# data[].attributes.body
Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Boston, MA: Pearson.

# data[].attributes.body
Gutek (2011) expands, " Aristotle asserted that human beings share in an underlying universal nature, their power of reasoning, that makes them human. Regardless of the historic period, the time in which they live, or their geographical location, human beings share an essential defining sameness" (p 56).

# data[].attributes.body
Gutek (2011) explains, "He argued the ideas are already within each person's mind. The teacher's task, Socrates said, is to draw ideas our of students' minds by asking them probing and challenging questions that cause them to think critically, deeply, and reflectively about their beliefs". (p 35).

# data[].attributes.body
Gutek (2011) explains that Plato believed, "Genuine knowledge is the knowledge that everyone should have because they are human beings. Those who possess this knowledge will be able to make informed decisions and choices because their actions can be placed in a general context and transferred and applied to the kinds of situations that arise in life'" (p 42).

# data[].attributes.body
Gutek (2011) explains, "Confucius's philosophy of education is primarily an ethical theory intended to guide people on the way, or the path, to leading the benevolent -the good- life by doing what it right"(p 14)

# data[].attributes.headline
How does it fit with practices in contemporary American education?

# data[].attributes.subject
How does it fit with practices in contemporary American education?

# data[].attributes.body
Contemporary American education is made up of a diverse group of students coming from various backgrounds. Students come to school with various cultures, beliefs, traditions, educational levels, and speaking a multitude of languages. Even with these vast amount of differences, all students have the opportunity and ability to learn. With various support and guidance all students can learn and achieve a level of success. Gutek (2011) expands on Aristotle's belief of the universal power of reason, "For example, all people, regardless of race, ethnicity, and culture have the power to reason. While they may speak different languages, all human beings have the power of speech to communicate. Thus, it is possible for Aristotelian educators to design curricula based on that which is universal to members of the human race" (p 56). The power of education and knowledge is available to every student regardless of the students race, beliefs and backgrounds.

# data[].attributes.headline
How does it fit with practices in contemporary American education?

# data[].attributes.subject
How does it fit with practices in contemporary American education?

# data[].attributes.body
When teaching students in contemporary American education, we do not only teach literacy, mathematics, science and history. As teachers, we teach the whole child. How to communicate with peers and adults, how to work in cooperative groups, how to follow procedure and directions, and how to function in a school society. We are teaching our students how to be "model citizens" just like Confucius was teaching his students to be a "benevolent person". Our students are learning how to be responsible, make their own choices, and add ideas and thoughts to the world. That contemporary goal is similar to Confucius's beliefs. Gutek explains Confucius thoughts on officials, "Such an official would take responsibility for his actions and not fall back on the pretext that he was merely caring out the order of a superior" (p 13). Teaching the child to become a thinker and a problem solver is just as important then just memorizing academic skills.

# data[].attributes.headline
How does it fit with practices in contemporary American education?

# data[].attributes.subject
How does it fit with practices in contemporary American education?

# data[].attributes.body
The role of contemporary American education is to inform our young society to make decision in the future. When looking at a high school classroom, the students are learning how our government runs, how to vote, what democracy is, the history of our ancestors, and the various laws and bills that have played a role in our society. By providing this knowledge, we are having young adults graduating with information allowing them to make their own decisions in life; What beliefs are important to them, what policy's do they believe in, how they want our country to change and various choices and decisions that will arise in their lives. Gutek (2011) expands on Plato's idea of general knowledge, "A genuinely and generally educated person will use knowledge to guide his choice and to make ethical decisions. When knowledge is faulty and incomplete, we choose other than the best" (p 41). By providing basic knowledge in schools, we are providing tools for these students to use while making various decisions through life.

# data[].attributes.headline
How does it fit with practices in contemporary American education?

# data[].attributes.subject
How does it fit with practices in contemporary American education?

# data[].attributes.body
The way in which material is taught in contemporary schools is very similar to the method Socrates taught his students. Teachers today are teaching in a manner that is not telling students the answers and having them memorize. Instead, teachers are allowing students to create solutions to problems by using various medias to do so. In current classrooms, teachers are scaffolding students learning through guiding questions and support. By having students look for a deeper understanding, instead of regurgitating answers, the material is much more meaningful and makes a lasting impression. Gutek (2011) expands on Socrates method of teaching, "Through the Socratic method, the instructional strategy named for its originator, the teacher challenges and probs students to think, raising to consciousness ideas already but latent in the mind" (p 35). Even many years later, the method of scaffolding students learning is still the most meaningful way to teach.

# data[].attributes.body
Aristotle, the student of Plato, took a scientific look at how all humans have the power of reason (Gutek, 2011).

# data[].attributes.body
Socrates and his students searched for the meaning of life through various questions about goodness, truth, and beauty (Gutek, 2011).

# data[].attributes.body
Plato, a student of Socrates, believed that a genuinely and generally educated person with use knowledge to guide his or her own choices and make ethical decisions (Gutek, 2011).

# data[].attributes.body
Confucius believed that individuals should not only be efficient, but be an ethical and benevolent person ( Gutek, 2011).