Proclus the Neoplatonist’s proposals on education: epistemological prolegomena

Christos Ath Terezis

doi:10.25205/1995-4328-2019-13-2-486-502

Abstract

This historical and systematic study discusses in the form of a reconstructive proposal the system of the general epistemological principles followed by the eclecticist Proclus, who attempts to organize and present questions on Education directly associated with Practical Reason. From the methodological point of view, the example emerged from his commentary on the Platonic dialogues Alcibiades I and Respublica for providing instruction is multidimensional and holistic and aims at a complete transformation of human personality. The foundation for any philosophical and political approach, as constantly stressed, is that human is a special and unique being that can be able to influence decisively the social status. Considering the content of the study, we are discussing, mainly from a historical point of view, the position and the purpose of Education in Late Hellenistic Period, as well as Proclus’ contribution to the disciplines of Anthropology and Ethics, which are closely related to the objectives of Education. We complete the study with some further remarks with regard to the deepest meaning of Proclus’ proposal and the possibility to implement it in these days. The above-mentioned are not presented as final conclusions, but as questions-inquiries, in order to propose an internally developing methodology for investigating.

Highlights

The following study may generally be considered as a proposal for structuring a general epistemological principle system, the purpose of which is to compose inquiries dealing with questions about a strictly defined discipline
He considers that Education is a field to be approached as a scientific system. He deals with it as a broad discipline of theoretical principles and practical implementations, the purpose of which is constantly to shape a high quality human personality. Since he believes that every person is a special and unique being with many mental and intellectual characteristics –which, depending on the circumstances, are utilized either in order or disorderly, he considers that Education should not be univocally restricted by general or even particular principles about edification
It is to be in communication with those fields which compose systematic Anthropology

Summary

Introduction

The following study may generally be considered as a proposal for structuring a general epistemological principle system, the purpose of which is to compose inquiries dealing with questions about a strictly defined discipline. It broadly includes systematic subject matters as well, such as gnoseological, ethical, artistic-aesthetic, psychological, political and metaphysical.[4] We believe that this wide perspective is necessary, for, as stressed before, Proclus suggests holistic approaches while dealing with philosophical questions and does not focus on just the particular discipline of which a subject matter is a part. 492 Proclus the Neoplatonist’s proposals on education ical circumstances, are presented as necessary Another thing to be taken into account is how mature –or, at least, different– are the scientific or interpretative judgements about a subject matter, in order, for instance, a theory to develop, or a cultural example to change, which is basically the foundation of the historical law

The position and the purpose of Education (and Edification at which it aims) in the late Hellenistic period

Education and Dialectics

An anthropological example