Explain and discuss Plato's theory of Education in the ''Republic

Explain and discuss Plato's theory of Education in the ''Republic



Ans. Value of Education

        The concept of education occupies a prominent place in 'Thee Republic' of Plato. It emerges from his philosophical thinking. It is intimately connected with his views on the nature of the state and the end which every free citizen should strive to attain. Justice is the life breath of Plato's Ideal State. It could only be realised through the instrument of education, rather state-regulated education. Herein lies the supreme importance of education in 'The Republic,' Hence Barker said that "not representation but education is the key to Platonic State." Plato assumed that the state is first and foremost an educational institution. He devoted minute attention to this ideal. That is why Rousseau does not agree over the Republic being classified into any other category but calls it the most important treatise on education.

In the Phrase of Catlin Plato "showed the courage of his conviction. He advocated his ideas about education with great force and vigour."

Need or Education

        "This conception of Plato was not an innovation," says Sabine. What all he did was that he transformed the existing system of education to fit for the realisation of his ideal state. The Athenians concentrated upon intellectual and cultural activities. They neglected self-discipline and stability of character. In contradiction to it, in Sparta, the emphasis was upon military training, the young men tended to grow up strong and hardy but rough and uncultured. Spartan education was highly disciplined, imparting courage into the pupils. Athcnianswere trained in many subjects, with the end of making them better men. In his theory of education Plato combined all ihe worthy features of Athenian culture and Spartan discipline and organisation, and blended them together. His system of education drew inspiration mainly from Sparta rather than his own city-state, Athens. He maintained that, as in Sparta, the education should be strictly under the control of State. Reasons for Criticism of Existing Systems

        1. Democracy: Plato was promoted to go against the exist ing system because the Athenian Democracy was inefficient, uninstructed and unenlightened, selfish and corrupt statesmen who ruled the country. 

        2. Sophists: In these times there was every likelihood of people getting corrupted by the teachings of Sophists.

        3. Mental Malady: It was a necessary element in the Platenic Philosophy, as the realisation of the ideal state and thereby justice could be achieved only by highly developed intellectuals. According to Prof. Barker, "It is an attempt to cure a mental malady by mental medicine."

THEORY OF EDUCATION

        1. Realisation of Good: The essence of Platonic theory of education was the realisation of the idea of good. It was intended for mach the enrichment of the soul and the broadening of the spirit. As Plato called it, it is the one great thing' which will turn the 'inward eye' towards the inner light.'

         2. Citizenship: Plato believed that a state-regulated education could create the spirit of devotion in a citizen. It could make him or her contribute his or her best to state in one's own particular station in life. If the citizens are well-educated, they will readily see through the difficulties and meef emergencies as they arise. Education was calculated to promote justice, It was to enable a man to fulfil his duty. Public education was, therefore, a direct corollary of Platonic justice. As Barker points out, "Plato considered education as a means of social righteousness and realisation of truth and not of social success."

        3. All round useful: The real aim of education was to make a man and woman socially, economically, intellectually and politically all round useful and fit. Plato believed in the perfect ability and plasticity of human nature. Through Education the ruler could mould the character of the individual and train the ciri?cns in unselfish devotion to duty and thereby to produce a harmonious state. Plato's theory of education meant to turn the state of injustice and lack of discipline into a 'just' state. Therefore, he made education compulsory and State-controlled.

        4. More than information: For Plato, education meant a great deal more than merely imparting information. It did not mean the storing up of external knowledge but the bringing of the soul into proper environment for its development. It involved the re-direction of the whole personality, the turning of the eyes of soul towards the light which hitherto had been unperceived. Platosaid, "There is a faculty Residing in the soul of each person and an instrument enabling each of us to learn." The soul, being an imitative thing, is not passive but active. The function of education is not to put ideas or knowledge into it; it is rather to draw out the best talent in it. Objects are not presented to the soul, but it moves towards them because it feels attracted towards them. The re-direction of the soul must be achieved by turning it towards the right object.

Provision of suitable Environment: The quality of the soul is to be imitative. Surround it with the right kind of environment and it will begin to assimilate itself. The main problem of education is to discover how to provide the individual with the most suitable kind of environment. The most important thing for the educator is to place the individual in Lhe midst of those things in whose likeness one wants it to grow. The aim of education is to enable the soul to see the beautiful and good.

 Vision of the Absolute: The earlier education was predominantly social in character; its aim was the preparation of the citizens for the proper discharge of their duties. At the highest stage the purpose of education will be to bring the soul to a knowledge of the good vision of the Absolute. In this state the education was to be general and vocational. Education must help the individual lo discover his or her vocation in life.

Life long Education

        Since the soul reacts on its surroundings at all stages of its development, education was a matter of life-time. Because it is a living and developing entity, it is affected by different agencies and media at various stages of its growth.

        1. Infancy and childhood: During infancy and childhood, the soul is more susceptible to fancy and imagination. The character is trained through emotions at this stage. Therefore the aim of education during this period will be to stimulate the love of the beautiful in all its varied appearances. Here cultivation of virtue wasa certain type of attitude towards things and man was' more important than imparting of knowledge.

        2. Adolescence: During the stage of adolescence and maturity when the reasoning powers began to develop, the soul is reached through reason. Here the education means the development of the understanding through science and philosophy.

        3. Youth: In youth, education would be both physicaland intellectual. The object of education would be acquisition of truth. 

        4. Innovations in Education: Plato's theory of education is truly innovative. He improved upon the current Athenian practice. He was possibly the first feminist. He was for giving the same type of education to both boys and girls. He believed that there was no difference in kind between the native capacities of boys and girls. He felt that the state was being deprived of services of half of the population by denying the education and the rights of citizenship to women. He advocated women emancipation and equal education for them alongwith the men. The women were tobe eligible to the same offices as men.

Stages of Education

        Plato has given a detailed curriculum of his state controlled system of compulsory education for both sexes. It was divided into two stages, called the elementary and higher education. This distinction is based on age differences and on class differences. Elementary education is the training of the youth and of the military class. It isthe training of the character through emotions. It is the cultivation of the virtues of courage, self-control and discipline. Higher education is the trainingof the middle age. It is the training of the ruling classes or guardians. It is the training of the ruling class or guardians. It is the training of reason and understanding through science and philosophy.

        1. Elementary Education:

        (1) First Stage: Upto the age of six, the imparting of instruction is not so important as to learn the lessons of good manner and good taste. A child should learn simple religious truths. He shoes also learn to hate and love things. In childhood, first impressions occupy a privileged place. The elementary education begins with the training in music.

        (ii) Second Stage: In the second stage of elementary education, from 6 to 18 years, it will be supplemented by music for the soul or mind and gymnastics for the body. This education should be both physical and intellectual. Music comprised of litrature, poetry, singing and all finer arts and gymnastics included bodily exercise, diet and medicine.

        (iii) Third State: In the third state of elementary education i.e., from 18 to 20 years, there was to be given an exclusive training in gymnastics and military service in order to prepare tem for the defence of the country in the eventuality of any war. It is mainly for military class.

        2. Higher Education for Guardians: This was as follows: 

        i) First Test: At the age of 20 years an elimination test will take place and less talented will drop off while the more promising will undergo another course of education lasting for 10 years. This stage is mainly for the gurdian class. It is predominantly scientific in character, comparable more or less to modern university7 education.

        ii) Second Test: At 30, a second selective test will be held. The less gifted will ble made subordinate officers and the more gifted will undergo a further course of training for another five years.i.e., from 30 to 35 years of age. Now they will study Mathematics and develop their power of dialectics. Dialectics attempts to arrive at proper definition. It is, therefore, the corner stone of human knowledge.

        iii) Practical Education after 35 years: At 35, guardians occupy positions of authority in the state. They now get practical experience through dealing with the day to day problems of administration for 15 years. Education does not come to stop here. According to Plato it is a lifelong process. So long as the individuals are receptive to knowledge they may continue education even after this period.According to Plato only a perfect type of education may create perfect state. The political authority should be blended with broadest knowledge and culture and the philosopher should ble the embodiment of highest political virtue, spirit, swiftness and strength. He should represent the knowledge in action. The guardians must be given special training. The system of education outlined above was meant to produce such a selfless ruling class.

Curriculum of Education:

        Plato's education has its objective in the realization of truth, a truth which is comprehensive, not limited or narrow. Plato therefore believes that development of the mind, body and soul is essential. For this reason he divided the curriculum into three parts.

        1. Bodily development: Plato's philosophy believes bodily development to be of the utmost importance in education, but this bodily development is achieved not merely through exercise and gymnastic activity, but also through a regulated and controlled diet.

        2. Educational impressions: But it must be remembered that bodily development is only means to mental development, because 'a healthy mind resides only in a healthy body. Although much importance is attached to bidily development, even greater importance is attached to mental development.

        3. Training in music: In order to achieve balance in education, Plato stressed the value of musical training as supplement to training in gymnastics. Exercise is the source of bodily development while music helps in the development of the soul. But music and literature taught to the student must be capable of building character.


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