, or concupiscent nature. The Charioteer directs the entire
chariot/soul, trying to stop the horses from going different ways, and to proceed
towards enlightenment.
• IF KNOWLEDGE IS INNATE WHAT IS THE
ROLE OF THE EDUCATOR?
WHAT IS JUSTICE?
The Ring of Gyges
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Glaucon asks whether any man
can be so virtuous that he could
resist the temptation of being
able to perform any act without
being known or discovered.
Glaucon suggests that morality
is only a social construction, the
source of which is the desire to
maintain one's reputation for
virtue and justice. Hence, if that
sanction were removed, one's
moral character would
evaporate.
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• Socrates along with various Athenians and foreigners discuss
the meaning of justice and examine whether or not the just man
is happier than the unjust man by considering a series of
different cities coming into existence "in speech", culminating in
a city (Kallipolis) ruled by philosopher-kings; and by examining
the nature of existing regimes. The participants also discuss the
theory of forms, the immortality of the soul, and the roles of the
philosopher and of poetry in society.
PHILOSOPHER KING
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• Philosopher kings are
the rulers, or
Guardians, of Plato's
Utopian Kallipolis. If his
ideal city-state is to ever
come into being,
"philosophers [must]
become kings or those
now called kings
[must]genuinely and
adequately
philosophize" (The
Republic, 5.473d).
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IF KNOWLEDGE IS INNATE, WHAT IS THE ROLE OF THE EDUCATOR?HOW
SHOULD WE TEACH?
WHERE DO YOU SEE THE ARGUMENTS BTW SOPHISTS AND SOCRATES
TODAY?
WHAT TEACHING METHODOS/STRATEGIES DID SOCRATES USE? ARE THEY
APPLICABLE TODAY?HOW?WHERE?
WHAT THOUGHT/POLITICAL SYSTEM DOES THE REPUBLIC SEEM TO
SUPPORT?
PLATO SEEM TO SUGGEST THAT PHILOSOPHER KINGS SHOULD BE
TRAINED FIRST WITH MUSIC AND POETRY, PHYSICAL TRAINING ETC. AND
THOSE WHO SHOW ATTITUDE WITH 15 YEAR S OF PRACTICAL POLITICAL
TRAINING. DO YOU AGREE IN THIS SELECTION? HOW SHOULD THE SOUL
BE TRAINED?WHY?