Relating Prologue & Dialogue: An Assessment Through Ancient Greek Educational Thought

OpenAlex İngilizce

The concept of prologue is not a concept that is frequently discussed in the history of philosophy or the history of thought in education. This study aims to investigate whether the concept of prologue can be used together with the concept of dialogue. At the same time, it tries to reveal the relationship between the concept of prologue and education. The extent to which the prologue aligns with dialogical pedagogy is also examined in the study. In this context, the perspectives of Socrates, Plato, and Aristotle—three pivotal figures in the history of philosophy—are analyzed. These views are discussed in the context of their opposition to the sophists, but specifically in terms of education and the concepts of prologue-dialogue. First, the distinctions between dialogue and rhetoric are investigated to determine the significance and role of the prologue. Subsequently, the relationship between prologue and dialogue is established within Socrates, Plato, and Aristotle's views, which are closely related to education. It is aimed to evaluate the views of these three philosophers especially in the context of the prologue. The educational dimension of the concepts of prologue and dialogue are assessed, and recommendations are provided in the conclusion.