E T H I C S H O M E P A G E About the Center Bioethics Business Ethics Campus Ethics Character Education Government Ethics Internet Ethics More... Focus Areas Ethics Articles Ethics Cases Ethical Decision Making Videos Ethics Blogs Podcasts E-letter/Subscribe Publications Events Contact Us Site Index Education in Plato's Republic by Ariel Dillon, presented at the Santa Clara University Student Ethics Research Conference May 26, 2004 Introduction: Although Plato's Republic is best known for its definitive defense ofjustice , it also in clude s an e qually powe rful de fense of philo sophic al education. Plato's beliefs o neducation, however, are difficult to discern because of the intricacies of the dialogue. Not only does Socrates (Plato's mouthpiece in the dialogue) posit two differing visions of educa tion (the first is th e educa tion of th e warrior guardians and the second is the philosopher-kings' education), but he also provides a more subtle account of education through the pedagogical me thod he uses with Glaucon and A deimantus. While the dramatic context of the dialogue makes facets of the Re public difficult t o grasp, in the case o f education, it also provides the key to locating and understanding Socrates' true vision of education. Socrates' pedagogical approach with the interlocutors corresponds closely with his vision of the education of the philosopher- kings--an overlap which suggests that the allegory of the cave is representative of true Socratic education. The first account of ed ucation, however, is not in cluded in the dialogue without purpose. In accordance with the progressive, playful, philosophical education suggested by the cave analogy and the philosopher-kings' education, Socrates uses numerous varying and often conflictin g ideas a nd images (a mong which is the first account ofeducation) to gradually guide his pupils toward a personal realization ofknowledge and philosophy. This paper will first examine the dialogue's two explicit accounts ofeducation, addressing both their similarities and differences. After gaining an understanding of the two accounts, the paper will analyze them in relation to Socrates' own pedagogical method, and thereby unveil the ideals of Socratic education. Socrates' First Account of Education: Aim of Guardians' Education: The most exp licit account of education arises a fter Glaucon questions the moderate and plain lifestyle required in Socrates' just city "of speech" (369a). Ca ught up in t he fun of imagining the ideal city, Glaucon cannot fathom that it would be as austere as Socrates suggests and desires that it be more luxurious. A s soon as S ocrates allows fineries, howev er , the city quickly become s rife with potenti al trouble. More land is nee ded to hold the burgeoning population and its possessions and a specialized military is needed to carry out conquests and gua rd the city from its neighbors. With the ever-present danger of tyranny accompanying military rule, efforts must be made to curb the guardians' natural tendency to lord ove r the citizens. Socrates suggests that the guardians be controlled through an education designed to make them like "noble puppies" that are fierce with enemie s and gentle with familiars (375a). Education in music for the soul and gymnastics for the body, Socra tes says, is the way to shape the guardians' character correctly and thereby preve nt them from terrorizing the citizens. Thus, t he guardia ns' education is primarily moral in nature, emphasizing the blind acceptance of beliefs and be haviors ra ther than the abilit y to think critically and independently. Socrates sa ys that those fit for a guar dian's education must by nature be "philosophic, spirited, swift, and strong" (376 c). The guardia ns must be lovers of learning like "noble puppies" who determine what is familiar and foreign by "knowledge and ignorance" (376 b). Unlike the hi loso her-kin s a earin later in the book, t hese hi loso hi call y CENTER NEWS NEW MATERIALS Unavoidabl e Dilemmas for P ubli c Of ficials Et hical dil emm as fo r politicians Consci ence Resources Materials from the Center's yearlong Conscience Project The Right to Be Forgotten Balancing individual rights with the inte rests of the general public New Leadership Ethics Director The C enter welcomes Ann Skeet Online Business Ethics Courses Register for the nex t session of the Center's MOOCs Ethical Decision Making A pp New app will be used in Freshman Orientation More News » Follow us on S E A R converted by Web2PDFConvert.com
