Socrates, Plato, and Aristotle contributed greatly to Greek Civilization in the field of Philosophy. In more practical terms what did Aristotle play with the development of Greece as a great society?

The intention of this paper is to briefly sketch several of Socrates and Plato's contributions to experiential education, and then, in more detail, examine Aristotle as a progenitor of the experiential learning cycle and a potential catalyst for a moral renaissance within outdoor education. Special attention will be given to Artistotle's notions about practical wisdom, and his arguments about transforming experience into informed judgment. We understand learning through experience, experiential learning, to be a theory of education that broadly encompasses many contexts. One context is outdoor education, which uses the outdoor environment as the locus for learning experientially. It is in this outdoor context that the experience of the authors lies, but our references to the philosophy of experiential learning in this paper are intended to be relevant for a more general readership. The contributions of Socrates, Plato and Aristotle to the philosophies of experiential learning are well documented (Kraft, 1985, pp. 9-10; Crosby, 1995, pp. 6-8; Wurdinger, 1997, pp. 1-6; Hunt, 1999, pp. 115-117). We want to explore some aspects of their philosophies that we believe to be interesting and informative to current thinking and practices, although in a short paper it is only possible to sketch some general ideas. Socrates (469-399 BC) was a veteran of the Peloponnesian war, a father, husband and master debater. He was also Plato's teacher, and we know of Socrates chiefly through Plato's dialogues. Much scholastic debate surrounds the possibility of separating their views (Blackburn, 1996, p. 355-356). Socrates was a paragon to philosophers, literally, lovers of wisdom (see Phaedo, Crito, and Apology in Plato, trans. 2002). In valuing truth above all else, even life (he died by imbibing hemlock while under arrest), Socrates established a high calling (and responsibility!) of all educators in their pursuit of understanding.

doat means to cherish based on the key word fancying and that it is a living thing