PLATO

INFLUENCED
Augus tine, Cicero, Plutarch,
Descartes, Hobbes, .Mill,, Mar x ,
H e g e l , Russell

BEFORE AFTER
5 9 4 bce The Athenian 335—323 bce Aristotle
suggests that polity
lawmaker Solon lays down
(constitutional government)
laws that act as the foundation
is the most practical of the
K E Y WORKS for Greek democracy.
better ways to run a state.
The Apology c . 4 5 0 bce Greek philosopher 5 4 - 5 1 bce Cicero writes
The Republic Protagoras says that political
The Laws
De republics, advocating a
The Meno
justice is an imposition of more democratic form of
The Politicus human ideas, not a reflection government t han suggested
of natural justice. by Plato's Republic.
 POLITICAL CONTEXT

Early a d u l t h o o d c o i n c i d e d w i t h t h e p e r i o d of pol i ti cal

d i s l o ca t i o n f o l l o w i n g t h e defeat of Athens in the
Pel oponnesian W a r of 431-404 BCE

Overthrow of t h e d e m o c r a t i c c o n s t i t u t i o n of Pericles a n d t h e
e s t a b l i s h m e n t of a r u l i n g counci l of t h e Thirty Oligarchs

H e h a d s e e n hi s f r i e n d a n d mentor - Socrates- c o n d e m n e d to
d e a t h u n d e r t h e e n s u i n g democracy.
1. Plato's theory of Justice : Individual Justice

Rational Part o r r e a s o n seeks after t r u t h a n d is responsi bl e for

o u r p h i l os op hi c al i ncl i nati ons. I t e n a b l e s a n i ndi vi dual 's
abstract a n d m o r a l reasoning.

Spirited Part desires g l o r y a n d h o n o u r . I t is also responsi bl e for

feelings of a n g e r a n d i n d i g n a t i o n .

Appetitive Part is responsi bl e for p r i m a t e a n d base desires

.such as desi re for a c q u i si t i o n of m a t e r i a l goo ds, food a n d
sexual desires.
 1. Plato's theory of Justice : Individual Justice

Rational Part o r r e a s o n seeks after t r u t h a n d is responsi bl e for

o u r p h i l os op h i cal i nclinati ons. I t e n a b l e s a n i ndi vi dual 's
abstract a n d m o r a l reasoning.

Spirited Part desires g l o r y a n d h o n o u r . I t is also responsi bl e for

feelings of a n g e r a n d i n d i g n a t i o n .

Appetitive Part i s responsi bl e for p r i m a t e a n d base desires

. s u c h as desi re for a c q u i si t i o n of m a t e r i a l goods, food a n d
sexual desires.
 2. Political Justice

i. Guardians o r r u l e r s wh o o u g h t to b e d o m i n a t e d by a n d
representa ti v e of reason and rational part.

ii. Auxiliaries o r w a r r i o r class w h o d e f e n d t h e c o u n t r y a r e

d o m i n a t e d by a n d representati ve of t h e s p i r i t e d p a r t .

iii. Producers w h o a r e d o m i n a t e d by t h e appeti ti ve i nsti ncts —

consist of c r a f t s m e n , farmers, artisans —constitute t h e lowest
r u n g of t h e social ladder.
 Justice is t h e Principle of Specialization

It d e m a n d s from every social class to specialize i n t h e stati on of

life a l l o t t e d to it by b i r t h lottery a n d t r a i n i n g . Justice, therefore to
Plato, r e q u i r e s e a c h person to f u l f i l t h e societal r o l e to w h i c h
n a t u r e fitted h i m a n d n o t interfere in a n y o t h e r business.

T hi s is t h e first, a m o n g s t t h e series of a r g u m e n t s , u s e d by Pl ato to

justify t h e r u l e of p h i l o s o p h e r kings.
PHILOSOPHER KING

The role of rulers is to ensure*

the people follow the "good I lie

Knowing w h a t the “good life" is

requires intellectual a b i l i t y and
knowledge of ethics and morality

Only philosophers have this

ability a n d knowledge.

Political powor should only

be given to philosophers.

Until philosophers are kings, critics

will never have rent from their evils.
 4. LEGACY

1) Ancient World

• Roman Empire (Emperor Nero)

• I n s p i r e d Chinese philosophy— C onfuci us a n d M o z i
• Possible t h a t t h e y i n f l u e n c e d Chanakya i n Indi a w h e n h e
wrote hi s t r e a t i s e o n t r a i n i n g p o t e n t i a l rulers.

2 ) Medieva l World
• Islamic E m p i r e
• Christian E u r o p e ,

3) Mo d ern World
• S u p r e m e L e a d e r in I r a n
 C o m m u n i s m of Property 1/2

To c u r e greed a m o n g t h e rulers, t h e r e is o n l y o n e way a n d that

was to d e n y t h e m a n y right to call a n y t h i n g t h e i r o wn .

D evoti on to t h e i r civic d u t i e s a d m i t s n o private rival.

T h e e x a m p l e of Sparta, w h e r e i n t h e citizens were d e n i e d t h e use

of m o n e y a n d t h e pri vi l ege of engaging in trad e, i n f l u e n c e d
Plato.

•I m p o r t a n t to b r i n g a b o u t greater d e g r e e of un i ty i n t h e state.
 5 . Plato's Theory of C o m m u n i s m

Plato's t h e o r y of c o m m u n i s m was c e r t a i n l y a corollary of his

conception of justice.

W i t h o u t c o m m u n i s m t h e r e w o u l d be clash of ideas a n d interests

betwe en reason a n d a p p e t i t e .

Based o n t h e p r e m i s e t h a t property f a m i l y instincts a n d private

i nterests w o u l d distract m a n ' s a tten ti o n from his obl i gati ons to t h e
c o m m u n i t y.
 Communism of wives 1/2
Private life o r a f a m i l y because f a m i l y i n t r o d u c e d a n e l e m e n t of
thine and min.

H e b e l i e v e d th at f a m i l y w o u l d destroy a sense of c o o p e r a t i o n
t h a t forms t h e basis for a state.

M a t i n g be e n c o u r a g e d between t h o s e w h o c a n i n t h e best
possi ble m a n n e r p r o d u c e c h i l d r e n of t h e d e s i r e d qual i ty.

C h i l d r e n wh o were b o r n o u t of t h i s u n i o n w o u l d be t h e property
of t h e state.

I m m e d i a t e l y after t h e i r b i r t h , they w o u l d b e t a k e n to a nursery

and nursed and nurtured there.
 Communism of wives 2/2
T h e guardians, i nstead of c a r i n g for t h e welfare of t h e i r progeny,
w o u l d t h r i v e for t h e wel fare of all.

Thus, guardi ans of t h e state w o u l d consti tute o n e g reat f a m i l y

w h e r e i n a l l c h i l d r e n w o u l d b e treated e q u a l a n d c o m m o n .

Plato's c o m m u n i s m of wives provi ded social, pol i ti cal a n d

psychological bases for the i d e a l state.

P l ato b e l i e v e d t h a t s u c h a c o m m u n i s m of f a m i l y w o u l d remove
t h e confl i ct between t h e personal i nterests a n d t h e objectives
' o f t h e state.
6 . CRITICAL ANALYSIS of Plato's Communism

1. Aristotle's C r i t i q u e

2. Karl Popper's C ri t i q u e
Platonic
Educational
System
 I . Introduction

E d u c a t i o n for P l a t o w a s o n e of t h e g r e a t t h i n g s of l i f e .

P l a t o o n c e stated t h a t t h e m a i n f u n c t i o n o f e d u c a t i o n is not to
put knowledge into the soul, but to bring out the latent talents in the soul

by directing it towards the right objects.

Th i s e x p l a n a t i o n of P l a t o o n e d u c a t i o n h i g h l i g h t s h i s o b j e c t of
education and guides the readers in proper direction.
 I . Introduction

P l a t o wa s , i n fact, t h e first a n c i e n t p o l i t i c a l p h i l o s o p h e r to

Establish a university (known a s T h e Academy or introduce a

h i g h e r c o u r s e o r to s p e a k o f e d u c a t i o n a s s u c h .

T h i s e m p h a s i s o n e d u c a t i o n c a m e to t h e f o r e f r o n t o n l y d u e to
t h e t h e n p r e v a i l i n g e d u c a t i o n system i n A t h e n s .

P l a t o s t r o n g l y b e l i e v e d i n a state c o n t r o l e d u c a t i o n sys tem.

 I . Intr oduction

T h e m a i n p u r p o s e of Pl a t o ' s t h e o r y o f e d u c a t i o n w a s to b a n
individualism, abolish incompetence and i m m a t u r i t y, and

e s t a b l i s h t h e r u l e of t h e efficien t.

Promotion of common good was the primary objec tive of

platonic education. The ultimate aim of Platonic education

system i s to r e a l i z e t h e p u r s u i t of J u s t i c e , i . e . t r a i n i n g p e o p l e

a c c o r d i n g to t h e i r a b i l i t i e s b a s e d o n t h e t r i p a r t i t e classification

of S o u l , a n d by e x t e n s i o n , t h a t of society.
 I I . Influence o n Plato's
Theory of Education

P l a t o w a s g r e a t l y i n f l u e n c e d by t h e S p a r t a n system of e d u c a t i o n ,
though not completely.

T h e e d u c a t i o n system i n A t h e n s w a s p r i v a t e l y c o n t r o l l e d u n l i k e
i n Sparta wh ere t h e education was state-controlled.

The Spartan youth were induced to military spirit and the

e d u c a t i o n a l system w a s g e a r e d to t h i s e n d .
 III. State-Controlled Education

P l a t o b e l i e v e d i n a strong state-controlled e d u c a t i o n for both

m e n a n d w o m e n . H e w a s of t h e o p i n i o n t h a t every c i t i z e n m u s t

be compulsorily trained to fit into any particular class, viz.,

r u l i n g , fighting o r t h e p r o d u ci n g class.

E d u c a t i o n , h o we ve r, m u s t b e i m p a r t e d to a l l i n t h e e a r l y stages
without a n y d i s c r i m i n a t i o n . P l a t o n e v e r stated o u t r i g h t l y t h a t

e d u c a t i o n system w a s g e a r e d to t h o s e who want to b e c o m e ][

r u l e r s of t h e i d e a l state.
 IV. Plato's Scheme of Education

P l a t o w a s of t h e o p i n i o n t h a t e d u c a t i o n m u s t b e g i n a t a n e a r l y
age.

I n o r d e r to m a k e s u r e t h a t c h i l d r e n s t u d y w e l l , P l a t o i n s i s t e d t h a t
children be brought up in a healthy environment and that the

a t m o s p h e r e i m p l a n t i d e a s of t r u t h a n d g o o d n e s s .

Pl a t o b e l i e v e d t h a t e a r l y e d u c a t i o n m u s t b e r e l a t e d to l i t e r a t u r e ,
a s it w o u l d b r i n g o u t t h e b e s t of t h e s o u l . T h e s t u d y m u s t b e

m o s t l y r e l a t e d to s t o r y - t e l l i n g a n d t h e n go o n to poetry.
 IV. Plato's Scheme of Education

Secondly/ music/ and thirdl \ a r t s were the subjects of early

education.

Plato believed in regulation of necessary step towards

conditioning the individual.

For further c o n v e n i e n c e , Plato's system of education can be

b r o a d l y d i v i d e d i n t o two p a r t s : e l e m e n t a r y e d u c a t i o n a n d h i g h e r

education.
 P
IV. Plato's Scheme of Education
1. E l e m e n t a r y E d u c a t i o n

P l a t o w a s of t h e o p i n i o n t h a t for t h e first 10 y e a r s , t h e r e s h o u l d
be p r e d o m i n a n t l y p h y s i c a l e d u c a t i o n .

I n o t h e r wo r d s , every school must have a gymnasium and a

p l a yg r o u n d in order to develop the physique and health of

c h i l d r e n a n d m a k e t h e m r e s i s ta n t to a n y d i s e a s e .
 5U
IV. Plato's Scheme of Education
1. E l e m e n t a r y E d u c a t i o n

Apart from this physical education, Plato also recommended

music l bring about certain refinement in their character and

l e n t gra c e a n d h e a l t h to t h e s o u l a n d t h e b o d y.

P l a t o a l s o p r e s c r i b e d s u b j e c t s s u c h a s m a t h e m a t i c s , history a n d
s c i e n c e . However, t h e s e s u b j e c t s m u s t b e t a u g h t by s m o o t h i n g

t h e m i n t o ve rs e a n d s o n g s a n d m u s t no t b e forced o n c h i l d r e n .
 0
IV. Plato's Scheme of Education
1. E l e m e n t a r y E d u c a t i o n

"Knowledge acquired under compulsion has no hold on the mind."

—Plato

• Th e r e f o r e , h e b e l i e v e d t h a t e d u c a t i o n m u s t not b e forced, b u t
s h o u l d be m a d e a sort of a m u s e m e n t a s it w o u l d enable the

t e a c h e r to u n d e r s t a n d t h e n a t u r a l b e n t of m i n d of t h e c h i l d .

Plato also emphasized on moral education.

 00
IV. Plato's Scheme of Education
2. H i g h e r E d u c a t i o n

A c c o r d i n g to Plato, a c h i l d m u s t t a k e a n e x a m i n a t i o n t h a t w o u l d
d e t e r m i n e w h e t h e r o r n o t to p u r s u e h i g h e r e d u c a t i o n at t h e a g e

of 20.

Those who failed in the examination were a s k e d to t a k e u p

activities in communities s u c h a s b u s i n e s s m e n , c l e r k s , workers,

farmers and the like.

 no
IV. Plato's Scheme of Education
2. H i g h e r E d u c a t i o n

Those who passed the exam would r e c e i ve another 10 years of

e d u c a t i o n a n d t r a i n i n g in b o d y a n d m i n d .

At this stage, ap a r t from p h ys i c a l and mathematic a I sciences

subjects like arithmetic ( a s t r o n o my/ g e o m e t fy a n d d i a l e c t i c s we r e

taught.

Again, at the age of 30, students would take yet another

e x a m i n a t i o n , w h i c h s e r v e d a s a n e l i m i n a t i o n t e s t, m u c h s e ve r e t h a n

t h e first t e st.
 IV. Plato's Scheme of Education
2. Higher Education

T h o s e w h o d i d n o t s u c c e e d w o u l d b e c o m e e xe c u t i ve a s s i s t a n t s ,
a u x i l i a r i e s a n d m i l i t a r y officers of t h e s t a t e .

P l a t o stated t h a t b a s e d o n t h e i r c a p a b i l i t i e s , c a n d i d a t e s w o u l d
be assigned a particular field.

Those wh o passed in th e e xa min a tio n wo u ld receive a n o th e r 5 -

y e a r a d v a n c e d e d u c a t i o n i n d i a l e c t i c s i n o r d e r to f i n d o u t a s to

w h o w a s c a p a b l e of f r e e i n g h i m s e l f f r o m s e n s e p e r c e p t i o n .
 IV. Plato's Scheme of Education
2. Higher Educ ation

T h e e d u c a t i o n system d i d n o t e n d h e r e .

Candidates had to study for another 15 ye a r s for practical

e xp e r i e n c e i n d i a l e c t i c s .

Fi n a l l y, at t h e age of 50, t h o s e w h o wi t h s t o o d t h e h a r d a n d fast

p r o c e s s of e d u c a t i o n were introduced to t h e u l t i m a t e t a s k of

governing t h e i r country a n d t h e fellow b e i n g s .

 IV. Plato's Schem e of Education
2. Higher Education

These kings we r e expected to spend most of the time in

philosophical pursuits.

T h u s , after a c c o m p l i s h i n g p e r f e c t i o n , t h e r u l e r s w o u l d e xe r c i s e
p o we r o n l y i n t h e b e s t i n t e r e s t s o f t h e s t a t e.

T h e i d e a l state w o u l d b e r e a l i z e d a n d its p e o p l e w o u l d be j u s t ,
honest and happy.
 Class
Stages of produced at
Age of study Subjects
Education the end of
each stage

Early education Literature (stories a n d poetry)

(given at home, Below eight Music

under the care years of age
Plastic Arts (carving, sculpting and
of the family) moulding etc.)

9 to 18 Physical education,
music, mathematics,
(10 years)
Elementary history and science.
education From 9 t o 20
(given by the (1 8 years)
state) 19 t o 2 0 Training in gymnastics
Producers
(2 years) a n d military exercises

Physical sciences, other subjects like

21 to 3 0 (10
arithmetic, geometry, astronomy a n d Warriors
years)
introduction of dialectics.
Higher
education
(given by the 31 to 3 5
state) Dialectics
(5 years)
31 to 50 ( 20 Philosopher
years) kings
3 6 to 50
Practical training
(1 5 years)
 V. Critical Analysis

H i s c l a s s i f i c a t i o n of t h e a n c i e n t G r e e k c i t i z e n i s q u i t e o u t d a t e d i n
o u r p r e s e n t context b u t h i s p o s i t i o n c a n b e c o n s i d e r e d at h i s

t i m e h i s p r o p o s i t i o n i s a l s o defective, h i s classification was b a s e

on c l a s s b u t h o w a c h i l d r e n ' s f u t u r e c a n be p r e d i c t e d was not

clear in his writing.

He criticized individual education, as that would distance the

i n d i v i d u a l f r o m t h e d i s t i n c t i d e o l o g y of t h e state. H e n c e , it i s a n

a u t h o r i t a r i a n a p p r o a c h to e d u c a t i o n a n d g o v e r n m e n t .
 V. Critical Analysis

The distinct gradation a n d b i f u r c a t i o n of t h e stages m a n i f e s t s

the class consciousness, and makes the entire narrative one-

s i d e d , w i t h t h e h i g h h a n d e d n e s s o f t h e p r i v i l e g e d class w i t h t h e

1ite l e n s , o v e r l o o k i n g a n d p u s h i n g a c e r t ai n s e c t i o n to i g n o m i n y .
 V. Critical Analysis

G a u g i n g of w h o is fit for f u r t h e r e d u c a t i o n a t a g e 1.0 m i g h t b e

p o s s i b l e i n a s m a l l society, o f r o u g h l y equitable facilities and

standards.
B u t i n l a r g e l y u n e q u a l , l a r g e s o c i e t i e s l i k e today, it i s u n f a i r to
most p e o p l e to g a u g e t h e i r a p t i t u d e for f u r t h e r education

b a s e d o n h o w t h e y d o i n a p u b l i c e x a m at a g e 10. T h e s o r t of

segregation h e t a l k s a b o u t , first at 10, t h e n at 20, t h e n a t 30,

is j u s t a different k i n d of caste s ys t e m , o n e o p e n to m i s u s e

and manipulation.
- %- 1

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