Three Misunderstandings of Plato's Theory of Moral Education. Issue 3 (June 2016)

• Record Type: Journal Article
• Authors: Jonas, Mark E.
• Is Part Of: Educational theory. Volume 66:Issue 3(2016:Jun.)
• Page Start: 301
• Page End: 322
• Publication Date: 2016-06
• Subjects: Education -- Periodicals; Onderwijs; Theorievorming; Éducation -- Périodiques; 370.105
• DOI: 10.1111/edth.12169
• Languages: English
• ISSNs: 0013-2004

Abstract

Abstract: In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher‐kings can attain true knowledge of virtue and it is they who should govern society; the third is that he affirms the realm of the Forms as a literal metaphysical reality and believes that for individuals to attain virtue they must access this realm through contemplation. The goal of this essay is to correct these misconceptions. The rehabilitation of Plato's reputation may enable future researchers in moral education to discover in his philosophy new avenues for exploring how best to cultivate virtues in students.