At least since Sachs' well-known essay, readers of Plato's Republic have worried that there is a gap between the challenge posed to Socrates--to show that it is always in one's interest to act justly--and his response--to show that it is always in one's interest to have a just soul. The most popular response has been that Socrates fills this gap in Books Five through Seven by supposing that knowledge of the Forms motivates those with just souls to act justly. I (...) offer some complaints about this gap-filling strategy and offer an alternative account, according to which there was never a gap. On my account, Socrates assumes that no one can have a just soul unless they have been raised well and that anyone who is raised well will act justly. On this view, the account of moral education in Books Two through Four is the key to understanding the connection between psychological and practical justice. I argue that this account makes better sense of what the Republic says, and that it attributes to Plato a more plausible moral psychology. (shrink)

By considering carefully Socrates' invocations of 'compulsion' in Plato's Republic, I seek to explain how both justice and compulsion are crucial to the philosophers' decision to rule in Kallipolis, so that this decision does not contradict Socrates' central thesis that it is always in one's interests to act justly. On my account, the compulsion is provided by a law, made by the city's lawgivers, that requires people raised to be philosophers take turns ruling. Justice by itself does not require the (...) philosophers to rule, but it does require them to obey just laws. I also consider the implications of this view for Plato's politics. (shrink)

The author argues that Plato’s “proof” that happiness follows justice has a fatal flaw – because the philosopher king in Plato’s Republic is itself a counter example.

This interpretive introduction provides unique insight into Plato's Republic. Stressing Plato's desire to stimulate philosophical thinking in his readers, Julia Annas here demonstrates the coherence of his main moral argument on the nature of justice, and expounds related concepts of education, human motivation, knowledge and understanding. In a clear systematic fashion, this book shows that modern moral philosophy still has much to learn from Plato's attempt to move the focus from questions of what acts the just person ought to perform (...) to the more profound questions of what sort of person the just person ought to be. (shrink)

A step by step, passage by passage analysis of the complete Republic. White shows how the argument of the book is articulated, the important interconnections among its elements, and the coherent and carefully developed train of though which motivates its complex philosophical reasoning. In his extensive introduction, White describes Plato's aims, introduces the argument, and discusses the major philosophical and ethical theories embodied in the Republic. He then summarizes each of its ten books and provides substantial explanatory and interpretive notes.

In Book VII, p. 520, Socrates describes the arguments by which the philosophers must be induced to “return to the cave,” that is to say, to resume the practical business of politics from which they have escaped into the better life of contemplation. They must be shown that this sacrifice is a debt which they owe to the city in return for the opportunity which it has afforded them of becoming philosophers. “Will our pupils,"1 he continues, “when they hear this, (...) refuse to share in turn the toils of state, when they are allowed to spend the greater part of their time with one another in the heaven of ideas?” “Impossible,” Glaucon replies; “for they are just men, and the commands which we impose on them are just; there can be no doubt that every one of them will take office as a stern necessity, and not like our present ministers of state’. (shrink)

This chapter contains section titled: I II III IV V VI VII.