What is the role of philosophy in education? This timeless question may best be answered by examining Plato's earliest dialogues in which he makes a case for philosophy as the centerpiece of education. I call this effort Plato's project for education and interpret the Apology, Crito, Charmides, Laches, Ion, Hippias Minor, Euthyphro, and Lysis as an integrated attempt to promote philosophy as education in ancient Athens. Plato accepted arete as the proper goal of education, but his interpretation of arete as (...) a distinctly moral quality required a new approach to education. Plato recognized that the quality in a doctor that makes her aim at what is good for her patient is distinct from the skill that enables her to choose the most effective treatment. Against traditional education, which emphasized social standing, professional skill, and the accumulation of information, Plato focused on the moral dimension of human beings and prescribed philosophy as a means for developing it. Memorization of information and tuition in practical skills may help us in our particular crafts, but it does little to improve us morally. This task must be undertaken separately through examination and reflection. Success will be judged not by one's peers, or even by one's government, but by the gods themselves who adhere to a universal idea of goodness. Plato's conception of arete as the health of the soul precipitates a new approach to education that focuses on philosophy and presents Socrates as its hero and martyr. Health of the soul, like health of the body, is something that requires constant labor and attention, and yet may never be perfected. In Plato's project, the ignorant Socrates and the dialogues themselves become indirect teachers by exhorting students to care for their souls and to appreciate the task. The promise that arete can be achieved through the pursuit of moral wisdom is given in the words and actions of Socrates. Like his ancient friends, the reader struggles to understand Socrates and from this struggle emerges philosophy: the love and pursuit of wisdom; the proper education for arete. (shrink)

When the question is posed as to when Chinese thought influenced Western philosophy, people often turn to the philosophy of the German rationalist Christian Wolff, whose 1721 speech on the virtues of Confucianism led to his academic indictment and eventual ousting from the University of Halle in 1723. In his speech, Wolff lauds the Chinese for attaining virtues by natural revelation rather than appealing to Christian revelation, which made their accomplishments all the more impressive in his eyes (Fuchs 2006). According (...) to Kanamori (1997), the audience of Wolff’s speech “criticized it as the product of atheistic thoughts because they thought that the speaker valued Chinese morality as highly as Christian morals, which were formulated by divine revelation” (p. 299). The worry, in other words, was that Wolff was corrupted by Chinese thought since the atheism of Confucianism may have influenced Wolff’s own views. Almost invariably, Gottfried Wilhelm von Leibniz’s name is involved in conversations that question the Chinese influence on Western philosophy, but it is typically tempered by the standard scholarly interpretation of the Leibniz-China connection, which is that Leibniz respected Chinese thought but was not influenced by it. I will argue against this standard scholarly interpretation by showing how Leibniz could have been influenced by Chinese thought. In particular, I propose that Leibniz’s conception of monads, which is something that we only see after his engagement with Chinese thought, may have been influenced by the Huayan Buddhist concept of li, which creeps into the Neo-Confucianism with which Leibniz had exposure. Should my argument be persuasive, this means that Chinese thought influenced the Western world sooner than has been previously believed. (shrink)