Educational Theory 65 (1):39-51 (2015)

Authors
Mark E. Jonas
Wheaton College, Illinois
Abstract
While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the dialogue ends in Socrates's affirmation of aporia, his affirmation is actually meant to persuade his interlocutors to reflect on an epiphany they had previously experienced. In what follows, Jonas offers a close reading of relevant passages of Lysis, demonstrating the way that Socrates leads his interlocutors to an epiphany without forcing his answers upon them
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DOI 10.1111/edth.12094
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Should Education Be Transformative?Douglas W. Yacek - 2020 - Journal of Moral Education 49 (2):257-274.
Socrates' Defensible Devices in Plato's Meno.Mason Marshall - 2019 - Theory and Research in Education 17 (2):165-180.
Socratic Aporia in the Classroom and the Development of Resilience.Stephen Kekoa Miller - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):29-36.

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