Description

With Aristotle's Teaching in the "Politics," Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It is widely believed that the Politics originated as a written record of a series of lectures given by Aristotle, and scholars have relied on that fact to explain seeming inconsistencies and instances of discontinuity throughout the text. Breaking from this tradition, Pangle makes the work's origin his starting point, reconceiving the Politics as the pedagogical tool of a master teacher. With the Politics, Pangle argues, Aristotle seeks to lead his students down a deliberately difficult path of critical thinking about civic republican life. He adopts a Socratic approach, encouraging his students - and readers - to become active participants in a dialogue. Seen from this perspective, features of the work that have perplexed previous commentators become perfectly comprehensible as artful devices of a didactic approach.

Aristotle's Teaching in the "Politics"

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Paperback / softback by Thomas L. Pangle

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With Aristotle's Teaching in the "Politics," Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It... Read more

    Publisher: The University of Chicago Press
    Publication Date: 24/10/2014
    ISBN13: 9780226213651, 978-0226213651
    ISBN10: 022621365X

    Number of Pages: 368

    Non Fiction , Politics, Philosophy & Society

    Description

    With Aristotle's Teaching in the "Politics," Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It is widely believed that the Politics originated as a written record of a series of lectures given by Aristotle, and scholars have relied on that fact to explain seeming inconsistencies and instances of discontinuity throughout the text. Breaking from this tradition, Pangle makes the work's origin his starting point, reconceiving the Politics as the pedagogical tool of a master teacher. With the Politics, Pangle argues, Aristotle seeks to lead his students down a deliberately difficult path of critical thinking about civic republican life. He adopts a Socratic approach, encouraging his students - and readers - to become active participants in a dialogue. Seen from this perspective, features of the work that have perplexed previous commentators become perfectly comprehensible as artful devices of a didactic approach.

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