Stoic Model Of Education Analysis

This summary focuses on a critical sketch of the Stoic model of education through the works of Seneca, Epictetus, and Aurelius that is distinguishable by these features: education as self-knowing, the need of logic and critical thinking for informed decision-making, learning as preparation for life, and knowledge for integration in private, local, and global affairs.

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Knowledge begins with sensation which Diogenes Laertius says has four meanings for Stoics the vital force that passes from the principle part of the soul to the senses, discernment through the senses, the apparatus of the sensory organs, and, more generally, the activity of sensory organs and the Stoic standard of truth relates to the second of those.

A Stoic, Cicero says, gives mild treatment for mild illnesses, severe treatments for severe illnesses, and is not afraid to apply risky and uncertain remedies, when needed. In the main, the Stoic manner of educating is not gentle, but harsh and heroic.

Seneca says that teachers are at fault for teaching their students the art of debate, not the art of living, while students are at fault for coming to their teachers to develop their cleverness, not their character. Yet to a Stoic, 'good' and 'ill' can mean different things under different circumstances. Thus, education is a prefatory attempt to apply Stoic principles to the vagaries and uncertainties of everyday-life situations to generate right-intended activity. In addition, with a Stoic teacher assuming the role of physician of the soul, education in Stoic principles is a sort of philosophical or cognitive therapy for the psychically
Therefore when giving arguments or explanations there should be some evidence of what is being said and it should be well balanced, in order for the information to be considered as honest, believable and trust worthy. In addition to this, it is also important that another individual’s hard work be acknowledged whilst giving credit to that particular individual even if their ideas contradict your own (Wallace, 1999). Other than this, activities such as cheating, falsifying information, plagiarism and collusion also go against being honest, thus resulting in harsh disciplinary actions such as