"Purification" (only κ α θ α ρ σ in Greek) was originally a religious term, meaning "pure evil". In the 7th and 8th centuries BC, Orfus religion was introduced into Greece from Thrace, which liberated the soul from the bondage of the body, which was called purification. The fear of offending gods and being defiled made Orpheus feel the necessity of atonement and purification.
The Pythagorean school absorbed and reformed orpheus's concept of purification, but indicated that science and music should be used to purify the soul to get rid of lust, and medicine and sports should be used to purify the body to strengthen the body.
In the 5th century BC, gorgias, a philosopher of the Wise School, first used the word purification in the aesthetic sense. In his article "Hailun Zan" (translation of Helen's defense), he said that tragedy can make the audience have realistic hallucinations with the help of language. Tragedy "is a kind of deception, in which cheaters are more honest than non-cheaters, and the deceived are smarter than non-cheaters".
Looking at the tragedy, the audience sometimes fears, sometimes pities, sometimes surprises or sadness. With the help of words, the audience can feel the sufferings of others as real as their own, similar to the purification of the soul to the body.
Extended data
Aristotle believes that rational development is the ultimate goal of education, and advocates that the state should carry out public education for the children of slave owners. Make their bodies, virtues and wisdom develop harmoniously. In teaching methods, Aristotle attaches importance to the role of practice and practice. For example, in music teaching, he often arranges children to perform on stage, experience the scene, master the technology and improve their level.
In the relationship between teachers and students, Aristotle did not blindly listen to his mentor but only followed Nuo Nuo, but dared to think, stick to the truth and dare to challenge on the basis of inheritance. His character of "I love my teacher, especially the truth" inspired him to push Plato's teaching theory to a higher level.
Aristotle's teaching thought is based on his theory of human nature, epistemology and his investigation of children's physical and mental development. He divides human soul into two parts, one is irrational soul, whose function is instinct, feeling and desire, and the other is rational soul, whose function is thinking, understanding and cognition. He believes that in the process of human cognition, the main function of the soul is feeling and thinking.
The soul perceives external things with the help of sensory organs, and the perceived things are not transferred by human will, thus acknowledging the position and role of feeling in the cognitive process. But he thinks that feeling only plays an inductive role here, and truth and knowledge can only be obtained through rational thinking. So Aristotle's teaching purpose is to develop the rationality of the higher part of the soul.
Although his ethics has far-reaching influence from beginning to end, it has been reborn with the arrival of the emerging modern virtue ethics.
Aristotle offered an encyclopedic course for his philosophy school. He advocates the all-round development of students' morality, intelligence, physique and beauty, with different emphasis in different periods.
Early childhood is dominated by physical development (exercise); Music education is the core of adolescence, and moral, intellectual and physical beauty is the main content; Senior students should study grammar, rhetoric, poetry, literature, philosophy, ethics, politics, arithmetic, geometry, astronomy, music and other subjects. But in any case, the focus should be on developing students' intelligence.
He particularly emphasized the role of music in cultivating children's comprehensive quality. It is believed that music has three functions: entertainment, temperament cultivation and rationality cultivation. It can relieve fatigue, cultivate the mind, mold the character, stir the soul, and then enter the rational and noble moral realm through meditation.
In physical education class, he disapproved that teachers should only let students have harsh and even painful training, and should teach "simple gymnastics" and "light martial arts", focusing on the normal development of children's bodies.