Response To Aristotle's Argument

In response to Aristotle’s argument, the first that will be addressed will be his concept that virtue is the relative intermediary between the two extreme conditions of deficiency and excess, which is well thought out, logical, and practical. One example would be relatable to my prospective future occupation of teaching. When creating curriculum and instruction, the teacher must consider differentiation for all students. In short, this means taking into account all of the diverse learning styles of the classroom and creating a lesson plan that meets the needs of all students. This relates to Aristotle’s argument because if a teacher has to consider each students’ intermediate point where they won’t get bored with the lesson and where the lesson
Aristotle uses the example of the amount one eats in his writing, which is relative to an individual, but there’s also a connection to the type of food one eats. If someone ate only fatty foods like pizza, burgers, and fast food, then one would damage their health, clog their arteries, and their body would not get the nutrients it needs to function properly. However, one can eat fast foods every so often, as long as it’s in moderation. The critical component being, that one’s diet and the foods one eats is very individualistic and takes into account body weight, height, family history, etc. But, the general principle that one shouldn’t eat too much fatty foods are applicable to everybody. Ultimately, these examples support Aristotle’s objective of trying to determine what the human good, or happiness entails. He argues earlier that the soul has three parts: the vegetative (health), appetitive (moral virtue), and reason (intellectual virtue) and all combine to create happiness. The food example supports his overarching claim that being healthy and taking care of your body is one of the components to being
Aspects of teaching, education, and psychology all support this claim. Psychologists note that children’s brains are moldable and easy influenced which is termed “plasticity”. This plasticity of a child’s brain allows them to be more influenced by their surroundings, environment, and authority figures. This illustrates how their brain could be conditioned to view pleasure and pain in specific ways. In addition, conditioning also occurs in the classroom. A self-fulfilling prophecy is when a student become what their teachers’ expectations are of them. For example, if a teacher thinks a student is going to fail, is a trouble maker, or does deviant acts, the student might be conditioned to think that they are a failure, that they cannot succeed in school, and that they have no future. On the other side, if a teacher continuously praises a student, gives them encouragement, and challenges them, then the student will positively view themselves and think they can be successful. The key component is that the teacher can change the attitude of a student by habitual