In an age like the present, which is choking on the virtually exclusive valorisation of technology, what (and how) should students be taught, or putting it differently, what should they learn? Just consider the proliferating crises affecting the entire world population – the ongoing war in Ukraine, the fluctuating Iran war and its broadening ripple effect on energy prices (which is already affecting, not only availability of oil and petrol, but food supplies as well), and the social and political strife connected with ‘illegal immigrants’ in the US, Britain, and Europe, to mention only some – then it seems a daunting task to answer this question.
There are many – too many – intellectual sources, contemporary as well as throughout the history of the world, from which I could draw to answer it in a very provisional manner, so I’ll have to be selective, but here goes. My perspective is mainly Western.
From the ancient Greek thinker, Plato – who had assimilated the insights of his predecessors, from Thales through Empedocles, Anaxagoras, and others to Heraclitus and Parmenides, and, of course, his teacher, Socrates, who claimed that he had learned from a woman named Diotima – we learned that Being and Becoming are the two poles constituting the tension field in which things appear in the material world of the senses and of particular things, on the one hand, and the intelligible world of the universal Forms, on the other.
Aristotle, Plato’s Macedonian pupil (who taught Alexander, destined to become The Great), argued that the universal Forms are not outside of particular things, but their intelligible part instead. Together, they comprise what he called an entelechy. Moreover, Aristotle gave us an encompassing conceptualisation of causality as a sort of ‘fourfold’ (a concept that later returns in Martin Heidegger’s philosophy, denoting the touchstone for a truly human mode of living), which is far richer and more fecund in explanatory terms than its modern reduction to only one of these. The four Aristotelian causes are the material, formal, working, and final causes, respectively.
A tree, for instance, has a material embodiment, or matter (the trunk, branches, leaves, and so on). It also has an intelligible form – not its shape, but its comprehensible essence, and a working cause, which accounts for its change, or growth. Its final cause, or telos, is perhaps the most important, insofar as it explains why the tree develops in the way that it does.
Obviously, for a human being this schema is more complex, although easily comprehensible. We have bodies (material cause), a formal, intelligible essence which makes us what we are, as distinct from other things, a working cause which explains changes in the course of our growth, and a final cause or human telos, which instantiates that towards which we ‘grow’ or what we strive for, both as a species and as individuals. For every individual the telos or final cause is different; some work towards the ideal writer they want to become, others strive for excellence in cooking, or singing, and so on. In this sense, our future(s) is a crucial factor for understanding what we do at present.
From the above it is already apparent that learning in what Bernard Stiegler calls a ‘transindividual’ manner – where knowledge is transferred from one individual to another, or others – always involves an incremental complexification. In this way, Plato, for instance, synthesised the accumulated knowledge of his predecessors, and Aristotle took this process further, giving us a synthesis that was even more comprehensive than Plato’s.
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