A Critical Examination of the Concept of Childhood in the Aristotelian Tradition with Emphasis on the Islamic Perspective

Document Type : Original Article

Authors

1 PhD. Student, Philosophy of Education, Imam Khomeini Educational and Research Institute; Member of the Scientific Association of Islamic Education and Training, Qom Seminary, Iran

2 Assistant Professor, Department of Educational Sciences, Behavioral Sciences Research Institute, Seminary and University Research Institute, Qom, Iran.

10.48310/riet.2025.18276.1352

Abstract

This study aims to critically examine the concept of childhood in Aristotle’s philosophy through a descriptive-analytical method, relying on Aristotle’s works and those of his commentators to outline the notion of childhood within his philosophical tradition. Findings reveal that, in Aristotle’s view, a child is a developing human who possesses all adult actualities potentially. Though children have limited capacities compared to adults, and parents/educators must consider these limitations, this does not justify disregarding or devaluing them. Key critiques of the “potential adult” concept include: Instrumental and inauthentic views of childhood; Determinism arising from essentialist realism; Devaluation and neglect of children; Individualistic views of children; Failure to explain children’s unique actualities and capacities; Neglect of children with special needs; Silence on the Islamic doctrine of fitrah (innate disposition) and denying children access to happiness. Analysis of Aristotle’s works shows that most critiques are invalid due to incompatibility with his foundational principles. Contrary to popularized interpretations in some sources, the Aristotelian concept of childhood should be understood as a “potential adult” rather than a “small adult”.

Keywords

References

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