Debate Materials Athens & Sparta or Socrates, Plato & Aristotle

Sparta Covered by hills and mountains, isolation contributed to the Spartan’s desire to be left alone. Education focused entirely on physical fitness and military training (men were full time soldiers from 20 to 30 years of age) Women were to bear children, but were also known for their wealth and indepence Almost no interest in the arts or philosophy

Sparta The Spartan citizens were, in fact, the descendants of 9th century BC Doric invaders to the Peloponnese. –Rather than exterminating or enslaving the native population, –the Spartans had—for whatever reason—managed to come to a unique arrangement with the conquered inhabitants. These continued to live and work in Laconia, enjoying distinctly different status and privileges from the Spartan citizens, or Spartiates, but far better than that of chattel slaves.

Sparta: Perioikoi These peoples were divided into two broad categories: – The residents of the pre-Doric towns, who enjoyed a free but dependent status as "Perioikoi," –and the peasants, who enjoyed a far more restricted status as "helots." The Perioikoi had their own laws and customs, could pursue any profession or trade they liked, and had their own local officials and dignitaries.

Sparta: Helots The "helots" were tied to the land and were officially the property of the Lacedaemonian government. By the 6 th Century B.C., helots probably outnumbered Sparta citizens by 10 to 1 The large number of helots allowed the Spartans to cultivate their region efficiently, but also posed the threat of constant rebellion

Sparta: Helots The Spartan helots—if compared to slaves in other Greek city-states—were very privileged indeed. Helots were not chattels. –They could not be bought and sold by their "masters." –They could marry who and when they willed. –They even legally had parents and children. (In other Greek states, a slave was not allowed to marry, and offspring of sexual intercourse, regardless of the partner, "belonged" to the owner of the slave; parenthood was not recognized.)

Sparta: Spartiates In theory, all Spartans citizens were equal –To discourage economic and social distinctions, Spartans observed an extraordinarily austere lifestyle as a matter of policy No jewelry, elaborate clothes, luxuries, or accumulation of great private wealth –Even today, “spartan” means Practicing great self-denial Unsparing and uncompromising in discipline or judgment Resolute in the face of pain or danger or adversity

What was it like to be a Spartan? Taken away from your parents at age 7, you lived a harsh and often brutal life in the soldiers barracks. You were beaten by older children who started fights to help make you tough and strong. You were often were whipped in front of groups of other Spartans, including your parents, but never cried out in pain. You were given very little food, but encouraged to steal food, instead. If caught stealing, you were beaten. To avoid severe pain, you learned to be cunning, to lie, to cheat, to steal, and how to get away with it!

Sparta: Education What distinctions did exist in Spartan society were based not on wealth or social status, but on prowess, discipline, and military talent Spartan educational system cultivated such attributes from an early age –Boys left their homes at age seven to live in military barracks under a rigorous regime of physical training –At age 20 they took a test of Athletics and Leadership If they passed, they went into the military as citizens where they served until retirement If they failed, they became part of the Perioikoi

Sparta: Spartiates Women married at age 18 or 20 but did not live with their husbands –The men stayed in the barracks until about age 30 when they began to set up households with their wives and children –Women maintained strict physical regimes in the hopes of bearing strong children

Even after they were married, the men did not live with their wives and families. They lived in the barracks. Military service did not end until a Spartan male reached the age of 60. Only then could a Spartan soldier retire and live in their home with their family. Sparta: Spartiates

Sparta: Government Highly unusual government that contained elements of democracy, timocracy, monarchy, and oligarchy King Leonidas ca. 530 BC-480 BC

Sparta: Government Oligarchy –Rule by a few –Power was in the hands of five men called Ephores who were elected annually by the Council of Elders Timocracy –Government by people of honor –All Ephores were over the age of 60 and had completed their military career –The Ephores controlled all daily life in Sparta

Sparta: Government Monarchy –Rule by a hereditary sovereign –Under the five Ephores there were two Kings that came from the two noble families of Sparta – With divine approval, shown in an oracle or an omen, the Ephores had the power to force the Kings’ abdication Democracy –Election based on numerical majority –Under the Kings were the Council of the Elders. –The council passed laws and elected the five Ephores –Beneath them were the rest of the free Spartan men who voted for the Council of Elders

Sparta Oligarchy is dominant government Military strength most important Harsh treatment of their slaves Farming Economy

Life in the Polis Life centered around agora (marketplace) Divided into three groups –Adult men: citizens with political rights –Free people (women, children and resident foreigners: no political rights –Slaves: prisoners of war or for debt Girls were considered economic liabilities since they had to be provided with dowries before they could get married

Law codes Laws were enforced by aristocrats and ruled as they saw fit Demands grew to force the aristocrats to codify, or write down, the customary laws and procedures governing the cities As the laws were made public for all to see the rule of the aristocrats was brought to an end

Tyrrany: Solon the Lawgiver Social unrest leads to new system Solon canceled debts and abolished enslavement for debt. Citizenship based on wealth –Public office was open to the three upper classes –Fourth class was ineligible for public office Problems for poor farmers continued

Peisistratus & Cleisthenes Peisistratus the Tyrant –Wielding sole political power in violation of the established law, but with the support of the people –Beautified the city and increased the sense of being a Athenian by civic festivals Cleisthenes democracy –Mixed different tribes in hope to destroy the regional power of the aristocracy –Created Council of Five Hundred –Direct democracy: all legislative and electoral power remained with the popular assembly, made up of all voting citizens

Women in Athens Women did not have citizen rights. They could only go out to weddings, funerals, religious festivals and to visit female friends. In wealthy families girls were educated to run the household of servants and slaves, and were usually married by the age of 13. In poorer families women worked alongside men, farming in the fields or running the family business.

Education in Athens Until age 6 or 7, boys were taught at home by their mother or by a male slave. They boys learnt the poetry of Homer and how to play the lyre. Their teacher, who was always a man, could choose what other subjects he wanted to teach. He might choose to teach drama, public speaking, government, art, reading, writing, maths and the flute. Books were expensive and rare, so lessons were read out-loud, and the boys had to memorize everything.

They were taught to read and write the Greek alphabet. They didn’t have books to write in. Instead, they use a wax tablet, and wrote on this with a metal 'pen'. The pen had a sharp end and a rounded end. They wrote with the sharp end, and then rubbed out the work with the rounded end.

At 14 boys attended a higher school for four more years. When they turned 18, they entered military school for two additional years. At age 20, they graduated. Girls were not educated at school, but many learned to read and write at home.

What it was like to be an Athenian Be polite. You have had a good education. Until age 6 or 7, you were taught at home by your mother, or by a male slave. From age 7-14, you attended a day school in the neighborhood where you memorized poetry and learned to play the lyre. You learned drama, public speaking, reading, writing, math, and perhaps even how to play the flute. You attended four years of higher school, and learned more about math and science and government. At 18, you attended military school for two additional years! You believe you are better than any other city, and are proud to be an Athenian!

Athens Democratic government Education valued Trade Economy

How was order maintained in Greece? GovernmentGovernment –Sparta Military meansMilitary means –Athens Democratic meansDemocratic means –Corinth TyrantsTyrants

Greek Philosophy Athens’ sophisticated and wealthy society provided time for thought –“All the Athenians and the foreigners who lived there spent their time doing nothing but talking about and listening to the latest ideas.” Several great thinkers tried to construct a consistent system of philosophy based purely on human reason –Rationally understand human beings and human behavior Socrates, Plato, Aristotle

Socrates (469 to 399 B.C.) Turned the course of philosophical enquiry around-- from its earlier focus on natural science, to a focus on ethics or public morality Keenly interested in such subjects as justice, beauty, and goodness Optimistic –Knowing the truly good would necessarily direct a person to act in line with this knowledge –Human beings can lead honest lives

Socrates (469 to 399 B.C.) Insisted on the need to reflect on the purposes and goals of life “The unexamined life is not worth living.” –Human beings have an obligation to strive for personal integrity, behave honorably toward others, and work toward construction of a just society

Socrates (469 to 399 B.C.) Posed questions that encouraged reflection on human issues, particularly on matters of ethics and morality –“the Socratic method” Honor was more important than wealth, fame, or other superficial attributes –Scorned those who preferred public accolades to personal integrity

Socratic Method When Meno, in the dialogue that bears his name, asks Socrates, "Can virtue be taught?" Socrates asks, "Can you tell me what virtue is?" When Meno replies with a list of answers, Socrates notes that Meno has made something that was one into something that was many; not very illustrative. He asks Meno if there is a single, unified definition of virtue. Thus begins a friendly dialogue (not merely a technique), that discusses not only the essence of virtue in men, but also examines the very nature of knowledge and learning itself.

Socrates (469 to 399 B.C.) Played the role of “gadfly,” –a person who stimulates or annoys especially by persistent criticism –subjecting the gods to critical scrutiny This tactic outraged some of his fellow citizens –Socrates was brought to trial on charges of encouraging immorality and corrupting Athenian youth He had an opportunity to flee Athens, but stood trial to uphold the law A jury of Athenian citizens found him guilty and condemned him to death Drank a cup of hemlock and died in the company of his friends

Socrates (469 to 399 B.C.) Socrates did not write his thoughts down, but we know them through his disciple Plato Plato wrote a series of dialogues in which Socrates figured as the principal speaker “Socrates Teaching”

Plato (427 to 347 B. C.) Plato advanced from recording Socrates views to developing his own systematic vision of the world and human society –The Theory of Forms or Ideas

Plato (427 to 347 B. C.) Plato was frustrated that he couldn’t gain satisfactory intellectual control over the world –For example, generally speaking, virtue requires one to honor and obey his parents, but if parents are acting illegally, it is the child’s duty to denounce the offense and seek punishment. –How can we understand virtue as an abstract quality if it is situationally dependent?

Plato (427 to 347 B. C.) There are two worlds –The world we live in –The world of Forms or Ideas Our world is a pale and imperfect reflection of the genuine world of Forms or Ideas –Only by entering the world of Forms or Ideas can one understand the true nature of virtue and other qualities –This world is available only to philosophers who apply their rational faculties to the pursuit of wisdom

Plato (427 to 347 B. C.) In The Republic Plato described the ideal state in which rule was accomplished by philosopher-kings –Advocated an intellectual aristocracy –The philosophical elite would rule and other less intelligent classes would work at functions for which their talents best suited them

Aristotle (384 to 322 B.C.) Aristotle started out as a disciple of Plato but came to distrust the Theory of Forms or Ideas –Very concrete and real as opposed to Plato’s abstract concepts –Believed philosophers could rely on their senses to provide accurate information about the world and then use reason to sort things out

Aristotle (384 to 322 B.C.) Devised rigorous rules of logic to construct compelling arguments –Logic is how we come to know about things Will have a profound effect on Christian philosophy in medieval Europe, especially through St. Thomas Aquinas Also wrote on biology, physics, and literature –Literature should be structured to represent a complete and unified action with a beginning, middle, and end

Others Epicureans –Identified pleasure as the greatest good Skeptics –Refused to take strong positions on contentious issues because they doubted the possibility of certain knowledge Stoics –Individuals should focus their attention strictly on duties that reason and nature demanded of them In their own way, all three sought to bring individuals to a state of inner peace and tranquility

How was order maintained in Greece? Philosophy –Socrates Knowing the truly good would necessarily direct a person to act in line with this knowledge –Plato The philosophical elite would rule and other less intelligent classes would work at functions for which their talents best suited them –Aristotle Know about things through logic Others –Epicureans Identified pleasure as the greatest good –Skeptics Refused to take strong positions on contentious issues because they doubted the possibility of certain knowledge –Stoics Individuals should focus their attention strictly on duties that reason and nature demanded of them