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| aristotle emotions and education: Aristotle, Emotions, and Education Kristján Kristjánsson, 2016-04-15 What can Aristotle teach us that is relevant to contemporary moral and educational concerns? What can we learn from him about the nature of moral development, the justifiability and educability of emotions, the possibility of friendship between parents and their children, or the fundamental aims of teaching? The message of this book is that Aristotle has much to teach us about those issues and many others. In a formidable display of boundary-breaking scholarship, drawing upon the domains of philosophy, education and psychology, Kristján Kristjánsson analyses and dispels myriad misconceptions about Aristotle’s views on morality, emotions and education that abound in the current literature - including the claims of the emotional intelligence theorists that they have revitalised Aristotle’s message for the present day. The book proceeds by enlightening and astute forays into areas covered by Aristotle’s canonical works, while simultaneously gauging their pertinence for recent trends in moral education. This is an arresting book on how to balance the demands of head and heart: a book that deepens the contemporary discourse on emotion cultivation and virtuous living and one that will excite any student of moral education, whether academic or practitioner. |
| aristotle emotions and education: Aristotle, Emotions, and Education Kristján Kristjánsson, 2016-04-15 What can Aristotle teach us that is relevant to contemporary moral and educational concerns? What can we learn from him about the nature of moral development, the justifiability and educability of emotions, the possibility of friendship between parents and their children, or the fundamental aims of teaching? The message of this book is that Aristotle has much to teach us about those issues and many others. In a formidable display of boundary-breaking scholarship, drawing upon the domains of philosophy, education and psychology, Kristján Kristjánsson analyses and dispels myriad misconceptions about Aristotle’s views on morality, emotions and education that abound in the current literature - including the claims of the emotional intelligence theorists that they have revitalised Aristotle’s message for the present day. The book proceeds by enlightening and astute forays into areas covered by Aristotle’s canonical works, while simultaneously gauging their pertinence for recent trends in moral education. This is an arresting book on how to balance the demands of head and heart: a book that deepens the contemporary discourse on emotion cultivation and virtuous living and one that will excite any student of moral education, whether academic or practitioner. |
| aristotle emotions and education: Virtuous Emotions Kristján Kristjánsson, 2018-04-26 Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle did not mention (awe, grief, and jealousy), or relegated, at best, to the level of the semi-virtuous (shame), or made disparaging remarks about (gratitude), or rejected explicitly (pity, understood as pain at another person's deserved bad fortune). Kristján Kristjánsson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education. |
| aristotle emotions and education: Aristotle on Emotions in Law and Politics Liesbeth Huppes-Cluysenaer, Nuno M.M.S. Coelho, 2018-02-13 In this book, experts from the fields of law and philosophy explore the works of Aristotle to illuminate the much-debated and fascinating relationship between emotions and justice. Emotions matter in connection with democracy and equity – they are relevant to the judicial enforcement of rights, legal argumentation, and decision-making processes in legislative bodies and courts. The decisive role that emotions, feelings and passions play in these processes cannot be ignored – not even by those who believe that emotions have no legitimate place in the public sphere. A growing body of literature on these topics recognizes the seminal insights contributed by Aristotle. This book offers a comprehensive analysis of his thinking in this context, as well as proposals for inspiring dialogues between his works and those written by a selection of modern and contemporary thinkers. As such, the book offers a valuable resource for students of law, philosophy, rhetoric, politics, ethics and history, but also for readers interested in the ongoing debate about legal positivism and the relevance of emotions for legal and political life in today’s world. |
| aristotle emotions and education: Aristotle on Shame and Learning to Be Good Marta Jimenez, 2020-12-29 Marta Jimenez presents a novel interpretation of Aristotle's account of the role of shame in moral development. Despite shame's bad reputation as a potential obstacle to the development of moral autonomy, Jimenez argues that shame is for Aristotle the proto-virtue of those learning to be good, since it is the emotion that equips them with the seeds of virtue. Other emotions such as friendliness, righteous indignation, emulation, hope, and even spiritedness may play important roles on the road to virtue. However, shame is the only one that Aristotle repeatedly associates with moral progress. The reason is that shame can move young agents to perform good actions and avoid bad ones in ways that appropriately resemble not only the external behavior but also the orientation and receptivity to moral value characteristic of virtuous people. Through an analysis of the different cases of pseudo-courage and the passages on shame in Aristotle's ethical treatises, Jimenez argues that shame places young people on the path to becoming good by turning their attention to considerations about the perceived nobility and praiseworthiness of their own actions and character. Although they are not yet virtuous, learners with a sense of shame can appreciate the value of the noble and guide their actions by a genuine interest in doing the right thing. Shame, thus, enables learners to perform virtuous actions in the right way before they possess practical wisdom or stable dispositions of character. This proposal solves a long-debated problem concerning Aristotle's notion of habituation by showing that shame provides motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire |
| aristotle emotions and education: Aristotelian Character Education Kristján Kristjánsson, 2015-04-17 This book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education. After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when ‘character’ features prominently in educational agendas and parental concerns over school education systems. Offering an interdisciplinary perspective which draws from the disciplines of education, psychology, philosophy and sociology, this book will appeal to researchers, academics and students wanting a greater insight into character education. |
| aristotle emotions and education: Social Psychology of Emotion Darren Ellis, Ian Tucker, 2015-04-17 The study of emotion tends to breach traditional academic boundaries and binary lingustics. It requires multi-modal perspectives and the suspension of dualistic conventions to appreciate its complexity. This book analyses historical, philosophical, psychological, biological, sociological, post-structural, and technological perspectives of emotion that it argues are important for a viable social psychology of emotion. It begins with early ancient philosophical conceptualisations of pathos and ends with analytical discussions of the transmission of affect which permeate the digital revolution. It is essential reading for upper level students and researchers of emotion in psychology, sociology, psychosocial studies and across the social sciences. |
| aristotle emotions and education: Aristotle on Emotion William W. Fortenbaugh, 1975 |
| aristotle emotions and education: Restorative Approaches to Conflict in Schools Edward Sellman, Hilary Cremin, Gillean McCluskey, 2013-09-05 Drawing on recent international developments in criminal justice, Restorative Approaches to Conflict in Schools highlights the long-term ineffectiveness of punitive models of discipline in education contexts and examines an alternative approach, underpinned by the principles of restorative justice. This approach provides an opportunity for adults and young people to engage with a range of processes such as group conferencing and peer mediation, whereby: conflict and harm are confronted and repaired; a future rather than past orientation is developed; relationships are built upon the values and attitudes of respect, inclusion and equality; pupils learn inter-personal and problem solving skills as well as social responsibility; staff develop skills and confidence in working restoratively; the risk of future/repeat problems is minimised; and a positive school ethos is developed. These approaches have proven to be highly effective in criminal justice systems around the world, and are beginning to be applied more widely in educational contexts. This edited volume draws together for the first time contributions from an interdisciplinary field of international experts and practitioners on the subject, and offers both critique and guidance in order that the implementation of restorative approaches in schools may be undertaken thoughtfully and sustainably. This exciting new text will be a key reference book for locating contemporary, international and inter-disciplinary debate in the field. |
| aristotle emotions and education: Moral Education and Development Doret J. de Ruyter, Siebren Miedema, 2012-01-01 Worries about the moral standard of younger generations are of all ages. The older generation tends to believe that the moral education of young people deserves special attention, because their moral development does not reach the level adults hope for. This observation does not mean that the older generation is necessarily wrong, but what it indisputably does show is that they attach high importance to morality and moral education. But, what characterises a moral person? What influences people to behave morally? What should moral education involve? Which (inter)disciplinary contributions are relevant to improving moral education? These questions continuously deserve the attention of academics, students and (professional) educators. This book is divided into four parts. The first part focuses on interdisciplinary empirical research about the reasons why people act morally and the consequences for moral education. The primarily philosophical chapters of the second part address the question what it means to be a moral person and the implication of this elucidation for moral education. The third part contains five chapters that deal with moral aspects of sex education and civic education. The fourth part consists of one chapter that looks at the moral education of students who will work in a pedagogical or educational environment, arguing that one’s moral development requires a lifetime commitment. This book is written for a wide academic audience. The collection of chapters will be of interest to pedagogues, educational scientists, moral philosophers and moral psychologists, and to both newcomers and experts in the field. |
| aristotle emotions and education: Compassion and Education Andrew Peterson, 2016-12-01 This book makes a defence of compassion as an essential and significant quality that should be at the heart of the education of young people. It provides a careful exploration of what compassion means; how it is relevant to the various relationships among students, teachers, and the wider community; and the particular pedagogical processes that can and might develop compassion. Understanding and justifying compassion as a virtue, this book argues that compassion is a virtue central to all human relationships from the familial, to the communal and to the global. It will be of interest to academics, research and students of education. |
| aristotle emotions and education: A Deweyan Philosophical Take on Emotions Dina Mendonça, 2024-09-03 This book puts forward a layered theory of emotions, which argues that emotional processes are best understood as occurrences that happen within complex emotional situational scenarios that integrate different and interconnected layers. According to this theory, there is an underlying logic of emotions which is more akin to a creative endeavor than to a fixed and mechanical structure. The book is divided in three parts. The first part provides the Deweyan historical background and shows how it gives rise to the hypothetical suggestion of the Layered Theory of Emotions. After laying down the Layered Theory of Emotions, the following chapters show how Dewey’s philosophical work grounds the theoretical suggestion. The second part of the book presents various insights that spring from the proposed theory. Among other things, it will show the importance of some new distinctions, such as meta-emotions and emotional depth, and provide a different understanding of previous emotional categories, such emotional intentionality and emotional habits. Finally, the third part of the book concludes by drawing some consequences of the layered theory of emotions for philosophy of mind, and for the general philosophical task. The book hopes to raise thought provoking questions and point out possible future research directions to deepen Dewey’s insightful scholarship, and Emotion Theory. |
| aristotle emotions and education: Virtuous Emotions Kristján Kristjánsson, 2018 Introduction: developing an Aristotelian account of virtuous emotions -- Emotions and moral value -- Gratitude -- Pity -- Shame -- Jealousy -- Grief -- Awe -- Educating emotions -- Conclusions and afterthoughts |
| aristotle emotions and education: Virtues and Virtue Education in Theory and Practice Catherine A. Darnell, Kristján Kristjánsson, 2020-11-05 Virtues and Virtue Education in Theory and Practice explores questions about the locality versus the universality of virtues from a number of theoretical and practical perspectives. Written by leading international scholars in the field, it considers the relevance of these debates for the practice of virtue and character education. This volume brings together experts from education, philosophy, and psychology to consider how different disciplines might learn from each other and how insights from theory and practice can be integrated. It shows that questions about virtue relativity or universality have not only theoretical significance but also important practical ramifications. The chapters explore different complexities of virtue ethics and different approaches to nurturing virtue and beyond, questioning how well virtues travel across geographical and cultural borders. By examining the philosophical literature and making links between theory and practice in an original way, the book offers scholarly research-informed suggestions for practice. It will be of great interest to researchers and academics and students in educational philosophy, character education, ethics, and psychology. |
| aristotle emotions and education: Desire and Human Flourishing Magdalena Bosch, 2020-07-23 This book discusses the concept of desire as a positive factor in human growth and flourishing. All human decision-making is preceded by some kind of desire, and we act upon desires by either rejecting or following them. It argues that our views on and expressions of desire in various facets of life and through time have differed according to how human beings are taught to desire. Therefore, the concept has tremendous potential to affect human beings positively and to enable personal growth. Though excellent research has been done on the concepts of flourishing, character education and positive psychology, no other work has linked the concept of desire to all of these topics. Featuring key references, explanations of central concepts, and significant practical applications of desire to various fields of human thought and action, the book will be of interest to students and researchers in the fields of positive psychology, positive education, moral philosophy, and virtue ethics. |
| aristotle emotions and education: The Self and Its Emotions Kristján Kristjánsson, 2010-02-08 Examines the self issues and emotions that lie at the intersection of psychology, philosophy of mind and moral philosophy. |
| aristotle emotions and education: Ethics, Emotion, Education, and Empowerment Lisa Kretz, 2020-10-14 This book argues that dominant approaches to teaching ethics fail to adequately support ethical action because empowered action requires intentional emotional engagement and oppressive forces have worked against affective pedagogy. Lisa Kretz argues in favor of pedagogical approaches that empower students to be ethically engaged activists. |
| aristotle emotions and education: Philosophy in Children's Literature Peter R. Costello, 2012-01-01 This book seeks to join the ongoing, interdisciplinary approach to children's literature by means of sustained readings of individual texts by means of important works in the history of philosophy. Its inclusion of authors from both various departments--philosophy, literature, religion, and education--and various countries is an attempt to show how traditional boundaries between disciplines might become more permeable and how philosophy offers important insights to this interdisciplinary, critical conversation. |
| aristotle emotions and education: The Nicomachean Ethics Aristoteles, 1951 |
| aristotle emotions and education: The Emotions of the Ancient Greeks David Konstan, 2006-01-01 It is generally assumed that whatever else has changed about the human condition since the dawn of civilization, basic human emotions - love, fear, anger, envy, shame - have remained constant. David Konstan, however, argues that the emotions of the ancient Greeks were in some significant respects different from our own, and that recognizing these differences is important to understanding ancient Greek literature and culture. With The Emotions of the Ancient Greeks, Konstan reexamines the traditional assumption that the Greek terms designating the emotions correspond more or less to those of today. Beneath the similarities, there are striking discrepancies. References to Greek 'anger' or 'love' or 'envy,' for example, commonly neglect the fact that the Greeks themselves did not use these terms, but rather words in their own language, such as org? and philia and phthonos, which do not translate neatly into our modern emotional vocabulary. Konstan argues that classical representations and analyses of the emotions correspond to a world of intense competition for status, and focused on the attitudes, motives, and actions of others rather than on chance or natural events as the elicitors of emotion. Konstan makes use of Greek emotional concepts to interpret various works of classical literature, including epic, drama, history, and oratory. Moreover, he illustrates how the Greeks' conception of emotions has something to tell us about our own views, whether about the nature of particular emotions or of the category of emotion itself. |
| aristotle emotions and education: Retrieving Political Emotion Barbara Koziak, 2010-11-01 |
| aristotle emotions and education: Virtues and Vices in Positive Psychology Kristján Kristjánsson, 2013-09-23 Positive psychology is one of the biggest growth industries in the discipline of psychology. At the present time, the subfield of 'positive education' seems poised to take the world of education and teacher training by storm. In this first book-length philosophical study of positive psychology, Professor Kristján Kristjánsson subjects positive psychology's recent inroads into virtue theory and virtue education to sustained conceptual and moral scrutiny. Professor Kristjánsson's interdisciplinary perspective constructively integrates insights, evidence and considerations from social science and philosophy in a way that is easily accessible to the general reader. He offers an extended critique of positive psychology generally and 'positive education' in particular, exploring the philosophical assumptions, underpinnings and implications of these academic trends in detail. This provocative book will excite anyone interested in cutting-edge research on positive psychology and on the virtues that lie at the intersection of psychology, philosophy of mind, moral philosophy, education, and daily life. |
| aristotle emotions and education: Aristotle's Ethics Nancy Sherman, 2000-01-01 The ethics of Aristotle (384-322 B.C.), and virtue ethics in general, have seen a resurgence of interest over the past few decades. No longer do utilitarianism and Kantian ethics on their own dominate the moral landscape. In addition, Aristotelian themes fill out that landscape, with such issues as the importance of friendship and emotions in a good life, the role of moral perception in wise choice, the nature of happiness and its constitution, moral education and habituation, finding a stable home in contemporary moral debate. The essays in this volume represent the best of that debate. Taken together, they provide a close analysis of central arguments in Aristotle's Nicomachean Ethics. But they do more than that. Each shows the enduring interest of the questions Aristotle himself subtly and complexly raises in the context of his own contemporary discussions. |
| aristotle emotions and education: Aristotle on Thought and Feeling Paula Gottlieb, 2021-01-07 Argues that Aristotle provides an account of the interdependence of feeling, desire, and thought that is sui generis. |
| aristotle emotions and education: New Philosophies of Learning Ruth Cigman, Andrew Davis, 2009-06-15 Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch |
| aristotle emotions and education: Defending Shame Te-Li Lau, 2020-04-21 Our culture often views shame in a negative light. However, Paul's use of shame, when properly understood and applied, has much to teach the contemporary church. Filling a lacuna in Pauline scholarship, this book shows how Paul uses shame to admonish and to transform the minds of his readers into the mind of Christ. The author examines Paul's use of shame for moral formation within his Jewish and Greco-Roman context, compares and contrasts Paul's use of shame with other cultural voices, and offers a corrective understanding for today's church. Foreword by Luke Timothy Johnson. |
| aristotle emotions and education: Flourishing as the Aim of Education Kristján Kristjánsson, 2019-06-11 This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle’s approach. Flourishing as the Aim of Education argues that the ‘good life’ of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, and it engages with a host of socio-political as well as ‘spiritual’ issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing. An outgrowth of the author’s previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers. |
| aristotle emotions and education: John Macmurray's Religious Philosophy Esther McIntosh, 2016-05-06 Recent dissatisfaction with individualism and the problems of religious pluralism make this an opportune time to reassess the way in which we define ourselves and conduct our relationships with others. The philosophical writings of John Macmurray are a useful resource for performing this examination, and recent interest in Macmurray's work has been growing steadily. A full-scale critical examination of Macmurray's religious philosophy has not been published and this work fills this gap, sharing his insistence that we define ourselves through action and through person-to-person relationships, while critiquing his account of the ensuing political and religious issues. The key themes in this work are the concept of the person and the ethics of personal relations. |
| aristotle emotions and education: From Natural Character to Moral Virtue in Aristotle Mariska Leunissen, 2017 This book discusses Aristotle's biological views about 'natural character traits' and their importance for moral development. It provides a new, comprehensive account of the physiological underpinnings of moral development and shows that the biological account of natural character provides the conceptual and ideological foundation for Aristotle's ethical views about habituation. |
| aristotle emotions and education: Justifying Emotions Kristjan Kristjansson, 2003-08-27 The two central emotions of pride and jealousy have long been held to have no role in moral judgements, and have been a source of controversy in both ethics and moral psychology. Kristjan Kristjansson challenges this common view and argues that emotions are central to moral excellence and that both pride and jealousy are indeed ingredients of a well-rounded virtuous life. |
| aristotle emotions and education: The Virtue of Aristotle's Ethics Paula Gottlieb, 2009-04-27 This text looks at Aristotle's claims, particularly the much-maligned doctrine of the mean. |
| aristotle emotions and education: The Oxford Handbook of Philosophy of Emotion Peter Goldie, 2009-12-03 This Handbook presents thirty-one state-of-the-art contributions from the most notable writers on philosophy of emotion today. Anyone working on the nature of emotion, its history, or its relation to reason, self, value, or art, whether at the level of research or advanced study, will find the book an unrivalled resource and a fascinating read. |
| aristotle emotions and education: The Reception of Aristotle’s Poetics in the Italian Renaissance and Beyond Bryan Brazeau, 2020-04-16 Using new and cutting-edge perspectives, this book explores literary criticism and the reception of Aristotle's Poetics in early modern Italy. Written by leading international scholars, the chapters examine the current state of the field and set out new directions for future study. The reception of classical texts of literary criticism, such as Horace's Ars Poetica, Longinus's On the Sublime, and most importantly, Aristotle's Poetics was a crucial part of the intellectual culture of Renaissance Italy. Revisiting the translations, commentaries, lectures, and polemic treatises produced, the contributors apply new interdisciplinary methods from book history, translation studies, history of the emotions and classical reception to them. Placing several early modern Italian poetic texts in dialogue with twentieth-century literary theory for the first time, The Reception of Aristotle's Poetics in the Italian Renaissance and Beyond models contemporary practice and maps out avenues for future study. |
| aristotle emotions and education: Emotions in Plato Laura Candiotto, Olivier Renaut, 2020-05-11 Emotions in Plato, through a detailed analysis of emotions such as shame, anger, fear, and envy, but also pity, wonder, love and friendship, offers a fresh account of the role of emotions in Plato’s psychology, epistemology, ethics and political theory. |
| aristotle emotions and education: Tragic Pleasures Elizabeth S. Belfiore, 2014-07-14 Elizabeth Belfiore offers a striking new interpretation of Aristotle's Poetics by situating the work within the Aristotelian corpus and in the context of Greek culture in general. In Aristotle's Rhetoric, the Politics, and the ethical, psychological, logical, physical, and biological works, Belfiore finds extremely important but largely neglected sources for understanding the elliptical statements in the Poetics. The author argues that these Aristotelian texts, and those of other ancient writers, call into question the traditional view that katharsis in the Poetics is a homeopathic process--one in which pity and fear affect emotions like themselves. She maintains, instead, that Aristotle considered katharsis to be an allopathic process in which pity and fear purge the soul of shameless, antisocial, and aggressive emotions. While exploring katharsis, Tragic Pleasures analyzes the closely related question of how the Poetics treats the issue of plot structure. In fact, Belfiore's wide-ranging work eventually discusses every central concept in the Poetics, including imitation, pity and fear, necessity and probability, character, and kinship relations. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. |
| aristotle emotions and education: The Secret History of Emotion Daniel M. Gross, 2007-10-15 Princess Diana’s death was a tragedy that provoked mourning across the globe; the death of a homeless person, more often than not, is met with apathy. How can we account for this uneven distribution of emotion? Can it simply be explained by the prevailing scientific understanding? Uncovering a rich tradition beginning with Aristotle, The Secret History of Emotion offers a counterpoint to the way we generally understand emotions today. Through a radical rereading of Aristotle, Seneca, Thomas Hobbes, Sarah Fielding, and Judith Butler, among others, Daniel M. Gross reveals a persistent intellectual current that considers emotions as psychosocial phenomena. In Gross’s historical analysis of emotion, Aristotle and Hobbes’s rhetoric show that our passions do not stem from some inherent, universal nature of men and women, but rather are conditioned by power relations and social hierarchies. He follows up with consideration of how political passions are distributed to some people but not to others using the Roman Stoics as a guide. Hume and contemporary theorists like Judith Butler, meanwhile, explain to us how psyches are shaped by power. To supplement his argument, Gross also provides a history and critique of the dominant modern view of emotions, expressed in Darwinism and neurobiology, in which they are considered organic, personal feelings independent of social circumstances. The result is a convincing work that rescues the study of the passions from science and returns it to the humanities and the art of rhetoric. |
| aristotle emotions and education: Flourishing as the Aim of Education Kristján Kristjánsson, 2021-03-31 This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle's approach. Flourishing as the Aim of Education argues that the 'good life' of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, and it engages with a host of socio-political as well as 'spiritual' issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing. An outgrowth of the author's previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers. |
| aristotle emotions and education: Feeling Power Megan Boler, 2004-11-23 First published in 1999. Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed, or ignored at all levels of education and in educational theory. FEELING POWER charts the philosophies and practices developed over the last century to control social conflicts arising from gender, class, and race. The book traces the development of progressive pedagogies from civil rights and feminist movements to Boler's own recent studies of emotional intelligence and emotional literacy. Drawing on the formulation of emotion as knowledge within feminist, psychobiological, and post structuralist theories, Boler develops a unique theory of emotion missing from contemporary educational discourses. |
| aristotle emotions and education: Interpreting Sophocles' Philoctetes Through Aristotle's Theory of Tragedy Martha C. Beck, 2008 This book applies many of the categories in Aristotle's Nicomachean Ethics, Politics, Poetics and Rhetoric to the three main characters in Sophocles' play, Philoctetes: Neoptolemus, Odysseus and Philoctetes. All three characters act at extremes in relation to the virtues of courage, anger, truthfulness and shame. Their relationships to each other are also flawed in various ways, and each character commits injustices as they abuse the power they have over each other. Aristotle's list of the prominent character-traits in young people, middle-aged people and the old in the Rhetoric are applied in this book to Neoptolemus, the youth, Odysseus, the middle-aged ruler, and Philoctetes, an old man. Aristotle's criteria for tragedy in the Poetics are applied to Sophocles' playas a whole. Both Aristotle and Sophocles believe there exists universal standards for a well-lived life and universal patterns in the ways people fail to live well. |
| aristotle emotions and education: Aristotle on Education Aristotle, 1905 |
Aristotle - Wikipedia
Aristotle [A] (Attic Greek: Ἀριστοτέλης, romanized: Aristotélēs; [B] 384–322 BC) was an Ancient Greek philosopher and polymath. His writings cover a broad range of subjects spanning the …
Aristotle | Biography, Works, Quotes, Philosophy, Ethics, & Facts ...
6 days ago · Aristotle (born 384 bce, Stagira, Chalcidice, Greece—died 322, Chalcis, Euboea) was an ancient Greek philosopher and scientist, one of the greatest intellectual figures of …
Aristotle - Stanford Encyclopedia of Philosophy
Sep 25, 2008 · Aristotle (384–322 B.C.E.) numbers among the greatest philosophers of all time. Judged solely in terms of his philosophical influence, only Plato is his peer: Aristotle’s works …
Aristotle: Biography, Greek Philosopher, Western Philosophy
Aug 8, 2023 · Aristotle (c. 384 B.C. to 322 B.C.) was an Ancient Greek philosopher and scientist who is still considered one of the greatest thinkers in politics, psychology and ethics.
Aristotle - World History Encyclopedia
May 22, 2019 · Aristotle was a Greek philosopher who pioneered the systematic study of every branch of human knowledge so thoroughly that he came to be known as The Philosopher and, …
Aristotle - Internet Encyclopedia of Philosophy
Aristotle is a towering figure in ancient Greek philosophy, who made important contributions to logic, criticism, rhetoric, physics, biology, psychology, mathematics, metaphysics, ethics, and …
Aristotle: Life, Works, & Influence on Western Philosophy
Mar 26, 2025 · Aristotle (384 – 322 BCE) was a renowned ancient Greek philosopher who greatly influenced the world of philosophy, science, and logic. He is considered one of the most …
Aristotle: A Comprehensive Overview - Philosophos
Jun 12, 2023 · Aristotle was a prolific and influential philosopher who wrote on numerous topics. He is especially well-known for his works on logic, physics, metaphysics, ethics, and biology. …
Aristotle’s contributions to philosophy and science | Britannica
Aristotle, (born 384 bce, Stagira—died 322 bce, Chalcis), ancient Greek philosopher and scientist whose thought determined the course of Western intellectual history for two millennia. He was …
The Young and the Restless' Aristotle Dumas finally revealed — …
3 days ago · A bedroom at Aristotle Dumas' estate | Image: JPI. The cast of the French Riviera trip to Aristotle Dumas' estate: Michelle Stafford (Phyllis), Joshua Morrow (Nick), Courtney …
Aristotle - Wikipedia
Aristotle [A] (Attic Greek: Ἀριστοτέλης, romanized: Aristotélēs; [B] 384–322 BC) was an Ancient Greek philosopher and polymath. His writings cover a broad range of subjects spanning the …
Aristotle | Biography, Works, Quotes, Philosophy, Ethics, & Facts ...
6 days ago · Aristotle (born 384 bce, Stagira, Chalcidice, Greece—died 322, Chalcis, Euboea) was an ancient Greek philosopher and scientist, one of the greatest intellectual figures of …
Aristotle - Stanford Encyclopedia of Philosophy
Sep 25, 2008 · Aristotle (384–322 B.C.E.) numbers among the greatest philosophers of all time. Judged solely in terms of his philosophical influence, only Plato is his peer: Aristotle’s works …
Aristotle: Biography, Greek Philosopher, Western Philosophy
Aug 8, 2023 · Aristotle (c. 384 B.C. to 322 B.C.) was an Ancient Greek philosopher and scientist who is still considered one of the greatest thinkers in politics, psychology and ethics.
Aristotle - World History Encyclopedia
May 22, 2019 · Aristotle was a Greek philosopher who pioneered the systematic study of every branch of human knowledge so thoroughly that he came to be known as The Philosopher and, …
Aristotle - Internet Encyclopedia of Philosophy
Aristotle is a towering figure in ancient Greek philosophy, who made important contributions to logic, criticism, rhetoric, physics, biology, psychology, mathematics, metaphysics, ethics, and …
Aristotle: Life, Works, & Influence on Western Philosophy
Mar 26, 2025 · Aristotle (384 – 322 BCE) was a renowned ancient Greek philosopher who greatly influenced the world of philosophy, science, and logic. He is considered one of the most …
Aristotle: A Comprehensive Overview - Philosophos
Jun 12, 2023 · Aristotle was a prolific and influential philosopher who wrote on numerous topics. He is especially well-known for his works on logic, physics, metaphysics, ethics, and biology. …
Aristotle’s contributions to philosophy and science | Britannica
Aristotle, (born 384 bce, Stagira—died 322 bce, Chalcis), ancient Greek philosopher and scientist whose thought determined the course of Western intellectual history for two millennia. He was …
The Young and the Restless' Aristotle Dumas finally revealed — …
3 days ago · A bedroom at Aristotle Dumas' estate | Image: JPI. The cast of the French Riviera trip to Aristotle Dumas' estate: Michelle Stafford (Phyllis), Joshua Morrow (Nick), Courtney …
