PLATO`S THEORY OF EDUCATION IN “THE REPUBLIC”
(AN INTRODUCTION)

BY A.B.FINLAY Ph.D.

     Plato felt that the educational system of his time was in need of reform. He wished to reform it according to the principles laid down in the REPUBLIC, so that not only a system or curriculum was altered, but a man`s (or woman`s) outlook itself. Accordingly, his means to this end are an education provided and maintained by the State and a type of communism designed to foster the soul`s life as it partakes of the education. This communistic way of life Plato felt to be very important; important because for him environment influenced , indeed was itself a process of, education, and as such , environment needed to be carefully controlled so that its right type would be presented to youth and adult at the right time and age. There must be no amateurism about educating; the main function of the State for Plato is the education of the young AND the mature.

     Education is also as much social as intellectual or theoretical, hence the paramount stress laid on a carefully prepared - if we may say this without straining language – environment. Education is to lead a man to the vision of truth ; when his process of education is complete he will see things clearly and intelligibly as they really are, and not as they are now, mixed and confused by so much muddled thought and by the senses. Reality is the goal . How is that to be achieved? First a system must be envisaged that will take the boy to the ageing man with its plan of education appropriate to the various stages of life. This system must inculcate justice into the individual soul, and hence, once it has been created , into the ideal State. It must weed out the wheat from the chaff and assign men to their jobs according to their ability. It must be very careful what subjects it will teach. It comprehends the belief that mind is active and not passive in the educating process, that the soul is educated by environment, that education is the matter of a lifetime , that education means, because the mind is active, a process of eliciting something that in a way we already know, a turning aright of the soul and not a cramming of it with information , which is a type of anamnesis by which the soul recollects as it were visions of truths it once knew, perhaps in some far-off early moment of creation.

     Plato`s whole conception of learning and education depends on his belief in the teleological principle. For him, mind moves towards the ultimate end of knowledge, the Form (as he calls it) of the Good. Education culminates in the knowledge of this Form.

     Right action implies acting in the light of the knowledge of the Good; knowledge of the Good is the perfection of education; hence true education implies right action.

     The position of women in the State is next considered. They are to share as far as possible with the men the training to be Guardians. They will have equal opportunity with men. There will be no family life (as we know it) , for the sake of unity of the State , and the preservation of the right environment and education. Property will be held in common , even including wives, and a thoroughgoing system of (a type of) communism is envisaged.
See things clearly, use the intellect, remove passion, avoid being swayed by the senses or emotion, bring control and intelligence to bear on all actions, all matters. The dilettante is useless; the highest knowledge is knowing the end (or purpose) of action.

     Such is the nature of the scheme so far. Its purpose is to establish rulers in cities that they will make like to themselves. Philosophers must be rulers and must model themselves on the realities they have glimpsed by education. Several principles of permanent value emerge from the discussion. Multitudes are not philosophical ; the cleverest natures can be the worst morally; physical education is for the period of youth; mental education should grow with the disappearance of youth. The value of frequent testing , practically and theoretically; justice and beauty are good . The value of the sciences as productive of reasoning and symbols of reality. Philosophy more valuable than the arts for attaining “reality”.

     A very great deal of lasting value and relevance is revealed in Plato`s ideas on education. One of his central ideas is that the senses are defective as regards giving us completely truthful facts by their evidence alone. Intellect must be accorded a paramount place for the truthfulness of ITS observations. Subjects for study must be carefully chosen, due regard being paid to age and ability throughout. Quickness at calculation denotes general quickness at other subjects or tests. Learning must be supplemented, or proved, by practical application. Subjects should not be studied “in vacuo”, in isolation, but should have some relevance to each other. This idea, of course, is echoed many times among modern educational writers, as a plea for integration of the curriculum. An important idea is that the State must know how to select and train its best citizens, care in this being very important. The period of youth is the period of learning and moulding. Games have a value in presenting hard mental study in a palatable form. Frequent testing is essential as a proof of ability and progress. Periods of hard, physical training should not also be periods of hard, mental work. Too great a devotion to mental work alone to the neglect of practical duties or physical development is to be avoided at all costs, since the resultant one-sided development can only have bad consequences for the person as a whole.

     Plato`s scheme of education embraces many ideas and principles that are no less valuable for reiteration because they are old. Foremost among these principles is the belief that education is the matter of a lifetime, living is learning, and that education must be suited with care to the maturation of the individual.There must be no dichotomy between theory and practice , liberal and scientific education. Too great a specialization at an early age is to be abhorred. Better, several subjects , that mutual benefit from their study may be derived. Progress depends , Plato tacitly says, on asking questions. The spirit of inquiry , of speculation, is to be fostered if progress and achievement are to result. The scientific mind is to produce the greatest practical benefits for mankind. This persuasion can in fact hardly be denied in modern times. The seeking for unity and consistency is to be a guiding light of the man who wishes to consider himself educated. Thus an understanding of the principle he follows in life is necessary, (a knowledge of Forms), if he is to act aright. Many men in the modern world act unreasoning, seeing only their own needs , paying no attention to the good of the community as a whole because they lack what Plato considered necessary: an understanding of why a principle is good. The preservation of high standards in education depends on a proper study of the sciences. Science gives a more positive knowledge than that of the arts. Oral methods are important in education , question and answer being a valuable process for confirming knowledge. Perhaps the tutorial system in universities owes its inception to this idea. Related to this is the value Plato places on logical method for arriving at truth.

     In conclusion, what did Plato really aim at achieving by his system of higher education? Education for education`s sake or the practical benefits that would accrue from it? It seems that probably the latter is correct as Plato says that the Guardians will need to be compelled to social service, thus suggesting that education and learning for its own sake will only be cherished , ultimately, by the Guardians. Yet the creation of an ideal State is really Plato`s purpose, and creation demands action. This action is to be taken by the Guardians, The State is to be made an instrument of education itself. The nature of the State according to Plato`s thesis is educational, its purpose is to foster education , and its value depends on the just reign of its philosopher-kings.

© A.B. Finlay Ph.D