Plato assignment 5 sem PDF

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INTRODUCTION PLATO(427-347 B.C) was born into an aristocratic Athenian family. He was an Athenian philosopher during the Classical period in Ancient Greece, founder of the Platonist school of thought and the Academy, the first institution of higher learning in the Western world. He is widely considered one of the most important and influential individuals in human history, and the pivotal figure in the history of Ancient Greek and Western philosophy, along with his teacher, Socrates, and his most famous student, Aristotle. Plato has also often been cited as one of the founders of Western religion and spirituality. The so-called Neo-Platonism of philosophers such as Plotinus and Porphyry greatly influenced Christianity through Church Fathers such as Augustine. Alfred North Whitehead once noted: "the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato." Plato was an innovator of the written dialogue and dialectic forms in philosophy. Plato is also considered the founder of Western political philosophy. His most famous contribution is the theory of Forms known as the pure reason, in which Plato presents a solution to the problem of universals known as Platonism (also ambiguously called either Platonic realism or Platonic idealism). He is also the namesake of Platonic love and the Platonic solids. His own most decisive philosophical influences are usually thought to have been along with Socrates, the pre-Socratics Pythagoras, Heraclitus and Parmenides, although few of his predecessors' works remain extant and much of what we know about these figures today derives from Plato himself. PLATO’S WORKS Plato's writings were in dialogue form, and the hero in all writings except in the Laws was none but his teacher, Socrates. In the dialogue-type writings, philosophical ideas were advanced, ' discussed, and criticised in the context of a conservation or debate involve in two or more persons. .The collection of Plato's works includes 35 dialogues and 13 letters, though doubts are cast on the authenticity of a few of them. The dialogues may be divided into early, middle and later periods of composition. The Statesman and the Laws deal more with the actual states and ground realities, and as such do not have the same idealism and radical overtures, which

the Republic possessed. Plato of the Republic is what is known to the world: the idealist, the philosopher and the Radical. PRE SOCRATES The Socratic influence on Plato is well known. There was never a time when Socratic image was out of Plato’s mind. The fundamental idea of the ‘Republic’ came to Plato in the form of his master Socrates’ doctrine that virtue is knowledge. Plato gave his teacher’s doctrine- virtue is knowledge – a prime place in his philosophy. Like Socrates, Plato was also convinced that human nature has four elements: reason, courage, temperance and justice. Through these, a man can attain virtue which makes man capable to work towards his end. The Socratic imprint on Plato can be observed in every sentence the pupil wrote. In most of Plato’s writings. Socrates was seen almost everywhere. Particularly in Republic. Republic is one of the most famous dialogue of Plato which is by all accounts a great work of philosophy. The Republic is quite simply a remarkable work of the human mind. Plato’s intent was precisely that if the Republic could not alter people politics, it could at least alter the lives of those who read it. For the Republic, its not just about politics, rather it is about the individuals and how he/she should live his or her life. HAPPINESS AND VIRTUE The characteristic question of ancient ethics is “How can I be happy?” and the basic answer to it is “by means of virtue.” But in the relevant sense of the word, happiness—the conventional English translation of the ancient Greek eudaimonia—is not a matter of occurrent mood or affective state. Rather, as in a slightly archaic English usage, it is a matter of having things go well. Being happy in this sense is living a life of what some scholars call “human flourishing.” Thus, the question “How can I be happy?” is equivalent to “How can I live a good life?” Whereas the notion of happiness in Greek philosophy applies at most to living things, that of arete—“virtue” or “excellence”—applies much more widely. Anything that has a characteristic use, function, or activity has a virtue or excellence, which is whatever disposition enables things of that kind to perform well. The excellence of a race horse is whatever enables it to run well; the excellence of a knife is whatever enables it to cut well; and the excellence of an

eye is whatever enables it to see well. Human virtue, accordingly, is whatever enables human beings to live good lives. Thus the notions of happiness and virtue are linked. But it is far from obvious what a good life consists of, and so it is difficult to say what virtue, the condition that makes it possible, might be. Traditional Greek conceptions of the good life included the life of prosperity and the life of social position, in which case virtue would be the possession of wealth or nobility (and perhaps physical beauty). The overwhelming tendency of ancient philosophy, however, was to conceive of the good life as something that is the achievement of an individual and that, once won, is hard to take away. THEORY OF FORMS Theory of Forms or ldeas is at the centre of Plato's philosophy. All his other views on knowledge, psychology, ethics, arid state can be understood in terms of his theory. His theory of Forms or ldeas taken from the Greek word "Edios" is so inter-related to his theory of knowledge that they can be understood together. Following Socrates, Plato believed that knowledge is attainable and believed it to have two essential characteristics: one, knowledge is certain and infallible; two, that it is to be contracted with which is only appearance. Knowledge, being fixed, permanent, and unchanging is, according Plato (following Socrates), identified with the realm of 'ideal' as opposed to the physical world which is seen as it appears. In other words. 'Form', 'Idea'. 'Knowledge'-all constitute what is ideal, and what appears to the eye is actual. There is, thus, a difference between what is ideal and what is actual; between what are 'form and what are appearances; and between what is knowledge arid what is an opinion; and between what 'can be' and what it is or what it is 'becoming'. Plato's theory of Forms or Knowledge, or Idea is found in the Republic when he discussed the image of the divided line and the myth of the cave. In the former, Plato made a distinction between two levels of awareness: opinion and knowledge. Claims or assertion about the physical or visible world are opinions. The higher level or awareness, on the other hand, is knowledge because there reason is involved. The myth of the cave, as discussed by Plato, described individuals chained deep within the recesses of a cave where the vision is restricted and no one is able to see another man; the only visible thing is the wall of the cave. Breaking free, one of the individuals escapes from the cave into the light of the day. With the aid of' the sun, that person sees for the first time the real - world, telling his fellow men that the only thing they have seen heretofore are shadows and appearances and that the real world awaits them if only they

are willing to struggle free of their bonds. The essential characteristics of Plato's theory of Forms would, thus, include: (a) There is a difference between 'Form' or 'Idea'; 'Knowledge' and 'Appearance'; 'Actual', or 'Opinion' as there is difference between the ideal /invisible world and the physical / visible world. (b) The form is the ultimate object of appearance. (c) The actual world can attain the ideal world. (d) Knowledge can replace opinion and is attainable. (e) The visible world is the shadow of the real world. What appears to be is not the Form, but is a form of the Form. Plato explained that there is a difference between things which are beautiful and what beauty is: former lies in the realm of opinion while the latter, in the realm of knowledge. What is more important is Plato's insistence that the journey from 'appearances' to 'form' is possible through knowledge. Plato had conceived the Forms as arranged hierarchically-the supreme form is the form of the Good, which like the sun in the myth of the cave, illuminates all the other ideas. The forms of the Good (i.e., the idea of the Good) represents Plato's movement in the direction of attaining goodness. In a way, the theory of Forms, as propounded by Plato, is intended to explain how one comes to know, and how things have come to be as they are, and also how they are likely to attain their ideals. Plato's theory of Form is closely related to his belief that virtue is knowledge. According to Plato, the idea of virtue is the idea of action; the ultimate object of virtue is to attain knowledge, the knowledge of virtue is the highest level of knowledge, knowledge is attainable and so is virtue attainable. Theory of Justice According to Plato, justice is the quality of individual, the individual mind. It can be understood by studying the mind of man, its functions, qualities or virtues.Mind is not homogeneous but heterogeneous, and in fact, has three elements, viz., appetite, spirit and reason, and works accordingly. But, all by itself these three elements will not work in a coordinated fashion and mind as a whole will work disjointedly. Therefore, it is important that every part of the mind must work virtuously’ in unison with other parts and under the sovereignty of reason. Whenever appetite functions the under reason, it will be moderate or temporary. When reason works under the control of its own breath, it will attain its virtue, which is called wisdom. And when all these parts of mind, thus, function under the supremacy of reason, the virtue of mind as a whole is born and that virtue is

called justice. Thus, Plato suggests that justice is the virtue or quality of mind. It is neither might nor selfishness and it cannot be equated with success.One of the finest products of mind is society. Plato proceeds from the microcosm to macrocosm; from parts to the whole. Both mind and society are heterogeneous and neither of them can be thrown in one direction in a concentrated form. Society, like mind, has certain necessary elements. Firstly, the society needs food and clothes and thus, the first part of the society is to produce food and other necessities of life— artisans and producers. The second necessity is to defend the society against onslaughts and this leads to the class of fighters—the soldiers. The third necessity is government, and so we have the class of rulers. Plato opined that the producers would correspond to appetite, the fighters to spirit and the rulers to reason. Every class must function in co-ordination with each other and virtuously in its best form. This is possible only when all the elements of the mind work in unison with each other.He, therefore, stated that the producers must act temperately, the fighters must operate courageously, and the rulers must govern wisely. Thus, the virtue of producers is temperance, the virtue of fighters is courage and the virtue of rulers is wisdom, and the virtue of society as a whole is justice. POLITICS The dialogues also discuss politics. Some of Plato's most famous doctrines are contained in the Republic as well as in the Laws and the Statesman. Because these opinions are not spoken directly by Plato and vary between dialogues, they cannot be straightforwardly assumed as representing Plato's own views. Socrates asserts that societies have a tripartite class structure corresponding to the appetite/spirit/reason structure of the individual soul. The appetite/spirit/reason are analogous to the castes of society. 

Productive (Workers) – the labourers, carpenters, plumbers, masons, merchants, farmers, ranchers, etc. These correspond to the "appetite" part of the soul.

Protective (Warriors or Guardians) – those who are adventurous, strong and brave; in the armed forces. These correspond to the "spirit" part of the soul.  Governing (Rulers or Philosopher Kings) – those who are intelligent, rational, self-controlled, in love with wisdom, well suited to make decisions for the community. These correspond to the "reason" part of the soul and are very few. 

According to this model, the principles of Athenian democracy (as it existed in his day) are rejected as only a few are fit to rule. Instead of rhetoric and persuasion, Socrates says reason and wisdom should govern. Socrates describes these "philosopher kings" as "those who love the sight of truth" and supports the idea with the analogy of a captain and his ship or a doctor and his medicine. According to him, sailing and health are not things that everyone is qualified to practice by nature. A large part of the Republic then addresses how the educational system should be set up to produce these philosopher kings. According to Socrates, a state made up of different kinds of souls will, overall, decline from an aristocracy (rule by the best) to a Democracy (rule by the honorable), then to an oligarchy (rule by the few), then to a democracy (rule by the people), and finally to tyranny (rule by one person, rule by a tyrant).Aristocracy in the sense of government (politic) is advocated in Plato's Republic. This regime is ruled by a philosopher king, and thus is grounded on wisdom and reason.

PLATO’S THEORY OF EDUCATION Education was an attempt to touch the evil at its source, and reform the wrong ways of living as well as one’s outlook towards life. According to Barker, education is an attempt to cure a mental illness by a medicine. The object of education is to turn the soul towards light. Plato once stated that the main function of education is not to put knowledge into the soul, but to bring out the latent talents in the soul by directing it towards the right objects. This explanation of Plato on education highlights his object of education and guides the readers in proper direction to unfold the ramifications of his theory of

education.Plato was, in fact, the first ancient political philosopher either to establish a university or introduce a higher course or to speak of education as such. This emphasis on education came to the forefront only due to the then prevailing education system in Athens. Plato was against the practice of buying knowledge, which according to him was a heinous crime than buying meat and drink. Plato strongly believed in a state control education system.He held the view that without education, the individual would make no progress any more than a patient who believed in curing himself by his own loving remedy without giving up his luxurious mode of living. Therefore, Plato stated that education touches the evil at the grass root and changes the whole outlook on life.It was through education that the principle of justice was properly maintained. Education was the positive measure for the operation of justice in the ideal state. Plato was convinced that the root of the vice lay chiefly in ignorance, and only by proper education can one be converted into a virtuous man.The main purpose of Plato’s theory of education was to ban individualism, abolish incompetence and immaturity, and establish the rule of the efficient. Promotion of common good was the primary objective of platonic education.  Plato’s Scheme of Education: Plato was of the opinion that education must begin at an early age. In order to make sure that children study well, Plato insisted that children be brought up in a hale and healthy environment and that the atmosphere implant ideas of truth and goodness. Plato believed that early education must be related to literature, as it would bring out the best of the soul. The study must be mostly related to story-telling and then go on to poetry. Secondly, music and thirdly arts were the subjects of early education. Plato believed in regulation of necessary step towards conditioning the individual. For further convenience, Plato’s system of education can be broadly divided into two parts: elementary education and higher education.  Elementary Education: Plato was of the opinion that for the first 10 years, there should be predominantly physical education. In other words, every school must have a

gymnasium and a playground in order to develop the physique and health of children and make them resistant to any disease. Apart from this physical education, Plato also recommended music to bring about certain refinement in their character and lent grace and health to the soul and the body. Plato also prescribed subjects such as mathematics, history and science. However, these subjects must be taught by smoothing them into verse and songs and must not be forced on children. This is because, according to Plato, knowledge acquired under compulsion has no hold on the mind. Therefore, he believed that education must not be forced, but should be made a sort of amusement as it would enable the teacher to understand the natural bent of mind of the child. Plato also emphasized on moral education.  Higher Education: According to Plato, a child must take an examination that would determine whether or not to pursue higher education at the age of 20. Those who failed in the examination were asked to take up activities in communities such as businessmen, clerks, workers, farmers and the like. Those who passed the exam would receive another 10 years of education and training in body and mind. At this stage, apart from physical and mathematical sciences, subjects like arithmetic, astronomy, geometry and dialectics were taught. Again at the age of 30, students would take yet another examination, which served as an elimination test, much severe than the first test. Those who did not succeed would become executive assistants, auxiliaries and military officers of the state. Plato stated that based on their capabilities, candidates would be assigned a particular field. Those who passed in the examination would receive another 5 year advanced education in dialectics in order to find out as to who was capable of freeing himself from sense perception. The education system did not end here. Candidates had to study for another 15 years for practical experience in dialectics. Finally at the age of 50, those who

withstood the hard and fast process of education were introduced to the ultimate task of governing their country and the fellow beings. These kings were expected to spend most of the time in philosophical pursuits. Thus, after accomplishing perfection, the rulers would exercise power only in the best interests of the state. The ideal state would be realized and its people would be just, honest and happy.

THEORY OF AN IDEAL STATE In his book the Republic, Plato gives the theory of an ideal state. As far as a state is concerned, Plato gives ideas about how to build an Ideal commonwealth, who should be the rulers of the Ideal state and how to achieve justice in the Ideal state. Plato finds the state as the more suitable place to discuss about the morality than an individual, because everything is easier to see in the large than in the small. A state , says Plato , is a man ‘writ’ large against the sky. The elements that make up a city correspond to the elements that constitute the individual human soul. The justice of the city is the same as it is for the individual. For Plato, there is not one morality for the individuals and another for the state. Like the tripartite individual human soul every state has three parts which are its three classes. The elements that constitute the human soul are as follows: 1.Bodily appetite, 2. Spirited elements 3. Reason Like the tripartite individual human soul ,every state has three parts such as1. Producer class

2.Military class 3. Ruling class Plato finds the origin of the state in the various needs of people. Nobody is selfsufficient. So, to meet the various needs men created the political institution. To Plato, in the beginning there was only one class namely the producing class. Then emerged...