by Kathy Jasonides and Amalia Zavacopoulou

state. The individual was expected to recognize his place in a shared humanity with individual responsibilities, democratic ideas, regard for beauty and respect for human dignity--- all of these make up the classical value of arête. The arête of an individual was to successfully participate in all aspects of the society. Philosophers like Aristotle did not approve of specialization, and Plato recommended a liberal arts basis for good education.

This may seem out of date in today’s world, but many philosophers and educators agree that this kind of education makes people better thinkers and better citizens who understand the importance of our common humanity and the value of human diversity. Regardless of the career path a student may choose to follow, there is still a compelling need for education in the humanities in democratic societies.

The goal of the ACS Humanities course is to keep these core values alive, while at the same time adapting our teaching to the changing times and needs of our students. Due to the fact that the Humanities course unites a variety of disciplines (history, literature, art and architecture, music and philosophy) it helps students understand human existence in all its diversity. This is also an important exercise in critical thinking that can prepare students to rationally interpret the events and issues they are witnessing in today’s world in order to better understand them, and take action as conscious citizens.

This type of humanistic education seems particularly important at this time, as it is so apparent that we need to help our students become conscious global citizens. Martha Nussbaum, a reknowned American philosopher, wrote a book in which she developed her argument for a humanistic education. She ended the last chapter with a profound warning that we need to insist on the crucial importance of the humanities and the arts because they “make a world that is worth living in, people who are able to see other human beings as full people, with thoughts and feelings of their own that deserve respect and empathy, and nations that are able to overcome fear and suspicion in favor of sympathetic and reasoned debate” (Nussbaum, 2010, p. 143).

Ultimately, you cannot fully answer the question “What Makes us Human?” without engaging in the classical values of a humanistic, liberal arts education, which is exactly what we are dedicated to offering our students through the Humanities course at ACS Athens.

by Kathy Jasonides and Amalia Zavacopoulou, Academy Faculty

“What Makes Us Human?” This is a complex philosophical question that humans throughout history have tried to answer through a variety of perspectives, including those of the natural sciences, the social sciences and theology. The variety of perspectives makes this a somewhat controversial philosophical question, but perhaps there is a simpler way for an individual human to understand this question.

The ancient Greek philosophers focused on the individual’s role as a human being. They defined this role as excellence, arête, which means the act of living up to one’s full potential and being the best human you can be. When Socrates encouraged his students to “Know Thyself” he was advising them to strive for arête by understanding themselves, their potential, and what they needed to do better for themselves and for society

“What Makes Us Human?” was the first essential question that was explored when the ACS Humanities course began in 1972. It continues to be the question that leads the Humanities course curriculum today. From the very beginning, the Humanities course has focused on the Humanist values of Classical Greece, and their influence on historic eras of Western Civilization, such as the Renaissance and The Enlightenment.

Nussbaum, M. (2010) Not for Profit: Why Democracy Needs The Humanities. Princeton and Oxford: Princeton University Press.

Humanities students viewing the entrance of the Monastery Church