Switch to: References

Citations of:

Plato 's Metaphysics of Education

New York: Routledge (1988)

Add citations

You must login to add citations.
  1. Plato, the Poets, and the Philosophical Turn in the Relationship Between Teaching, Learning, and Suffering.Avi I. Mintz - 2022 - Studies in Philosophy and Education 41 (3):259-271.
    Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter “teacher-guides”—educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic dialogues, Plato appropriated these two conceptions of education, refashioning and fusing them to present a new philosophical conception of learning: Plato’s Socrates is a teacher-guide who causes his interlocutors to learn through suffering. Socrates, however, is not presented straightforwardly (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • Plato and the love of learning.Geoffrey Hinchliffe - 2006 - Ethics and Education 1 (2):117-131.
    This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help motivate a (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as embodied-lived-philosophical-practice.Oren Ergas - 2014 - Educational Philosophy and Theory 46 (1):1-13.
    Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important theoretical paradigm shift, (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • The Problem is not Mathematics, but Mathematicians: Plato and the Mathematicians Again.H. H. Benson - 2012 - Philosophia Mathematica 20 (2):170-199.
    I argue against a formidable interpretation of Plato’s Divided Line image according to which dianoetic correctly applies the same method as dialectic. The difference between the dianoetic and dialectic sections of the Line is not methodological, but ontological. I maintain that while this interpretation correctly identifies the mathematical method with dialectic, ( i.e. , the method of philosophy), it incorrectly identifies the mathematical method with dianoetic. Rather, Plato takes dianoetic to be a misapplication of the mathematical method by a subset (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Plato's Project for Education in the Early Socratic Dialogues.Heather Lynne Reid - unknown
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
    		•