Introduction : philosophy and politics in Aristotle's politics -- Aristotle's audiences -- Politics book I -- Aristotle's method in the politics -- The essential nature of the state and specific identities in Aristotle's politics -- Evaluating the goodness of regimes -- Why constitutions differ : causation in the politics -- The citizen and the sovereign office in the politics -- Polity and the middle regime in the politics -- The "best state absolutely".

Fred Miller offers a controversial reappraisal of the Politics, suggesting that nature, justice, and rights are central to Aristotle's political thought. He sheds new light on Aristotle's relation to modern natural rights theorists, and to the current liberalism-communitarianism debate.

Discourse between pupils represents a core element of citizenship education in England. However, as it is currently presented within the curriculum, discourse adopts the form of the rather broad terms of 'discussion' and 'debate'. These terms are diffuse, and in themselves offer little pedagogical guidance for teachers implementing the curriculum in schools. Moreover, there has been little academic reflection in England as to how theoretical ideas on civic dialogue may usefully inform approaches to pupil discourse. For this reason, how pupils (...) experience discursive learning activities is likely to depend on how individual schools and teachers understand the terms 'discussion' and 'debate' and the way in which this understanding is translated into pupil learning activities. This article explores how recourse to deliberative democratic theory, and in particular to the principle of contestatory deliberative democracy found within recent republican writing, may be useful in helping educators to consider critically the capacities needed for effective civic discourse as a well as the outcomes of pupils' dialogical engagement. (shrink)

Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.

A bold new interpretation of Aristotelian thought is central to Bernard Yack's provocative new book. He shows that for Aristotle, community is a conflict-ridden fact of everyday life, as well as an ideal of social harmony and integration. From political justice and the rule of law to class struggle and moral conflict, Yack maintains that Aristotle intended to explain the conditions of everyday political life, not just, as most commentators assume, to represent the hypothetical achievements of an idealistic "best regime." (...) By showing how Aristotelian ideas can provide new insight into our own political life, Yack makes a valuable contribution to contemporary discourse and debate. His work will excite interest among a wide range of social, moral, and political theorists. (shrink)

In this article, I explore some contemporary versions of character education with specific reference to the extent to which they are viewed as constituting a form of citizenship education. I argue that such approaches often end up displacing the idea of political education and, through their language and stated aims, avoid any genuine engagement with the very concept of the political in all but its most superficial sense. In discussing some of the points raised by critics of character education, I (...) defend the need for a more robust and radical conception of the political as a basis for a form of political education. (shrink)

Aristotle famously argues that friendship can serve as a normative model for the practice of citizenship, and this view has been widely accepted by neo-Aristotelians. Liberals, however, are quick to reject both Aristotle's view of friendship and his view of citizenship. Does this mean that the concept of friendship is politically irrelevant for liberalism? This essay suggests, on the contrary, that the concept of friendship is far from obsolete, even for liberals. Specifically, communicative constraints derived from the norms of friendship, (...) as interpreted by Ralph Waldo Emerson, could serve to promote the modest instrumental purposes of liberal citizenship-personal freedom, social justice, and civil peace-while simultaneously allowing the practice of liberal citizenship to develop in noninstrumental directions, enriched rather than strained by the multicultural realities of most modern societies. (shrink)

This comprehensive study of Aristotle's Politics argues that nature, justice, and rights are central to Aristotle's political thought. Miller challenges the widely held view that the concept of rights is alien to Aristotle's thought, and presents evidence for talk of rights in Aristotle's writings. He argues further that Aristotle's theory of justice supports claims of individual rights that are political and based in nature.

My aim in this paper is to demonstrate the relevance of the Aristotelian notion of civic friendship to contemporary political discussion by arguing that it can function as a social good. Contrary to some dominant interpretations of the ancient conception of friendship according to which it can only be understood as an obligatory reciprocity, I argue that friendship between fellow citizens is important because it contributes to the unity of both state and community by transmitting feelings of intimacy and solidarity. (...) In that sense, it can be understood as an important relationship predicated on affection and generosity, virtues lacking from both contemporary politics and society that seem to be merely dominated by Post-Enlightenment ideals. For Aristotle, friendship is important for society because it generates concord, articulating thus a basis for social unity and political agreement. (shrink)

ABSTRACT Initiatives to cultivate character and virtue in moral education at school continue to provoke sceptical responses. Most of those echo familiar misgivings about the notions of character, virtue and education in virtue ? as unclear, redundant, old-fashioned, religious, paternalistic, anti-democratic, conservative, individualistic, relative and situation dependent. I expose those misgivings as ?myths?, while at the same time acknowledging three better-founded historical, methodological and practical concerns about the notions in question.

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...) the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (shrink)

Aristotle regarded law and education as the two fundamental and deeply interdependent tools of political art, making the use of education by the statesman a topic of the first importance in his practical philosophy. The present work develops the first comprehensive treatment of this neglected topic, and assesses the importance of Aristotle's defense of public education for current debates about school choice and privatization, and educational equality.

This book offers a systematic overview of Aristotle's conception of well-being, virtue and justice in the Nicomachean Ethics, and then explores the major themes of Politics: civic-mindedness, slavery, family, property, the common good, class conflict, the limited wisdom of the multitude, and the radically egalitarian institutions of the ideal society.

This paper assesses the historical meaning and contemporary significance of Aristotle’s educational ideas. It begins with a broad characterization of the project of Aristotle’s Nicomachean Ethics and Politics, which he calls “political science” (hê politikê epistêmê), and the central place of education in his vision of statesmanship. It proceeds through a series of topics fundamental to his educational ideas, culminating in the account of education in Politics VIII. A concluding section appraises the uses to which Aristotelian ideas are currently put (...) in philosophy of education, identifying some confusions in the influential literature of “practices.”. (shrink)

Current debates surrounding Aristotle's Politics involve attempts to explain the role of political participation in the pursuit of Aristotle's human telos, eudaimonia. Many argue that political participation is crucial to eudaimonia, equating the good man with the good citizen. Often this argument is based on Aristotle's labelling of humans as zoon politikon, or ‘political animal’, and the misleading translation of eudaimonia as ‘happiness’. We provide supported explanations of eudaimonia and zoon politikon which do not force us to equate the good (...) man and the good citizen. We illustrate Aristotle's analogy between the eudaimon man and the eudaimon polis and emphasize the role political participation sometimes plays in the pursuit of eudaimonia. On the basis of this evidence, we argue that Aristotle did not equate the good man with the good citizen necessarily, nor did he find political participation essential to eudaimonia. We then demonstrate that even without political participation, the polis plays a unique role in the pursuit of eudaimonia. (shrink)