Many academics and researchers who publish scholarly articles on Plato’s philosophy of education claim that the ultimate educational goal for Plato is simply the acquisition of virtues. While such a claim may not be entirely incorrect, it is nevertheless substantially wanting; for although the acquisition of virtue is no doubt paramount, for Plato it primarily serves as a means to another end. In this paper, I aim to show that, for Plato, the final summit of all educational enterprise is not (...) really to become virtuous but rather to attain the state of becoming like God, and that is, homoiōsis theōi. -/- . (shrink)

Most scholars agree that Plato’s concept of freedom, to the extent he has one, is ‘intellectualist’: true freedom is submission to the rule of reason through philosophical knowledge of rational order. Surprisingly, though, there are few explicit linkages of philosophy and freedom in Plato. Socrates is called many things in the dialogues, but not ‘free’. I aim to understand why by studying the Theaetetus, heretofore ignored in discussions of Platonic freedom. By examining the Digression and Socrates’ ‘dream’ about wholes and (...) parts, I show that describing freedom as ‘rule of reason’ simplifies what, for Plato, is a more tangled skein. In the Digression, philosophers are free in occupying a comprehensive standpoint transcending all limited and partial perspectives. Socrates’ dream, however, shows that logos cannot completely account for the knowledge of complex wholes or for itself as such a whole. Philosophical freedom cannot mean comprehensive discursive knowledge, then, since reason lacks a comprehensive grasp of itself. Socrates dreams of the rational whole, but is aware of why it remains only a dream, rather than wakeful knowledge. This awareness constitutes a freedom attained, not in total liberation from the confines of the partial human perspective, but within those confines. (shrink)

In his dialogues, Plato presents different ways in which to understand the relation between Forms and particulars. In the Symposium, we are presented with yet another, hitherto unidentified Form-particular relation: the relation is Love (Erôs), which binds together Form and particular in a generative manner, fulfilling all the metaphysical requirements of the individual’s qualification by participation. Love in relation to the beautiful motivates human action to desire for knowledge of the Form, resulting in the lover actively cultivating and bringing into (...) being new beauty in the world, and in herself. Chapters 1 and 2 of this thesis offer a survey of the arguments and examples Plato puts forward in the text of the corpus regarding the nature of Forms and the nature of participation, alongside a framework of the traditional interpretations of these two Platonic concepts in the literature. Chapter 3 turns to a close examination of Erôs in the Symposium, arguing that the love Plato presents in this dialogue is of a different sort than appetitive emotion. It is an aesthetic and intellectual attraction, capable of stimulating cognitive achievement. Erôs, however, does not stop there. The lover is led not only to contemplation of beauty, but to the generation of beauty, which is the subject of Chapter 4. The emotive-turn-to-cognitive relation of Erôs, I argue, is the clearest picture Plato paints of how possession of properties can be explained through participation in Forms. Erôs leads the lover to produce beauty in the world and in the soul, which explains how love in relation to the beautiful can lead to becoming beautiful. The object of love is the generation of beauty, the mortal mechanism of participation in the Form by which the lover herself becomes beautiful. Finally, Chapter 5 focusses on beauty itself and its role in moral education. Beauty, for Plato, is required for creative generation and can be understood as a uniquely powerful virtue of soul. (shrink)