Abstract
It is to Greek thought that we first turn when we wish to consider any of the problems of ethics, education or politics, for in Greece we find the beginnings of Western culture. Although every day is disclosing that the Mycenaean, Minoan and Egyptian civilisations have all contributed to Greek development, yet the boast of Plato was not an empty one that whatever the Greeks acquired from foreigners they subsequently developed into something nobler.2
Born about May in the year 427 b.c., died in 347 b.c. See R. S. Bluck, Plato’s Life and Thought (London: Routledge & Kegan Paul, 1949). Or A. E. Taylor, Plato: The Alan and his Work (London: Methuen: University Paperbacks, 1960).
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Footnotes
For Greek education see Werner Jaeger, Paideia: The Ideals of Greek Culture, translated by G. Highet (Oxford: Basil Blackwell, vol. i, 1939; ii, 1944; iii, 1945).
H. I. Marrou, A History of Education in Antiquity, translated by G. Lamb (London: Sheed & Ward, 1956).
F. A. G. Beck, Greek Education, 450–350 B.C. (London: Methuen, 1964).
W. Barclay, Educational Ideals in the Ancient World (London: Collins, 1959).
See A. E. Taylor, Socrates (London: Peter Davies, 1933)
R. W. Livingstone, Portrait of Socrates (Oxford University Press, 1938).
Cf. for successful examples, J. Adams, Primer on Teaching (Edinburgh: T. & T. Clark, 1903), pp. 90–108; also Exposition and Illustration (London: Macmillan & Co., 5909), pp. 80–82.
See R. C. Lodge, Plato’s Theory of Education (London: Routledge & Kegan Paul), 194
For a reconstruction of Plato’s own upbringing see Graham Wallas, The Art of Thought (London: Jonathan Cape, 1926), p. 230.
W. Boyd, Plato’s Republic for Today (London: Heinemann, 1962).
Lewis Campbell, Plato’s Republic (London: John Murray, 1902), p. 54.
§ 401. Cf. Aristotle, Politics, vii. 17: ‘All that is mean and low should be banished from their sight.’ Also B. Bosanquet, The Education of the Young in the Republic of Plato (Cambridge University Press, 1904), p. 102, footnote.
E. C. Moore, What is Education? (Boston and London: Ginn & Co., 1915), ch. iii. It must be put to Plato’s credit that in interpreting a faculty as a function (Republic, § 477) he avoided the ‘faculty’ doctrine which long retarded the development of psychology.
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© 1969 R. R. Rusk
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Rusk, R.R. (1969). Plato. In: The Doctrines of the Great Educators. Palgrave, London. https://doi.org/10.1007/978-1-349-15372-5_1
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