Aristo’s argument

– I may try, at least share my realization with you, and guide you through my tormented thoughts. – the elder companion asserted and began sharing the origins of his deep consideration. – I think something is worthy; then I think something else is not. In a rush of a sudden realization, I start considering the first thought unworthy and the second, contradicting it, as a good venue of thought. And you, my dear, you do the same. Every single time you address thinking as your solution to the questions of reality. We, my friends, all of us, we think; therefore, we all judge on the essence and the qualities of reality. We are judgmental creatures per se, since we are creatures of the thought. So far, so good. The problem is that we think that we judge independently, forming our own thoughts and evaluations on reality, while we don’t. Actually, that would be impossible. To be able to create and produce all the statements we have to, in order to accomplish a single ethical statement, we are supposed to have been given great talent in philosophy and logic. Most of us haven’t. – Aristo laughed sardonically at the last words. – However, all of us produce accurate and understandable evaluations on reality because we have been introduced to one simple technique of apprehension no one else but man masters. We, on the one hand, have been introduced to ways of amassing and dealing with information; on the other, men have devised ways to proceed the information in patterns of logical conventions. All this, we have made possible by the means of education. You are genuinely right, my dear May, when saying that education is worthier a topic than thinking itself, because even the thought is devised by the hidden patterns of its logical externalization, acquired in the process of taughtful formation.


From “The Young Philosophers. On Education” by Antheya



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