Abstract

In this paper I try to indicate particular elements of Socrates’ philosophy by which educational practice should be guided, as well as certain harmful implications of Sophistic approach to education. In analysis of Socrates’ position, I especially rely on Vlastos’ interpretations, and particularly I refer to Socrates’ thesis that virtue cannot be taught. Among other things, it suggests a non-doctrinal approach to moral-educational practice, which cannot result from Protagoras’ opposite beliefs. Nowadays Sophistic particular- and utilitarian-oriented education occurs especially in the educational (or better: manipulative) transmission of national, business and similar so-called ethics, which are not able for recognizing and overcoming of the existing socio-economic framework, and for which Socrates’ moral-educational philosophy contains critical force, arising primarily out of the emphasis on autonomy.