It is suggested that primary children should learn how to grow vegetables and keep animals. Do the advantages outweigh the disadvantages?

It is suggested that primary children should learn how to grow vegetables and keep animals. Do the advantages outweigh the disadvantages?

Version 1

In present-day society, there has been a growing focus on the topic of which subjects to include in a school curriculum. Some individuals argue that elementary school children should acquire skills in horticulture and animal husbandry. In my opinion, the benefits that come from developing social skills and improving health outweigh the drawbacks in terms of susceptibility to disease.

On the one hand, children may be more susceptible to potentially infectious diseases. This is because many animals and plants can harbor pathogens, germs, and viruses. For example, ringworm is a skin infection caused by a parasite that can be transmitted to humans through close contact with infected animals. Therefore, the health of children must be a top priority when considering the implementation of gardening and animal husbandry in schools.

On the other hand, cultivating and domesticating plants and animals can enhance children's social awareness, which is crucial for their future lives. A child who learns to care for animals and plants can develop invaluable skills in treating others with care and responsibility. They may gain a deeper sense of accountability and understand the impact of their actions on others.

In addition, these activities can play a vital role in promoting physical exercise among students. The busy school curricula, including academic exercises and homework, are often associated with a sedentary lifestyle for many students. As a result, students may be prone to developing chronic conditions such as osteoarthritis and ophthalmic diseases. Gardening and animal husbandry can provide opportunities for students to be more physically active, which can reduce the risk of developing these chronic conditions.

In conclusion, although there are potential drawbacks to gardening and animal husbandry, such as the risk of contagious diseases, I believe that the sense of social responsibility and improved health they provide are more important. Schools should consider including these activities in their curriculum where possible.

Version 2

In contemporary society, there has been an escalating logos around the composition of the paideia, with fervent discourse emerging on the question of which subjects deserve a place within the canon of the school curriculum. Some, emboldened by the ethos of holistic education, propose that children in their formative years should be inculcated with the technē of horticulture and animal husbandry, arguing that such disciplines are invaluable. In my considered opinion, while there are inherent risks, namely those pertaining to disease transmission, the manifold aretē to be gained from fostering social consciousness and improving physical well-being far outweigh these concerns.

On one hand, it cannot be denied that young children may face increased vulnerability to potential nosos transmitted by flora and fauna. The natural world, while beautiful in its complexity, harbors pathogens, mikroorganismoi, and viruses that could pose a significant health risk. Consider, for example, the parasitic affliction of tinea corporis (ringworm), a dermatological infection that can easily pass from an infected animal to a child through simple physical contact. Thus, the health of the paidion must always be paramount when debating the implementation of programs that involve close interaction with nature, including both gardening and animal care within the scholastic environment.

On the other hand, the benefits that stem from the introduction of such technai are indisputable and manifold. The cultivation and domestication of plants and animals is a powerful medium through which children’s sophia of the world, and their social awareness, may flourish. A child, having learned the epimeleia required to tend to a garden or care for an animal, is subtly taught to extend phronesis and eunoia toward others, both human and non-human. In caring for life, they develop a deeper sense of accountability—a nomos that transcends their individual needs. This fosters a heightened awareness of their actions and their far-reaching consequences, thus shaping them into citizens more attuned to their societal and environmental responsibilities.

In addition to these profound social benefits, the physical advantages of engaging in such technai should not be overlooked. In an era where schole has become synonymous with sedentary pursuits, and where academic rigor often binds students to their desks, the cultivation of land and the care of animals offer a vital counterbalance. Modern educational systems, with their focus on intellectual development, inadvertently encourage a lifestyle that can lead to chronic health issues, including osteoarthrītis and ophthalmos ailments, both of which are exacerbated by inactivity. By incorporating horticulture and animal husbandry into the curriculum, students are provided with a means of engaging in physical labor, which can act as a preventative measure against these conditions, while simultaneously instilling in them a sense of aretē through active participation.

In conclusion, while it is undeniable that there are potential katharsis—such as the risk of disease transmission—involved in introducing gardening and animal husbandry into the paideia, I firmly believe that the advantages of developing dikaiosynē (social responsibility) and promoting hugieia (health) far outweigh these concerns. Thus, it is not only desirable but imperative that schools consider integrating these activities into their curriculum, so as to cultivate well-rounded individuals equipped with the aretē necessary for both physical and social well-being in a world that increasingly demands such balanced development.