display all the ideas for this combination of philosophers
9 ideas
| 2840 | The whole state should pay for the worship of the gods [Aristotle] |
| Full Idea: Another thing that should be a common charge on the whole state is the worship of the gods. | |
| From: Aristotle (Politics [c.332 BCE], 1330a08) | |
| A reaction: If religion ceases to be a priority, is there some equivalent which should replace it? National sports teams? National theatre, or orchestras? National parks? |
| 2811 | A state is plural, and needs education to make it a community [Aristotle] |
| Full Idea: A state is a plurality which must depend on education to bring about its common unity. | |
| From: Aristotle (Politics [c.332 BCE], 1263b33) | |
| A reaction: He also says that diversity is an essential aspect of a city, so I don't think he expects education to achieve perfect unity. |
| 22588 | A city has a single end, so education must focus on that, and be communal, not private [Aristotle] |
| Full Idea: Since the end of the whole city is a single end, it is evident that education too must be one and the same for all, and that its supervision must be communal, not private as it is at present. | |
| From: Aristotle (Politics [c.332 BCE], 1337a21) | |
| A reaction: But the end of the city is for all individual citizens to flourish, not for the group to flourish. So presumably education must be tuned to individual capacities and needs, and not just focus on some communal good. |
| 2847 | The aim of serious childhood play is the amusement of the complete adult [Aristotle] |
| Full Idea: One might perhaps suppose that serious activity in childhood may have for its aim the amusement of the complete and adult man. | |
| From: Aristotle (Politics [c.332 BCE], 1339a30) | |
| A reaction: It is very Aristotelian to have a concept of 'serious' childhood play. I doubt whether Nichomachus had much fun. Aristotle thinks the good amusement of adults is very important. |
| 11150 | It is the mark of an educated mind to be able to entertain an idea without accepting it [Aristotle] |
| Full Idea: It is the mark of an educated mind to be able to entertain an idea without accepting it. | |
| From: Aristotle (works [c.330 BCE]) | |
| A reaction: The epigraph on a David Chalmers website. A wonderful remark, and it should be on the wall of every beginners' philosophy class. However, while it is in the spirit of Aristotle, it appears to be a misattribution with no ancient provenance. |
| 3037 | Aristotle said the educated were superior to the uneducated as the living are to the dead [Aristotle, by Diog. Laertius] |
| Full Idea: Aristotle was asked how much educated men were superior to those uneducated; "As much," he said, "as the living are to the dead." | |
| From: report of Aristotle (works [c.330 BCE]) by Diogenes Laertius - Lives of Eminent Philosophers 05.1.11 |
| 11241 | Wise men aren't instructed; they instruct [Aristotle] |
| Full Idea: The wise man should not be instructed, but should instruct. | |
| From: Aristotle (Metaphysics [c.324 BCE], 0982a20) | |
| A reaction: I take this to refer to the duties of a wise man, as well as to his (or her) superior rights. |
| 2842 | Men learn partly by habit, and partly by listening [Aristotle] |
| Full Idea: Men learn partly by habituation and partly by listening. | |
| From: Aristotle (Politics [c.332 BCE], 1332b10) | |
| A reaction: Habit is almost an education of the body rather than of the mind, like a pianist making their fingers learn to play a piece. |
| 5150 | Intellectual virtue arises from instruction (and takes time), whereas moral virtue result from habit [Aristotle] |
| Full Idea: Intellectual virtue owes both its inception and its growth chiefly to instruction, and so needs time and experience; moral goodness, on the other hand, is the result of habit. | |
| From: Aristotle (Nicomachean Ethics [c.334 BCE], 1103a15) | |
| A reaction: If one adds to this his idea of practical reason as the intellectual virtue that makes the moral virtues possible, one has a good formula for running a school. The formula: 1) instruction about theory, 2) practical experience, 3) drilling good habits. |