How Does Aristotle's Concept Of 'hexis' In His Nicomachean Ethics, Particularly In Relation To The Development Of Virtues Through Habituation, Intersect With The Platonic Notion Of The 'ascent To The Form Of The Good' In The Republic, And What Implications Might This Intersection Have For Our Understanding Of The Role Of Education In Cultivating Virtuous Character In A Postmodern Democratic Society?

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The intersection of Aristotle's concept of hexis and Plato's ascent to the Form of the Good offers a rich framework for understanding the role of education in cultivating virtuous character, particularly in a postmodern democratic society. Here's a structured exploration of this intersection and its implications:

Aristotle's Hexis and Plato's Ascent to the Form of the Good

  1. Aristotle's Hexis:

    • Definition: Hexis refers to the process of developing virtues through habituation. It emphasizes repeated actions that become ingrained dispositions, leading to virtuous character.
    • Focus: Practical and experiential, hexis is about doing virtuous acts until they become second nature.

  2. Plato's Ascent to the Form of the Good:

    • Definition: This concept involves the soul's enlightenment through ascending levels of understanding, culminating in the Form of the Good, the ultimate reality and source of virtue.
    • Focus: Theoretical and philosophical, emphasizing reason and knowledge as the foundation of virtue.

Intersection of Concepts

  • Complementary Approaches: Aristotle's habituation provides the practical aspect of virtue development, while Plato's philosophical approach offers the theoretical foundation. Together, they create a balanced education that combines practice with reflection.
  • Holistic Education: Habituation without reflection may lead to routine, while reflection without practice may lack impact. Their combination fosters informed and practiced virtuous character.

Implications for Education in a Postmodern Democratic Society

  1. Balanced Approach to Education:

    • Critical Thinking and Habituation: Schools can encourage virtuous behaviors (habituation) while teaching critical thinking and philosophical inquiry (ascent to the Good). This balances practice with understanding.
    • ** Educator's Role**: Educators guide students while fostering autonomy, allowing them to develop virtues through practice and critical reflection.

  2. Addressing Postmodern Values:

    • Individualism and Relativism: Virtues can be presented as adaptable habits, respecting diverse perspectives while fostering common values.
    • Community and Social Responsibility: Education should prepare individuals to contribute to society, aligning with Aristotle's community focus and Plato's vision of a just society.

  3. Potential Criticisms and Considerations:

    • Conformity vs. Autonomy: While habituation might risk conformity, combining it with critical thinking encourages autonomy.
    • Universal vs. Relative Virtues: Emphasizing virtues as both universal and adaptable can navigate the tension between tradition and diversity.

Conclusion

The integration of Aristotle's hexis and Plato's ascent to the Form of the Good offers a holistic approach to education, blending habituation with philosophical inquiry. This approach respects postmodern values of diversity and individualism while fostering virtuous character and social responsibility. By balancing practice and reflection, education can cultivate informed, ethical, and critically thinking individuals, essential for a flourishing democratic society.