By Brian Duignan
Even earlier than the unfold of Christianity all through Europe, contributors started to call for a scientific technique to view the worlda method to alternative order for chaos. Supplanting legendary motives with these in keeping with commentary, early Greeks and a few in their contemporaries sought to understand worldly phenomena when it comes to extra common truths. This publication introduces readers to the figures instrumental in enforcing this sophisticated state of mind, together with Socrates, Plato, and Aristotle. It additionally examines the impact of those thinkers at the significant religions of the time, particularly, Judaism and Christianity.
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Extra resources for Ancient Philosophy: From 600 BCE to 500 CE (The History of Philosophy)
Thus the original inquiry, whose starting point was a motivation each individual is presumed to have (to learn how to live well), leads to a highly ambitious educational program. Starting with exposure only to salutary stories, poetry, and music from childhood and continuing with supervised habituation to good action and years of training in a series of mathematical disciplines, this program—and so virtue—would be complete only in the person who was able to grasp the first principle, the Good, and to proceed on that basis to secure accounts of the other realities.
The latter must have been a well-known figure in 423, when Clouds was produced, for Aristophanes typically wrote about and mocked figures who already were familiar to his audience. Furthermore, if, as Socrates claims, many of his jurors had heard him in discussion and could therefore confirm for themselves that he did not study or teach others about clouds, air, and other such matters and did not take a fee as the Sophists did, then why did they not vote to acquit him of the charges by an overwhelming majority?
Similarly, according to Socrates, if one believes, upon reflection, that one should act in a particular way, then, necessarily, one’s feelings about the act in question will accommodate themselves to one’s belief—one will desire to act in that way. ) It follows that, once one knows what virtue is, it is impossible not to act virtuously. Anyone who fails to act virtuously does so because he incorrectly identifies virtue with something it is not. This is what is meant by the thesis, attributed to Socrates by Aristotle, that virtue is a form of knowledge.