Supervisors info:
Επιβλέπων: Ευάγγελος Πρωτοπαπαδάκης, Καθηγητής Εφαρμοσμένης Ηθικής στο τμήμα Φιλοσοφίας του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών.
Μέλη τριμελούς επιτροπής: Γεώργιος Αραμπατζής, Καθηγητής Βυζαντινής Φιλοσοφίας στο τμήμα Φιλοσοφίας του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών,
Νικόλαος Ερηνάκης, Επίκουρος Καθηγητής Κοινωνικής & Πολιτικής Φιλοσοφίας και Φιλοσοφίας του Πολιτισμού στο Τμήμα Φιλοσοφικών και Κοινωνικών Σπουδών του Πανεπιστημίου Κρήτης.
Summary:
This dissertation explores the necessity and potential influence of Moral Philosophy on Education. The enduring contemplation of philosophers from antiquity to the present highlights the interweaving of philosophical and pedagogical perspectives. Initially, the origins of Philosophy are investigated, and its characteristic traits, which distinguish it from the sciences, are presented. The branch of Moral Philosophy examines the appropriate value framework for a virtuous and ethical life. Through the main ethical theories, namely virtue ethics, deontological ethics, and consequentialist ethics, the unifying axis of these theories is established through the convergence of the criteria of virtue, duty, and utility. Subsequently, the concepts of education and schooling are compared, raising concerns about the deficit in humanistic education primarily due to the inadequacies of educational systems. The recognition of the necessity to form a proper pedagogical perception leads to the study of the Philosophy of Education. “Philosophical pedagogy” is founded on the ethical theories of classical philosophers, particularly Aristotle, and spans the history of humanity. Later stoic and byzantine philosophers transmitted these ethical considerations, which, through the Renaissance and Enlightenment, led to modern pedagogy that investigates the ethics and developmental psychology of the child. Ultimately, it is concluded that the fundamental principles of education are true knowledge, ethics, and freedom. The ethical syncretism of the theories highlights the need to utilise the rational nature of humanity to seek virtue, ethics, and humanism, in order to ensure happiness in the contemporary contradictory world. It is incumbent upon educators and intellectuals to initiate the young into the enchanting realm of Philosophy, to discover happiness in spirituality—an unfamiliar concept in the age of material hedonism—and to contribute to the creation of a future of justice and hope.
Keywords:
Philosophy of Education, option, virtue, «ethics-habit», ethical syncretism, happiness.
