Abstract
Plato’s Paradigm. Exposition shows a “reverence” and appropriate “duty” for the basic presuppositional (“religious”) values informing Platonic education. Plato wants students to gain sure knowledge of reality in order to re-establish a basis for noble (ethical) civic or political conduct. Use of reason to locate timeless truth from distractions of popular culture can build up an intellectual picture of truth, beauty, and goodness—unarguable goods that can inspire philosopher-rulers.
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Notes
Robert McClintock, “Introduction,” in The Theory of Education in the Republic of Plato, by Richard Lewis Nettleship, Classics in Education Series 36 (New York: Teachers College Press, 1968), ix
Eric A. Havelock, Preface to Plato, (Cambridge, Mass, and London: Harvard University Press, 1963), 4–9
Considerations around dates of Plato’s birth and death are discussed by Nicolas D. Smith and Thomas Brickhouse, “Plato,” Internet Encyclopedia of Philosophy, 2005, http://www.iep.utm.edu/plato; J. M. Day, “Introduction,” in Plato’s Meno in Focus, ed. J. M. Day (London and New York: Routledge, 1994), 1–34
Samuel Scolnicov, Plato’s Metaphysics of Education (London: Routledge, 1988), 5
Adam Drozdek, Greek Philosophers as Theologians: The Divine Arche (Aldershot, UK, and Burlington, VT: Ashgate Publishing, 2007), 3.
Charles Hummel, “Plato,” Prospects, Journal of International Bureau of Education, UNESCO, Paris 24, no. 1 (1994): 329–42.
Scolnicov, Plato’s Metaphysics of Education, five talks about traditional arete as success; Drozdek, Greek Philosophers as Theologians, 3; Alexandre Koyré, Discovering Plato, trans. L. C. Rosenfield (New York: Columbia University Press, 1945), 19.
Plato, Theaetetus, 152 (a), in Plato: Complete Works, John M. Cooper, and D. S. Hutchinson, eds. (Indianapolis: Hackett Publishing, 1997), p. 169.
Hippocrates’s enthusiasm is in Plato, Protagoras and Meno, ed. B. Radice, trans. W. K. C. Guthrie (Harmondsworth, UK: Penguin, 1956), 39–40
Scolnicov, Plato’s Metaphysics of Education, 5–7; C. S. Lewis, The Abolition of Man: How Education Develops Man’s Sense of Morality (New York: Macmillan Publishing Co., 1978).
Koyré, Discovering Plato, 8; R. S. Bluck, “Introduction,” in Plato’s Meno, by Plato, ed. R. S. Bluck (Cambridge: Cambridge University Press, 2011), 8
Alexander Nehamas, “Meno’s Paradox and Socrates as a Teacher,” in Plato’s Meno in Focus, ed. J. M. Day (London and New York: Routledge, 1994), 222
W. K. C. Guthrie, A History of Greek Philosophy: Volume 3, The Fifth Century Enlightenment (Cambridge: Cambridge University Press, 1969), 434–5
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Plato, The Republic of Plato, trans. Allan Bloom, 2nd ed. (New York: Basic Books, 1991)
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Plato believed that images held in memory mirrored transcendental reality: Patrick H. Hutton, “The Art of Memory Reconceived: From Rhetoric to Psychoanalysis,” Journal of the History of Ideas (1987): 374–5; A. W. Gouldner, Enter Plato: Classical Greece and the Origins of Social Theory (London: Routledge and Kegan Paul, 1965)
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Marshall McLuhan, “The Medium Is the Message,” in Media and Cultural Studies: Keyworks, ed. Meenakshi Gigi Durham and Douglas M. Kellner, rev. ed. (Malden, MA, and Oxford: Blackwell Publishing, 2006), 107–16.
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Koyré, Discovering Plato, 7, 17; Hummel, “Plato” quotes Symposium, 175d; Burbules, “Aporias, Webs, and Passages,” 172–3; Day, “Introduction,” 29; editor of the collection notes irony-deniers and irony-perceivers who come to different conclusions about the Meno; Scolnicov, Plato’s Metaphysics of Education, 82; A. G. Rud, “Use & Abuse of Socrates in Teaching,” Education Policy Analysis Archives 5, no. 20 (November 24, 1997): 10.
The quote is from Nettleship, The Theory of Education in Plato’s Republic, 24, but the whole relies on pp. 22–5; Hummel, “Plato,” 331; Drozdek, Greek Philosophers as Theologians; Shlomy Mualem, Borges and Plato: A Game with Shifting Mirrors (Madrid and Frankfurt-A.M.: Iberoamericana Editorial and Vervuert, 2012), 99
Søren Kierkegaard, Philosophical Fragments, Johannes Climacus (Princeton, NJ: Princeton University Press, 1985), 9–11.
Peter Losin, “Education and Plato’s Parable of the Cave,” Journal of Education 178, no. 3 (1996): 49–65.
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© 2014 Ted Newell
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Newell, T. (2014). Plato the Revolutionary. In: Five Paradigms for Education: Foundational Views and Key Issues. The Cultural and Social Foundations of Education. Palgrave Pivot, New York. https://doi.org/10.1057/9781137391803_3
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