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As a conclusion we will note that except for one work Platon's views of education in all the set by historians and antikovedam were not considered. Characteristic of works is higher than the specified authors the analysis of a ratio of views of the thinker with historical reality is.

The following researcher of M. V. of Alpatov37 considers that the critical relation to the Greek art from Platon (it gives excerpts from dialogues of the thinker where it is told them about exile from the perfect state of painting, in confirmation of it literatures and practically arts in general) can be explained to that it endured deep crisis at that time.

Platon's creativity till today remains in the center of attention of researchers of various directions. And for antikoved, in particular, its works are interesting to historians, first of all, as reflection of that time, era in which they were written.

From foreign authors it is possible to allocate V. Vindelband who in the work considers Platon's views as the integral element of Ancient Greek philosophy. Thus the researcher notes conditionality of views of Platon of education it the theory of ideas — "all terrestrial life makes sense and value as education to the highest supersensual existence "2

The purpose of our work is the analysis of Platon's opinion on education stated in its treatises. For its achievement we set the following tasks. The first — this consideration of the historical conditions which influenced formation of views of Platon of education. The second — this allocation of various aspects of an educational system of Platon and consideration of their point of view of the contents, influence of traditional systems (Athenian and Spartan) education, and also means and methods of education.

V. A. Gutorov, addressing to utopian, in his opinion, Platon's views, quite fairly considers that Platon's idea about education can be understood", first of all, in the context of the crisis situation which developed in the Greek world and in Athens, in particular". The author notes that actions which Platon for education of ideal guards of the state — this offers one of components of the program for a policy conclusion of crisis for governors, Platon's contemporaries, and therefore "education of guards" is one of "cornerstones of the building of the perfect policy" 1

For the listed works tendency to narrow Platon's views of education to a framework it "the esthetic doctrine", and also to allocate in them negative attitude of Platon to art is characteristic. In principle, we will quite explain this conclusion if to proceed from specifics of these researches.

Let's consider in more detail each of these rights. Property right. All members of civil collective owned various grounds. Due to the geographical features of the Balkan Peninsula (74% of its territory the mountain district makes) serious deficiency of earth sites that caused careful attitude of owners to the plots was felt. Owing to this fact, the relation to the earth and to agricultural work was, it is possible to tell, cult. The earth gave welfare and defined the citizen's life as "worthy".

From our point of view, all remarks of the author are fair, but the categorical statement about distinction of two systems education — is wrong. As it is impossible to break off Platon's views of education of two systems. It is only possible to speak about change of views of the thinker and about the reason of this evolution.

From pre-revolutionary authors Novgorodtseva38 who devoted the work to quite wide problem of a public ideal can allocate P. I. The researcher stops, concerning Platon, on external characteristics of the perfect state. According to the author, the thinker too deletes the state "from others" and closes it in himself for achievement of the ideal. It falls with criticism upon Platon, that that, thus, tries to create "happy life" "for the elite", for people, "properly brought up and adapted for solidary life".

As a conclusion we will note that the works devoted to pedagogical views of Platon differ in detailed analysis of educational actions which are offered by the thinker, but, practically, without any communication with realities of historical time.