1. Monica Oliver
EDPS 210
December4,2014
CONNECTIONS
Philosophers all focus on improving peoples’ lives by creating more cohesive
learning strategiesor environmentsto broaden individual and societal educational
goals. One purpose of schooling is to developstudents into contributing membersof
society. As we have studied various philosophical approaches each presents methods
to better fulfill this duty. Humility,equality, and pursuit of happiness are all traits
that contribute to creating more educated people.
Humility is an overarching theme in Socrates’ teachingsand Friere’s methods of
teaching. In Plato’s Apology it is declared that humans should humbly know their
own limitations. Socratesproclaims that the wisdom he possesses is the kind that is
attainable to man but true wisdom can only be attained by Gods. The best wisdom a
man can have is to know that he does not have all of the answers and remain
teachable. Friere believesteachers should learn along with their class. In order to be
part of the group humble attitudesmust accompany teachers as they make
themselvesvulnerable. Socrates also put a lot of value on dialogue to discover truth
which made his public thought open to criticism. In the same spirit Friere suggests
that knowledge emerges through inquiry and interaction. His quote “Yet only through
communication can life hold meaning” from Pegdagogy of the Oppressed support that
he felt wisdom could be transferred with conversation. Both Socrates and Friere are
humble in their educational approaches by being open to hearing different views,
remainingteachable, and subjecting themselves to criticism.
Both Martin and Macaulay believe that womenare too quick to accept the roles
that society places on them. Macaulay suggestsmore positive role modelsfor women

2. to emulate. Society reinforcesthe happiness of women to be dependent on admiration
by men as an honor. She rejectsacquiring the art of allurement as an educational
goal and even considersit a demeaning method for women to undervalue other, more
important character traits. Nearly 200 years later the same stereotype of women is
addressed by Martin. She points out that it is tempting for women to fall into classic
roles where womenare models of feminine weakness. But instead women should take
responsibility for their own education. They also both realize that female education
has broad effects on men and women. Macaulay believes that both sexeshave positive
qualities of strengthand reason coupled with tendernessand wisdom to contribute to
one another to improve humanity. Martin citesgender roles as reciprocal in how
citizenshipand domestic affairsoverlap. If men are not knowledgeable about the
necessitiesof women to carry out their roles economic,cultural, and political
progresseswill be impeded. Both theories seek to rectify assumed roles about women
and men.
Aristotle and Booker T. Washington both believed that people would be truly
happy if they developed personal growth and practiced moral virtues. Training for the
workforce should include mental and moral pursuits. Aristotle believed in
individualized training for people who showed exception in certain skills allowing
people to be happy in their contributionsto society. He also championed that
everyone has the innate ability to be happy and do good deeds, people must be
educated to nurture that inborn quality. Good character is developed with positive
actions. Booker T. Washington also felt that the black community would have security
in property and savings that would provide enjoyment and fulfillment to their livesas
part of the workforce. He reinforced that work training should also train the mind to
accomplish tasks and to make good choices. Once the goals of mental development,

3. moral understanding, and practical training are in place a true quality of life will be
realized with enjoyment in cultural,civic, and leisurely activities. Both philosophies
are dependent on development of character,fulfilling roles in society, and enjoying the
accomplishments.