Plato

Images, Aims, and Practices of Education

  • Avi I. Mintz

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Also part of the SpringerBriefs on Key Thinkers in Education book sub series (BRIEFSKEY)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Avi I. Mintz
    Pages 1-4
  3. Avi I. Mintz
    Pages 25-39
  4. Back Matter
    Pages 63-67

About this book

Introduction

This book opens by providing the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The author organizes his discussion of education in the Platonic Corpus around Plato’s images, both the familiar – the cave, the gadfly, the torpedo fish, and the midwife – and the less familiar – the intellectual aviary, the wax tablet, and the kindled fire. These educational images reveal that, for Plato, philosophizing is inextricably linked to learning; that is, philosophy is fundamentally an educational endeavor. 

The book concludes by exploring Plato’s legacy in education, discussing the use of the “Socratic method” in schools and the Academy’s foundational place in the history of higher education. 

The characters in Plato’s dialogues often debate – sometimes with great passion – the purpose of education and the nature of learning. The claims about education in the Platonic corpus are so provocative, nuanced, insightful, and controversial that educational philosophers have reckoned with them for millennia. 


 

Keywords

educational philosophy Socratic method common education higher education educational questions pedagogical writing Law Republica educational dialogues dramatic dialogues the Academy

Authors and affiliations

  • Avi I. Mintz
    • 1
  1. 1.Department of EducationThe University of TulsaTulsaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-75898-5
  • Copyright Information The Author(s) 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-75897-8
  • Online ISBN 978-3-319-75898-5
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • About this book