SpringerBriefs in Education

Key Thinkers in Education

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Plato Images, Aims, and Practices of Education

123 Avi I. Mintz Department of Education The University of Tulsa Tulsa, OK USA

ISSN 2211-1921 ISSN 2211-193X (electronic) SpringerBriefs in Education ISSN 2211-937X ISSN 2211-9388 (electronic) SpringerBriefs on Key Thinkers in Education ISBN 978-3-319-75897-8 ISBN 978-3-319-75898-5 (eBook) https://doi.org/10.1007/978-3-319-75898-5

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This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface

Whereas all writers of books for a general readership must balance the need to present ideas clearly while providing sufficient context, the author of a book on Plato’s educational thought faces a particular challenge: Plato wrote dialogues rather than treatises. Despite the fact that many readers confidently identify Plato’s doctrines of education, Plato declined to present his views systematically or straightforwardly. Instead, he composed dramatic, philosophical conversations that feature characters in various places and historical contexts. Even in antiquity, some cautioned Plato’s readers against declaring that they identified Plato’s doctrines. As one story goes, nearing death, Plato dreamt that he became a swan and flew from tree to tree to cause trouble for the birdcatchers. The philosopher Simmias said that this dream showed that readers of Plato, like the birdcatchers, would fail to grasp Plato’s intent because his words could be interpreted in different ways (Olym. 2.156-162). With this caution in mind, what might be responsibly said about Plato’s educational thought? Fortunately, I believe, quite a bit. Plato’s engagement with education was central to his life. He founded and taught at the Academy, one of the forerunners of the modern university. If Plato’s legacy were based on that accomplishment alone, he would be one of the most important figures in the history of Western educational thought. But Plato also dramatically presented his own teacher, Socrates, questioning others. This “Socratic method” has not only been adapted and implemented as a pedagogical technique, but it has also become a rallying cry for a certain kind of engaging, thought-provoking, student-centred education. And among the most important reasons that people continue to read him is that Plato addressed the most pressing, perennial educational questions, and he often did so via compelling images in his dramatic dialogues. Plato’s ideas about the role of education in the state and the nature of learning have reverberated through millennia of educational theory and practice, occupying many of the most influential philosophers of education who followed him—Aristotle, Jean-Jacques Rousseau, and John Dewey, to name but three. In the chapters that follow, I discuss Plato’s engagement with education and his educational legacy. In Chaps. 1 and 2, I offer an overview of Plato’s Greece, focusing particularly on the Greeks’ understanding of education prior to and during

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Plato’s life. In addition, I provide some biographical information about Plato as he transitioned from Socrates’ student to one of the preeminent teachers of his era. In Chap. 3, I turn to Plato’s engagement with education in his corpus. I begin with a broad discussion of education in the drama of the dialogues, examining the interactions among professional teachers and potential students, informal educators and their interlocutors. I also consider the ways in which Plato presents the practice of philosophy as inextricably linked to education. In Chap. 4, I discuss Plato’s images of education, ranging from the most famous—the midwife, the gadfly and the torpedo fish—to some less familiar gems—firesticks, wax tablets, and aviaries. In the final chapters, I discuss Plato’s legacy in education. I turn in Chap. 5 to the contemporary practice of the “Socratic method” which is often believed to have roots in Plato’s dialogues. In Chap. 6, I discuss Plato’s legacy in higher education by exploring the aims and practices of the Academy and those of the most important Athenian alternative for higher education, Isocrates’ school. It is my hope that this book as a whole demonstrates Plato’s unrelenting interest in education. In both his life and his writings, Plato was committed to the principle that learning was central to living well. But what should one learn? What is the purpose of education? With which teachers should one study? The characters in Plato’s dialogues grapple with these questions and do not often articulate clear answers. Yet, as birdcatchers, we—Plato’s readers—might come to recognize how we might articulate our own answers.

Tulsa, USA Avi I. Mintz Acknowledgements

As I have worked on this book, I have been fortunate to study Plato alongside many others. I am grateful to the members of Tulsa’s Plato Reading Group who each summer engage in fertile discussion of the Platonic corpus. I have had the pleasure of studying Plato with two groups of students who took my courses on Plato’s educational thought at the University of Tulsa while I wrote this book. I extend my thanks to them and, particularly, to two insightful readers of Plato, Regina Ritchie and Jennifer Doty, who read chapters of this book as I was writing it. Three wonderful friends and colleagues—Will Altman, Mark Jonas, and Victor Udwin— read the manuscript and provided valuable comments and support. A special thank you to my wife Karen who not only offered important criticism of the book, but who also is a wise and sensible interlocutor whenever we discuss Platonic questions about our sons’ education—what ought they learn? What teachers ought we to seek for them? What kind of people do we hope they become?

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1 Plato as Student, Plato as Teacher ...... 1 2 Varieties of Educative Experiences in Classical Greece...... 5 The City as Teacher ...... 7 Fathers and Other Citizens as Teachers ...... 8 The Poet as Teacher ...... 8 Sophists, Orators, and Philosophers ...... 10 A Fifth Century BCE Debate: Is Education Necessarily Good? ..... 12 3 Philosophical Education in the Platonic Corpus ...... 15 Educators Among Plato’s Characters: Socrates, Sophists and Teachers of Oratory ...... 15 Platonic Dialogues on Education ...... 19 The Philosopher as Learner, Learning as a Measure of Virtue ...... 21 4 Plato’s Educational Images ...... 25 The Gadfly, Torpedo Fish, and Midwife: Agitation and Aporia ..... 25 Boxing, Wrestling, Playing, Gardening, and Sparking Fires: Sophistic Versus Philosophical Conversation ...... 27 Wax Tablets, Vision, and the Theory of Recollection ...... 30 Aviaries, Running Statues, Sunlight, and Caves: Opinion, Knowledge, and the Form of the Good ...... 31 Taming the Herd: Education for Virtue for the Many in Republic and Laws ...... 34 5 The Socratic Method: Plato’s Legacy in Pedagogy ...... 41 Socratic Method in Contemporary Education ...... 42 Authentic Socratic Teaching? ...... 45 Is Socrates a Teacher? ...... 47 Is Socratic Teaching Open-Ended? ...... 49 Socrates and Character Education ...... 51

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6 Higher Education and Plato’s Academy in Classical Greece ...... 55 Plato’s Academy ...... 56 Isocrates’ School ...... 58 Plato’s and Isocrates’ Legacies in Higher Education ...... 61 Work Cited ...... 63 Abbreviations

Citations to ancient sources use the below translations (unless I have noted an alteration). Biographical information for all other citations can be found in the Works Cited section at the end of the book. Pl. Plato 1997. Complete works. edited by John M. Cooper and D. S. Hutchinson. Indianapolis, Ind.: Hackett Pub Alc. Alcibiades Ap. Apology Clt. Clitophon Charm. Charmides Cra. Cratylus Cri. Crito Euthd. Euthydemus G.Hp Greater Hippias Grg. Gorgias Hppr. Hipparchus Lch. Laches L. Laws L.Hp. Lesser Hippias Ltr Letters Ly. Lysis Mx. Menexenus M. Meno Min. Minos Phd. Phaedo Phdr. Phaedrus Prt. Protagoras R. Republic Riv. Rival Lovers

xi xii Abbreviations

Sph. Sophist Stm. Statesman Sym. Symposium Tht. Theaetetus Thg. Theages Ael. Aelian. 1997. Varia Historica. Translated by N. G. Wilson. Loeb classical library. Cambridge, Mass.: Harvard University Press Aes. Aeschines. 2000. The oratory of classical Greece. Translated by Chris Carey, Austin: University of Texas Press Aristoph. Aristophanes. 1998. Translated by Jeffrey Henderson, Loeb classical library Vols. II & IV. Cambridge, Mass.: Harvard University Press Cl. Clouds Fr. Frogs Cic. Cicero, 1877. Tusculan Disputations. Translated by C. D. Yonge. New York: Harper and Brothers Publishers D.L. Diogenes Laertius, Diogenes, Laertius. 1925–1931. Lives of eminent philosophers. Translated by Robert Drew Hicks. 2 Vols, The Loeb classical library. Cambridge, Mass.: Harvard University Press D.S. Diodorus Siculus. 1946. The Library of History. Translated by C.H. Oldfather. Loeb Classical Library, Vol. 6. Cambridge, Mass.: Harvard University Press Dis. Log. Anonymous. 2003. Dissoi Logoi,InThe Greek sophists. Translated by John Dillon and Tania Gergel. New York: Penguin Press Hdt. Herodotus. 2007. Landmark Herodotus: the histories. Edited by Robert B. Strassler and translated by Andrea L. Purvis. New York: Pantheon Books Hom. I1. Homer. 1999. Iliad. Translated by A. T. Murray and revised by William F. Wyatt. The Loeb classical library, Vol. 1. Cambridge, Mass.: Harvard University Press Isoc. Isocrates. 2000 & 2004. Isocrates I & II. Translated by David C. Mirhady and Yun Lee Too. AustinUniversity of Texas Press Ag. Soph. Against the Sophists Ant. Antidosis Panathen. Panathenaicus Olym. Olympiodorus. 2014. Life of Plato, in Olympiodorus: Life of Plato and On Plato First Alcibiades 1–9. Translated by Michael Griffin. London: Bloomsbury Publishing Pau. Pausanias, 1918. Description of Greece. Translated by William Henry Samuel Jones, Henry Arderne Ormerod, and Richard Ernest Wycherley. Loeb classical library. New York: W. Heinemann G. P. Putnam’s sons Abbreviations xiii

Pin. Pindar. 1997. Pindar I & II. The Loeb classical library. Translated by William H. Race. Cambridge, Mass.: Harvard University Press Oly. Olympian Ode Nem. Nemean Ode Plu. Plutarch. 1914. Plutarch’s Lives. Translated by Bernadotte Perrin. The Loeb classical library. Cambridge, MA: Harvard University Press Pyth. Pythagoras. 1983. The presocratic philosophers: a critical history with a selection of texts. 2nd ed. Edited by G. S. Kirk, J. E. Raven, and Malcolm Schofield. New York: Cambridge University Press S.E. Sextus Empiricus, 2000. Sextus empiricus: Outlines of scepticism. Translated by Julia Annas, and Jonathan Barnes. Cambridge: Cambridge University Press Sim. Simonides. 1991. In Greek lyric: Stesichorus, Ibycus, Simonides, and Others. Vol. 3. Translated by David A. Campbell. The Loeb classical library. Cambridge, Mass.: Harvard University Press Thu. Thucydides. 1996. The landmark Thucydides: a comprehensive guide to the Peloponnesian War. Translated by Richard Crawley. New York: Free Press Tyr. Tyrtaeos. 1999. In Greek elegiac poetry: from the seventh to the fifth centuries B.C. Translated by Douglas E. Gerber. The Loeb classical library. Cambridge, Mass.: Harvard University Press Xph. Xenophanes. 1992 Xenophanes of Colophon: Fragments. Translated by J. H. Esher. Toronto: University of Toronto Press Xen. Xenophon. 1925 & 1930. Translated by E. C. Marchant and G. W. Bowersock. The Loeb Classical Library. Vols. 4 & 7 New York: W. Heinemann; G. P. Putnam’s sons. 1994. Memorabilia. Translated by Amy Bonnette. Itahaca: Cornell University Press Ban. Banquet Soc. Socrates’ Defence Hunt. On Hunting Mem. Memorabilia Pol. Politeia of the Spartans Abstract

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, often, controversial that educational philosophers have reckoned with them for millennia. Plato: Images, Aims, and Practices of Education discusses education in the Platonic corpus and places it in the context of Plato’s Greece. Mintz 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 often reveal that, for Plato, philosophizing is inextricably linked to learning; that is, philosophy is fundamentally an educational endeavour. The book opens by pro- viding the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The book concludes with a dis- cussion of Plato’s legacy in the pedagogical practice of the “Socratic method” and in higher education.

Keywords Plato Á Plato’s educational philosophy Á Plato’s educational thought Plato’s legacy in education Á Socratic method

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