The Strength of Aristotle's Ethical and Pedagogical Thought as a Counterweight to the Incoherence of Ethical-Pedagogical Relativism in Contemporary Western Education

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Published: Jan 11, 2026
DOI: https://doi.org/10.12681/ethiki.44123
Keywords:
Education; Contemporary Western World; Moral reasoning and Moral education; Moral and Pedagogical Relativism; Aristotle; Aristotelian Ethics; Habituation (Ethos); Practical Wisdom (Phronesis)
Alexandros Theodoridis
Abstract

This article addresses the growing crisis in modern Western education characterized by ethical-pedagogical relativism—the notion that ethical determination is a secondary or indifferent aspect of schooling. The author argues that this perspective is not only irrational but also socially and politically dangerous, as it undermines the school's fundamental responsibility to shape individuals who value and sustain their society. By revisiting Aristotelian ethics and pedagogy, the paper proposes a return to the cultivation of "character virtues" (ethikai aretai) as the primary goal of education. It explores how the Aristotelian model of habituation (ethos) and the development of practical wisdom (phronesis) can counteract the fragmentation of social cohesion caused by relativism. The study concludes that reconnecting educational practice with ethical teleology is essential for fostering responsible social actors and ensuring the long-term stability of democratic communities.

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