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The study in its scope questions the historical existence of ancient Greek philosophers; while it focuses on two educational relevance themes a that there is strength in recent insinuations that classical ancient Greek philosophers are only but true to reality, existing in nothing but personified names bearing their philosophical teachings in the meanings of their names; e.g. Heraclitus, simply is fire, Socrates is sorcery, then Pythagoras is puthon, i.e. fortune teller, since his history is replete with occult learning in Egypt and the Chaldea; b our classist method of research leading to our research conclusions and findings touches on the second angle to this essay, which is a frank educational demand for the original Greek documents of these Greek classical philosophers, since it is suspected that these documents e.g. Dialogues and Phaedo of Plato etc. never existed or that translations to English had been manipulated, hence the truth was yet to be told about the true origins and the true meaning of philosophy. Particularly, if philosophy is merely love for wisdom, how come the Bible totally condemned it Colossians 2:8, 2 Peter 1:16. Then how come Emperor Justinian banned it in 529 CE. New & Philips, 1953, Brockman and Pescantini, 2004, philosophy NET, 2015. Justinian banned philosophy, since medieval Christian heretical teachings were products of Christian philosophical arguments which almost destroyed Christianity in it earliest stages i.e. 1300 CE - 526 CE Boer, 1980: pp. 41-60.


Education-Personification-Theory, Historicity, Classical, Greek, Philosopher

Cite this paper

Nnaji, C. 2016 Education Personification Theory on the Historicity of Classical Greek Philosophers. Open Journal of Philosophy, 6, 141-148. doi: 10.4236-ojpp.2016.62013.

Autor: Charles Ogundu Nnaji



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