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Fate does control, yes, but only punishes those who fly in the face of all that is just and divine. For instance, Plato would agree with Sophocles that Fate would have a hand in punishing those who rule via hubris, or supreme confidence in their wisdom and strengths. However, Plato believed that through acting justly and with proper political and logical behavior, humans can actually reroute fate and escape its wrath.
Aristotle was, arguably, the most different in his beliefs on how humans should behave, and the construction of their education, in this group of Plato, Sophocles and Aristotle.
By setting up objective criteria for human behavior, Aristotle prepares the foundation for his aristocratic political views. Perhaps the part of Aristotle's Politics most offensive to the general concept of Greek democracy is his defense of slavery. Aristotle, in that view, was a true aristocrat (yes, hence the term) as far as patterns of human behavior go.
Aristotle suggests the existence of natural slaves, "those who are as different [from other men] as the soul from the body or man from the beast,... who [participate] in reason only to the extent of perceiving it, but [do] not have it." This justification of slavery, however, does not follow from Aristotle's logic but rests on an outside claim that such slaves by nature...
In this regime, the aristocracy of gentlemen, only a small class of elites are citizens and share in the responsibilities of guiding behavior, while the majority of the people are slaves, doing manual work to maintain the city and produce the necessary sustainable living. This process sounds a lot like Sparta's ideal.
With such elements as these forming a part of Aristotle's political theory, it is clear why conventional Greek thinkers want to avoid such a view. Still, the liberal project fails to resolve the problem of safeguarding freedom and equality in that it attempts to justify individual rights and behaviors without providing any underlying philosophical basis for those rights.
The education of human behavior for Aristotle is an inculcation of the fact that certain people are born to rule and guide behavior and other people simply do not have, and will not have, the ability to do so. That is what we should simply accept. Alexander Hamilton later adopted the philosophy in America in his theory that only landed gentry should rationalize.
So, therein lie the critical differences between Aristotle, Sophocles and Plato on human behavior: Plato and Sophocles both believe in the just ruler and the idea of behavioral comportment that does not fly in the face of Fate - i.e., no hubris - and if indeed there is a contravention, Fate will eventually punish. Aristotle believes that the education of human behavior should be divided out into the ruling classes and the slave classes, with the ruling classes educating on human behavior for both groups.
Therefore, formal education serves a number of purposes that can help a person succeed. However, life experience can be as valuable as formal education and in fact is just as necessary. A person cannot learn everything in school. There are some lessons that cannot be taught in the classroom. The best example is traveling. A person can only learn about other cultures when traveling. Reading about other cultures offers some
Classroom Management and Behavior It is a confirmed fact that relationships are a critical component of both classroom and behavior management. This fact is particularly truthful when applied to male students. Current research indicates that, "For so many of the boys, the issue was not what subject or instructional approach engaged them, but rather for whom they might risk engagement and effort" (Reichert & Hawley, 2014). Obviously, the boys denoted in
Behavior Modification and Skill Enhancement for High-Risk Students in Community Colleges Community colleges traditionally maintain an open-door policy, often enrolling students who are poorly prepared to enter higher education. Once these students are enrolled, they often find themselves struggling with severe skill deficiencies and, in a survey of 6,246 students attending a large, urban community college, Jack Friedlander (1981) discovered that, of the students who were not confident in one or more
Behavior Manage/Elementary Behavior management is a huge component of classroom life that often takes new teachers by surprise. Presenting creative lessons in the context of a teacher education program is much different than in an actual classroom filled with lively elementary school students. Kraft (2010) points out that teaching and learning can take place only when the proper environment is created and maintained. Inexperienced teachers in particular may resort to "draconian classroom
In particular, they specify the need for students to be good listeners, team players, and to make compromises to work toward mutual goals (Scheuerell, 2010). Group work must be a time for students to engage in productive and accountable collaboration around a task or problem that causes them to rely on one another's part or participation to ensure successful completion. Successful group work can be designed and presented to the
" Having said man's very nature to associate himself with other people all the more gives but rational explanation to why it is very important for the children, even during their elementary years in school, to develop their interpersonal skills. In different settings, excellent interpersonal skills have always led to excellent dyadic relationships and team dynamics, and therefore generating excellent outputs. As Hogan (2004) also articulated, our personalities determine how