The most advanced civilization was Ancient Greece. It was here that the first Western civilization arose. It was situated on the European continent.

Furthermore, Greece is a peninsula located near the Mediterranean Sea. Because the Ancient Greeks introduced several distinguished contributions to the world, such as some topics in philosophy, art, architecture, math, and science, I feel it is the most advanced ancient civilization. The ancient Greeks also had well­ organized social factors. The ancient Greeks lived in a well-organized and progressive society. Greece was made up of city-states known as Polis throughout the archaic period (ancient Greece). Athens and Sparta were the two most important city-states. The most advanced civilization was Ancient Greece. It was here that the first Western civilization arose. It was situated on the European continent.

Furthermore, Greece is a peninsula located near the Mediterranean Sea. Because the Ancient Greeks introduced several outstanding contributions to the world, such as some topics in philosophy, art, architecture, math, and science, I feel it is the most advanced ancient civilization. The ancient Greeks also had well­ organized social factors. The ancient Greeks lived in a well-organized and progressive society. Greece was made up of city-states known as Polis throughout the archaic period (ancient Greece). Athens and Sparta were the two most important city-states.

Alexander the Great was a famous person in Ancient Greece that ruled for 13 years. During that time, he built the world's largest empire. Without the aid of modern weaponry or technology, he was able to conquer a vast kingdom that stretched over a thousand kilometers. Troops primarily went on foot during the period, and communication was face-to-face. At the age of twenty, Alexander became king. His father, King Philip of Macedon, encouraged him to pursue his ambitions. Macedon was north of the powerful Greek city-states at the time.

Philip could attack and conquer them all by taking advantage of the infighting and wrangling that split the Greek cities. He brought the towns together to form the country of Greece. He next turned his attention to Persia, a long-time foe of Greece. Persia posed a danger to the Greek way of life and existence. However, King Philip was slain before he could conquer Persia. The history of Alexander's conquests is described in this paper and the empire's legacy. It also examines some of the cultural and economic consequences of his invasion of places like Persia, India, and Egypt.

Following his father's death in 336 B.C.E., Alexander followed his father's glorious plan and invaded Persia. Three critical engagements were fought over three years of arduous fighting. Alexander defeated the Persian army on the Tigris River, capturing the Persian Empire and Babylon. Alexander was only 25 years old when he became the ruler of an enormous empire. His aspirations grew even more significant, and while fighting Persia, he also conquered Egypt, establishing the city of Alexandria near the mouth of the Nile. Alexandria, which he named after himself, became a cosmopolitan and cultural hub-consolidating his vast empire. In 323 B.C, Alexander succumbed to illness and died on his way back.

Alexander the Great's legacy outstripped his military prowess and conquests. His campaigns promoted trade and contact between the east and the west, exposing large areas to Greek influence and civilization. Many of his created cities grew into cultural centers, and others are still thriving today. In his chronicles, he documented valuable information about the countries he marched through, and his ambition opened the world to the Greeks and their civilization.

Athens and Sparta were two separate Greek city-states. They held opposing viewpoints about how their city-state should be administered. In contrast to Sparta, a military state that exclusively concentrated on training and fighting in wars, Athens was concerned with education, government, and the arts. Even though they opposed city-states, their residents had several commonalities in daily life. Their Greek ancestors gave them a cultural identity that was comparable to theirs. There were, however, numerous contrasts, mainly when it came to the function of education.

Their shared cultural heritage linked Athens and Sparta. They spoke Greek and used the same writing system based on the Phonecian alphabet. They believed in the same heroes, such as Achilles, after reading the same epics, The Iliad and The Odyssey. They believed in many gods and composed mythology about them. They thought the gods lived on Mount Olympus, with Zeus as the most powerful god. Athens and Sparta were two separate Greek city-states. They held opposing viewpoints about how their city-state should be administered. In contrast to Sparta, a military state that exclusively concentrated on training and fighting in wars, Athens was concerned with education, government, and the arts.

Their shared cultural heritage linked Athens and Sparta. They spoke Greek and used the same writing system based on the Phonecian alphabet. They believed in the same heroes, such as Achilles, after reading the same epics, The Iliad and The Odyssey. They believed in many gods and composed mythology about them. They thought the gods lived on Mount Olympus, with Zeus as the most powerful god. They believed that each god or goddess represented a different aspect of nature or the life of the Greeks. Athens and Sparta both honored the gods in similar ways. They constructed temples for Athena, such as the Parthenon in Athens. Sacrifices, feasts, and physical tournaments like the Olympics were all part of their lives. The Olympics were a series of sporting events held between city-states. They were a non-violent means of competing. Oracles, priests to whom the gods were said to speak, were revered in both communities. They shared similar perspectives on women's roles, believing that they were inferior to men. According to the Athenians, only men could manage the government, and only men, according to the Spartans, could tight in a war. The Greeks were ethnocentric by nature, believing that their race was superior to others. The Athenians and Spartans referred to anybody who did not speak Greek as barbarous. The city-states of Athens and Sparta developed in similar areas around the same period, resulting in highly similar customs and civilizations.

The opinions of Athens and Sparta on the role of education were opposed.

They thought education was more essential than the military in Athens. Upper­ class guys attended the school. They were taught to read and write music, poetry, and public speaking. They valued public speaking because they would need to be able to express themselves intelligently if they become members of the government. They did, however, receive some military training, though not to the same level as the Spartans. Because Athens was a democracy, all males were expected to be involved in the government. They wanted them to be educated to make significant decisions about the city-state.

According to Aristotle, happiness is an essential criterion of a person because it is the primary goal of an end and is not pursued for any other reason. He describes himself as follows:

"Spiritual action as a whole virtue in a total existence" is what bliss is defined as. He continues after that. Book X argues that a person's ultimate happiness can be found in their academic life. Then Plato agreed that everyone wants to meet the highest standard or achieve the most important goal (telos). However, he refuses to believe that joy is the greatest of all greats. Plato discusses equality and how it entails moral force connections among the leaves surrounding each part, each with its job. From any scholar's viewpoint, there are things to avoid. The way they divide the characteristics of the spirit into explicit states is an excellent example of unmistakable parallels between the two. This article will look at Aristotle's viewpoint on happiness as the most crucial standard for an individual and concentration as the activity that provides total bliss. Plato's viewpoint on equity and how it is critical to continue living the "Great" life. It will dissect Aristotle's and Plato's arguments to arrive at their respective conclusions views. It will then argue that while the Aristotelian idea that happiness is the most crucial standard of individuals may be correct, equity may be a part of the whole virtue required to achieve the most critical standard of an entire existence. The most basic standard (telos) for an individual, according to Aristotle, is joy. In Book I of The Nicomachean Ethics, he concludes after basic steps. He begins by stating that "every activity looks for something great." As a result, the great is the thing that everyone seeks. He also assumes that if there are closures independent from the activities themselves, those closures are substantially more prominent than the exercises themselves. Everything is desired for various reasons. Thus what is preferred for its own sake will be acceptable.

The rational and irrational aspects of the spirit are distinguished. The conservative state's hypothetical and commonsense components are separated from the silly state's appetitive and vegetative parts. As a result, qualities are divided into two categories: intellectual and moral. He is concerned about the virtues of character. It must be a condition because it is neither an inclination nor a limit. For argument, it is defined as a state denoted by a mean, a mean relative to oneself. He explains that since joy is movement as a virtue, it follows that it should be by the essential goodness, which is the virtue of the best thing.

Understanding is the best because it is the most beneficial-people's most heavenly component. As a result, a person's ultimate goal is contentment, total delight is movement following its suitable virtue, and this action is the action of study. The study is the steadiest activity and the most joyful because those who have information live their lives more beautifully than those who seek it. In addition, research is self-contained.