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Plato

  • Robert R. Rusk
Chapter

Abstract

It is to Greek thought that we first turn when we wish to consider any of the problems of ethics, education or politics, for in Greece we find the beginnings of Western culture. Although every day is disclosing that the Mycenaean, Minoan and Egyptian civilisations have all contributed to Greek development, yet the boast of Plato was not an empty one that whatever the Greeks acquired from foreigners they subsequently developed into something nobler.2

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Footnotes

  1. 1.
    For Greek education see Werner Jaeger, Paideia: The Ideals of Greek Culture, translated by G. Highet (Oxford: Basil Blackwell, vol. i, 1939; ii, 1944; iii, 1945).Google Scholar
  2. H. I. Marrou, A History of Education in Antiquity, translated by G. Lamb (London: Sheed & Ward, 1956).Google Scholar
  3. F. A. G. Beck, Greek Education, 450–350 B.C. (London: Methuen, 1964).Google Scholar
  4. W. Barclay, Educational Ideals in the Ancient World (London: Collins, 1959).Google Scholar
  5. 1.
    See A. E. Taylor, Socrates (London: Peter Davies, 1933)Google Scholar
  6. R. W. Livingstone, Portrait of Socrates (Oxford University Press, 1938).Google Scholar
  7. 3.
    Cf. for successful examples, J. Adams, Primer on Teaching (Edinburgh: T. & T. Clark, 1903), pp. 90–108; also Exposition and Illustration (London: Macmillan & Co., 5909), pp. 80–82.Google Scholar
  8. 4.
    See R. C. Lodge, Plato’s Theory of Education (London: Routledge & Kegan Paul), 194Google Scholar
  9. 1.
    For a reconstruction of Plato’s own upbringing see Graham Wallas, The Art of Thought (London: Jonathan Cape, 1926), p. 230.Google Scholar
  10. 1.
    W. Boyd, Plato’s Republic for Today (London: Heinemann, 1962).Google Scholar
  11. 6.
    Lewis Campbell, Plato’s Republic (London: John Murray, 1902), p. 54.Google Scholar
  12. 2.
    § 401. Cf. Aristotle, Politics, vii. 17: ‘All that is mean and low should be banished from their sight.’ Also B. Bosanquet, The Education of the Young in the Republic of Plato (Cambridge University Press, 1904), p. 102, footnote.Google Scholar
  13. 3.
    E. C. Moore, What is Education? (Boston and London: Ginn & Co., 1915), ch. iii. It must be put to Plato’s credit that in interpreting a faculty as a function (Republic, § 477) he avoided the ‘faculty’ doctrine which long retarded the development of psychology.Google Scholar

Copyright information

© R. R. Rusk 1969

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  • Robert R. Rusk

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