What is the contribution of Aristotle in nigeria education?

Answer 1

When assuming the task of profiling Socrates utilizing these four criteria, one must take as requirement the "Principle of Textual Fidelity" and balance it with the "Principle of Interpretive Plausibility". With the body of work on Socrates being replete with secondhand sources, satisfying these two principles can be tricky.

I. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education?

Socrates believed that there were different kinds of knowledge, important and trivial. He acknowledges that most of us know many "trivial" things. He states that the craftsman possesses important knowledge, the practice of his craft, but this is important only to himself, the craftsman. But this is not the important knowledge that Socrates is referring to. Through his method of powerfully questioning his students, he seeks to guide them to discover the subject matter rather than simply telling them what they need to know. The goals of education are to know what you can; and, even more importantly, to know what you do not know.

II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie?

Socrates makes the claim there are two very different sorts of knowledge. One is ordinary knowledge. This is of very specific (and ordinary) information. He claims that to have such knowledge does not give the possessor of said knowledge any expertise or wisdom worth mentioning.

Socrates devotes much thought to the concept of belief, through the use of logic. He spars with students early in his career and later with his accusers, at his trial, on the nature of his belief regarding the gods. To define belief, according to Socrates, was to use naturalistic explanations for phenomena traditionally explained in terms of Divine Agency.

III.Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential?

The being in human is an inner-self. This inner-self is divine, cannot die, and will dwell forever with the gods. Only human beings can distinguish virtue, which is knowledge, from ignorance, which is the root of moral evil.

The human being is so constituted that he "can" know the good. And, knowing it, he can follow it, for no one who truly knows the good would deliberately choose to follow the evil. This is a typically Greek notion, and is attractive to all rationalists

From experience, it can be known that intellectually the human potential is infinitesimal. The mind of man is constantly reaching out for more and more knowledge, just as his will is desirous of more and more love. The search for knowledge varies with the individual, but the race of man has always carried on the quest in accordance with its nature and for the practical and speculative value that knowledge brings with it

IV. Theory of Learning: What is learning? How are skills and knowledge acquired?

Learning is the seeking of truth in matters, and it occurs when after questioning and interpreting the wisdom and knowledge of others, one comes to recognize their own ignorance. Skills and knowledge are acquired by: (1) interpreting the statements of others; (2) testing or examining the knowledge or wisdom of those reputed (by themselves or others) to be wise; (3) showing those who are not wise their ignorance; (4 ) learning from those who are wise; (5) examining oneself; (6) exhorting others to philosophy; (7) examining the lives of others; (8) attaining moral knowledge.

V. Theory of Transmission: Who is to teach? By what methods? What will be the curriculum be?

Socrates does not believe that any one person or any one school of thought is authoratative or has the wisdom to teach "things." Socrates repeatedly disavows his own knowledge and his own methods. However, this appears to be a technique for engaging others and empowering the conversator to openly dialogue.

Be that as it may, Socrates is widely regarded as one of the great teachers of all time. The Socratic Method is one in which a teacher, by asking leading questions, guides students to discovery. It was a dialectical method that employs critical inquiry to undermine the plausibility of widely-held doctrine.

Socrates devoted himself to a free-wheeling discussion with the aristocratic young citizens of Athens, insistently questioning their unwarranted confidence in the truth of popular opinions, even though he often offered them no clear alternative teaching.

VI. Theory of Society: What is society? What institutions are involved in the education process?

To the class of Athenians that Socrates was born into, society existed to provide the best life for the individual. The Athenians of Socrates' day assumed just as their ancestors had assumed that the best life one could have, required the acquisition of what was called virtue, or excellence. A truly good person succeeded in doing great things for the city, strictly obeyed its law, honored parents and ancestors, scrupulously paid homage to the gods by strictly obeying the conventions governing prayer and sacrifice.

Athens' political system was a radical, participating democracy in which every Athenian male citizen could-and was expected to-vote, hold office, and serve on the very powerful Athenian juries.

Societies are invariably formed for a particular purpose. Individuals are not self-sufficient, no one working alone can acquire all the genuine necessities of life. Separations of functions and specialization of labor are key. Society is composed of distinct classes (clothiers, farmers, builders, etc.). In addition, there are those that manage society and settle disputes. In Plato's Republic, he uses the fictional character Socrates as spokesman for explaining the fundamental principles for the conduct of human life.

Education took place in magnificent buildings such as the Parthenon and Hephaisteion, which adorn the Acropolis and the Agora, the large open area at the front of the Acropolis that consisted of the Athenian market place and Public Square.

Answer 2

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