Plato's Philosophy

PLATO 'S EDUCATIONAL PHILOSOPHY Unit Structure 11.0 Objectives 11.1 Introduction 11.2 Plato's Academy 11.3 Works related to Education 11.4 Plato's Metaphysics 11.5 Plato's Epistemology 11.6 Formation of the society 11.7 Education according to classes 11.8 Education system 11.9 Organization and curriculum 11.10 Teaching Methods 11.11 Objectives and functions of Education 11.12 Role of the teacher 11.13 Women Education 11.14 Education as a states function 11.15 Evaluation of Plato's Philosophy of Education 11.16 Unit End Exercise 11.0 OBJECTIVES After reading this unit, you will be able to: 1 Explain the historical background of Plato's philosophy. 2 Recognise the distinctterminology. of Plato's philosophy 3 Explain the philosophical foundation of Plato's educational theory 4 Explain the sociological foundation of Plato's educational theory 5 Explain Plato's elementary education 6 Discuss the impact of Plato's philosophy on a. Aims of Education b. Curriculum and subjects c, Role of educator • d. Discipline 130 7 The critical by evaluate of Plato's philosophy 8 Compare Plato's philosophy with Indian Education System especially with reference to caste, class and gender study 9 Draw out implications of Plato's philosophy on today's education stem *PLATO - AN INTRODj,CTION Plato was born in Athens in 427 B.0 in a wealthy and influential family. Plato began his philosophical career as a student of Socrates. When the master died, Plato travelled to Egypt and Italy, studied with students of Pythagoras, and spent several years advising the ruling family of Syracuse. Eventually, he returned to Athens and established his own school of philosophy at the Academy. About 387 BC, Plato founded a school in Athens, in a grove sacred to the demigod Academus, called the Academy (which is where we get the word academics from today). • ?LAT(); S ACADEMY It was, in effect, a university of higher learning, which included physical science, astronomy, and mathematics, as well as philosophy. In addition to presiding over the Academy, Plato delivered lectures, which were never published. The site of the academy was sacred to Athena and other immortals and contained a sacred • grove of olive trees. Plato possessed a small garden there in which he opened a school for those interested in receiving his instruction. Details of the organization of the academy are unknown, but it appears to have employed a method of teaching based on lectures, dialogue, and seminars. 11.3 THE WORKS RELATED TO EDUCATION Republic is a dialogue which discusses the education necessary to • produce such a society. It is an education of a strange sort — he called it .paideia. Nearly impossible to translate into modern idiom, paideia refers to 131 VAS I) the process whereby the physical, mental and spiritual development of the individual is of paramount importance. It is the education of the total individual. He discusses early education mainly in the Republic, written about 385 B.C.E., and in the Laws, his last work, on which he was still at work at the end of his life. 11.4 PLATO'S METAPHYSICS Plato argued that reality is known only through the mind. There is a higher world, independent of the world we may experience through our senses. Because the senses may deceive us, it is necessary that this higher world exist, a world of Ideas or Forms -- of what is unchanging, absolute and universal. In other words, although there may be something from the phenomenal world which we consider beautiful or good or just, Plato postulates that there is a higher unchanging reality of the beautiful, goodness or justice. The task of education is to live in accordance with these universal standards -- to grasp the Forms is to grasp ultimate truth. 11.5 PLATO'S EPISTEMOLOGY He distinguishe between the reality presented to us by our senses —sight, touch, taste, sound and smell — and the essence or Form of that reality. In other words, reality is always knowledge of reality is individual, it is particular, it is knowledge only to the individual knower, it is not universal. There are 3 sources of knowledge: ❖ Knowledge obtained from senses,i.e. knowledge of objects , colours, taste, touch etc. But Plato does not consider this as real knowledge. -+—itErropirrion regarding any object , but this knowledge cannot be relied upon as the views of every person differs regarding the same object. ❖ Knowledge through mind or wisdom — it is the highest degree of knowledge which includes virtues like truth , goodness and beauty. This knowledge is idealistic and is based on original thinking. The characteristic of knowledge is that it is found in the form of universal truth. The highest goal of education, Plato believed, is the knowledge of Good; to nurture a man to a better human being, it is not merely an awareness of particular benefits and pleasures. 11.6 FORMA N OF THE SOCIETY •Plato argued that societies are invariably formed for a particular purpose. Individual human beings are not self e -sufficient; no one working alone can acquire all of the genuine necessities of life. In order to resolv unities for the mutual this difficulty, we gather together into comm achievement of our common goals. This succeeds because we can work more efficiently if each of us specializes in the practice of a specific craft: I make all of the shoes; you grow all of the vegetables; she does all of the •carpentry; etc. • Thus, Plato held that separation of functions and specialization of labor are the keys to the establishment of a worthwhile society. DIVISION OF THE STATE ON SPECIALISATION OF LABOUR guardians follow virtue of wisdom police force or the 1 warriors follow virtue of courage tradesmen, artisans follow virtue of moderation 111110 When each of these classes performs its own role appropriately and 1.6 does not try to take over the function of any other class, Plato held, the entire city as a whole will operate smoothly, exhibiting the harmony that is MOP genuine justice. (Republic 433e) it leads to ideal state. But the smooth operation of the whole society will require some ...additional services that become necessary only because of the creation of the social organization itself—the adjudication of disputes among members and the defense of the city against external attacks, for example, Plato proposed the establishment of an additional class of citizens, the guardians who are responsible for management of the society itself. While Plato's methods were autocratic and his motives meritocratic, he nonetheless prefigure much later democraticphilosophy of education. Plato's belief that talent was distributed non-genetically and MOM 133 thus must be found in children born to all classes moves us away from aristocracy, and Plato built on this by insisting that those suitably gifted were to be trained by the state so that they might be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. 11.7 EDUCATION ACCORDING TO CLASSES Faced with the problem of determining the class of each individual, Plato suggested various kinds of tests to be conducted at different age levels. • In the first place, primary education will be given to all between the ages of seven and twenty, following which a test shall be administered to everyone. Those who fail the test are to be sent to labour in the various occupations and productive trades. Check your Progress I. 'Minding one's own business' has conservative implications if government is the business of a select few. Is specialisation of functions the basic principle in social life? Discuss. •

11.8 EDUCATION SYSTEM :

111111111,41111111111111111111111111111111111 Children enter school at six where they first learn the three Rs (reading, writing and counting) and then engage with music and sports. Plato's philosopher guardians then follow an educational path until they are 50. At eighteen they are to undergo military and physical training; at 21 they enter higher studies; at 30 they begin to study philosophy and serve the polls in the army or civil service. At 50 they are ready to rule. This is a model for what we now describe as lifelong education (indeed, some nineteenth century German writers described Plato's scheme as 'andragogy') It is also a model of the 'learning society' - the polis is serviced .by educators. It can only exist as a rational form if its members are trained - and continue to grow. 135 > Physical education begins before birth. Pregnant women are advised to walk around and move about as much as possible. PLATONIC SYSTEM OF SCHOOLS AGE Birth to 3years SCHOOL Infancy SPECIAL DEVELOPMENT QR STUDIES Bodily growth, sensory life, no fear, child reacts to pleasure and . ain - .. Play, fairy tales, nursery rhymes, tny.thid of self-will 4 to 6 years Nursery 6 to 13 years Elementary schoo Play, poetry, reading, writing singing, dancing, religion, thanners, niimbers; geometry 13 to 16 years Instrumental Music Play the cithara, religious hymns, memorize poetry (esp religious and patriotic), arithmetic (theory) 16 to 20 years Gymnastics and the military Fortnal*: tnnasticek ' 4 '''' training . No intellectual tramin 20 TO 30 years Sciences Coordination of reason and habits; interrelating the physical sciences ,....,......-„, Philosophy, Psycholo Sociology, governm.ent- law , education 30 to 35 years Dialectic 35 tO 50 ears Service to State 50 to end Philos° shers e --4-,-..p.,!-- ;.....,t . ...,-.., .. ij 7 iy,,:_____

11.9 ORGANIZATION AND CURRICULUM :

a. Elementary. All boys and girls would be educated together. They would study mathematics, literature, poetry, and music until they were eighteen years of age. b. Military Training. The next two years of the youth's life would be devoted to physical education alone. Thereafter, the best youths would be selected for the higher education given to future guardians of the state. c. Higher Education. Between the ages of twenty and thirty-five, the future guardian would receive a higher education to prepare him for ruling 136 the state. His studies would include mathematics, music, and literature. At the age of thirty he would have enough maturity to begin his study of philosophy. At thirty-five, his formal education would cease and he would enter upon a minor administrative position, prior to undertaking more important governing position. 11.10 TEACHING METHODS : Plato recommended play method at elementary level; student should learn by doing. And when he/she reaches the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wanted motivation and interest in learning. He was against the use of force in education."Knowledge which is acquired under compulsion obtains no hold on the mind." According to Plato "Do not then train youths by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each." Plato wanted a place where children love to go and stay there and they play with things which enhance their education by playing. Plato gave importance to nursery education, as nursery education plays a vital role in the education of man and it helps to build his moral character and state of mind "The most important part of education is proper training in the nursery." The Socratic method is a dialectic method of teaching, named after the Greek philosopher Socrates, in which the teacher uses questions to get the student to think about what he/she already knows and to realize what they do not know. This question and answer session stimulates the brain, engages the learner, and can bring new ideas to life. Both the Didactic and Dialectic methods are necessary for teaching. There are many times when telling the student what he/she needs to know is the only way to impart information. However, the dialectic method is essential for engaging students in interactive learning, in giving them some ownership of discovery in the learning process. The dialectic method can provide an opportunity for debate of issues, exploration of ideas and use of higher thinking skills. Since the object of learning is to be able to discern and make decisions based on knowledge, the dialectic method is critical for growth of the knowledge According to Plato it will be hard to discover a better method of education than that which the experience of so many ages has already discovered, and this may be summed up as consisting in gymnastics for the body, and music for the soul... For this reason is a musical education 137 so essential; since it causes Rhythm and Harmony to penetrate most intimately into the soul, taking the strongest hold upon it, filling it.with beauty and making the man beautiful-minded. The above quotation of Plato show, how he sees education, he wants the total development of a man, mind, body and soul by using every possible mean. Storytelling and literature: In Plato's view, Storytelling is the main tool for the formation of character. Stories should provide models for children to imitate, and as ideas taken in at an early age become indelibly fixed, the creation of fables and legends for children, true or fictional, is to be strictly supervised. Mothers and nurses are not to scare young children with stories of lamentations, monsters, and the horrors of hell, to avoid making cowards of them. (Republic, bk. 2, 377-383). Play: In Plato's view child's character will be formed while he or she plays. One should resort to DISCIPLINE, but not such as to humiliate the child. There should be neither a single-minded pursuit of pleasure nor an absolute avoidance of pain—not for children and not for expectant mothers (Laws, bk. 7, 792). Luxury makes a child bad-tempered and irritable; unduly savage repression drives children into subserviency and puts them at odds with the world. Children and adults should not imitate base characters when playing or acting, for fear of forming a habit that will become second nature (Republic, bk. 3, 395). Those being educated are to be restricted from wrong thought and action, until such time as they are able to understand why it is favourable to be in harmony with the good. At that time, they will be able to understand why corruption is an evil. According to Plato Self discipline is essential, whereby a man should be temperate and master of himself, and ruler of his own pleasures and passions. Teachers must provide children with miniature tools of- the different trades, so that they can use the children's games to channel their pleasures and desires toward the activities they will engage in when they are adults (Laws, bk. 1, 643). Children are to be brought together for games. The sexes are to be separated at the age of six, but girls too should attend lessons in riding, archery, and all other subjects, like boys. Similarly, both boys and girls should engage in dancing (for developing grace) -and wrestling (for developing strength and endurance). Plato attached much importan hildren's games: "No one in the state has really grasped that c times affect legislation so crucially as to determine whethe survive or not." 138 Change, he maintained, except in something evil, is extremely dangerous, even in such a seemingly inconsequentia1 matter as children's, games (Laws, bk. 7, 795-797). Physical education: "Physical training may take two or three years, during which nothing else can be done; for weariness and sleep are unfavorable to study. At the same time, these exercises will provide not the least important test of character" (Republic, bk. 7, 537). hildren who are sturdy enough should go to war as spectators, if one can contrive that they shall do so in safety, so that they can learn, by watching, what they will have to do themselves when they grow up (Republic, bk. 5, 466; bk. 7, 537). Girls should be trained in the same way and learn horseback riding, athletics, and fighting in armor, if only to ensure that if it ever proves necessary the women will be able to defend the children and the rest of the population left behind (Laws, bk. 7, 804-805,813). Reading and writing, music, arithmetic: In Plato's educational system, a child, beginning at the age of ten, will spend three years on reading, writing, the poets and another three learning the lyre, and will study elementary mathematics up to the age of seventeen or eighteen, all with as little compulsion as possible, in order to learn "enough to fight a war and run a house and administer a state". (Republic, bk. 7, 535-541). Enforced exercise does no harm to the body, but enforced learning will not stay in the mind (Laws, bk. 7, 536). Special stress is next placed on the study of the four disciplines that prepare the student for philosophy: arithmetic, geom ryet—, , astronomy and harmony. These disciplines lift the soul-to-the level of the immutable. Check your Progress Answer the following questions: 1. Evaluate the curriculum as given by Plato. 139 4. Examine the role of story telling in Plato's system of education. 11.11 OBJECTIVES AND FUNCTIONS OF EDUCATION until training of character ana aims at producing a morally mature individual. It is, in other words, fundamentally moral in nature. it involves-the total training of character. Its goal is to produce Ic who are attracted to the good and repulsed by the evil. 140 "The object of education is to turn the eye, which the soul already Po to the light. The whole function of education is not to put knowledge into the soul, but to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it in the right surrounding." This is the insight model of philosophy. ■•■ 11.12 ROLE OF THE TEACHER : In Plato's plan of education , the educator is considered to have greatest importance. He is like torch bearer who leads a man lying in the dark cave, out of the darkness into the bright light of the outside world. The teacher is thus the constant guide of the students. The teacher must be a person of high integrity and must possess high self worth. He must have pleasing personality, indepth knowledge and professional training. He should be deeply committed to his profession, have high sense of responsibility and a true role model. Teachers should lead a true moral life. They should practice what they preach. 11.13 WOMEN EDUCATION Plato also emphasised on women education. Women should have the same physical and educational training; they should know the art of war. The main aim of education was that each member of the society should undertake his work and responsibilities. In Socrates opinion, in an ideal city men and women will be used for the same purposes. 'We educated the men both physically and intellectually; we shall have to do the same for women, and train them for war as well, and treat them in the same way.' Plato believed that women are equal to men and that, although some women are physically smaller or weaker and some women are physically equal to men. Therefore those women who are physically strong should be allowed to learn the same skills that men do. In his book Republic Plato describes how male and female receive the same education and be given the same duties in society as given to the male member. These people are the ones who will be in charge his republic which would be an ideal society, where philosophers are the kings. In other words, who know what is good for the people and for the mankind and take their decisions based on that knowledge. Check your Progress Answer the following questions: 1. What do you think of Plato's views on women? 141 2. What are the functions and objectives of education, according to Plato? 11.14 EDUCATION AS A STATE FUNCTION According to Plato, education is primarily a state function. Therefore, the philosophy of education forms the heart of any discussion of government. In the Republic and the Laws, Plato emphasized that the education should be completely under the control of the state. The state provides the teachers, buildings, and controls the curriculum and methods of teaching. The failure of the old Athenian education was due to the failure of parents to inculcate the virtues and training the children. Plato he was intolerant towards tender sentiments and individualising tendencies o family life. His conclusion was that the family training cannot be the good of the state demands public control of breedin nursin hildren. 142 esse an educational In a nutshell, Plato's polls (state) is ntially ()It is created by education. It can survive only on condition that all community. its citizens receive an education that enables them to make rational political decisions. o It is up to education to preserve the state intact and to defend it against all harmful innovations. o The aim of education is not personal growth but service of the state, which is the guarantor of the happiness of its citizens for as long as they allow it to be the embodiment of justice. This state is a strict meritocracy, where the citizen body is divided into the functions (commonly but erroneously called "classes") of producers, auxiliaries (in charge of internal and external security), and philosophers, the last two jointly referred to as "guardians."

11.15 EVALUATION OF PLATO'S PHILOSOPHY OF EDUCATION :

1: Little Education for Productive Classes: In Plato's scheme of education the productive class isgranted only primary education which implies, higher education is intended for soldiers and governing classes and the labour class has no need for such an education. 143 In spite of the above defects, Plato's concept of education has influenced educational philosophy in almost all ages. In particular, his influence can be seen in the idealist philosophy of education. And, many of the finest teachers still consider Plato as the only true guide. Bibliography Plato. 1941 [385 B.C.E.J. The Republic of Plato. Trans. Francis Macdonald Comford. New York: Oxford University Press. Plato. 1970 [348 B.C.E.]. The Laws. Trans. Trevor J. Saunders. Harmondsworth, UK: Penguin. Eby F., Arnowood C.F, 1940, The History and Philosophy of Education Ancient and Medival Prentice - Hall, INC. N.J. Sharma R. 2000, Textbook of Educational Philosophy Kanishka Publishers, New Delhi. 11.16 UNIT END EXERCISE

Answer the following questions: