Plato on Human Being and Education : A State for All, Education for Good Citizens

This paper aims to reveal that the ultimate directing point of the discussions on human being and education in Plato’s dialogues is ‘education for good citizens in a state for all.’ We begin our introductory discussion by comparing the education for all citizens presented by Plato in the so-called ‘ideal state’ with the educational contents that he presented in his own school, the Academy. In the main text, we first examine the perspective on human beings and the worldview presented by Plato’s philosophy in the context of the history of philosophy. And then, we will show the method of refutation(<i>elenchos</i>) of Plato’s early period and the method of midwifery(<i>maieutikē</i>) of his middle and late period, as the actual appearances of the educational methodology of Plato’s philosophy, dialectic or dialogue. Based on these works, we will compare and examine the conflicting points between the ideal education theory of the Republic and the doctrine of recollection(<i>anamnēsis</i>) in the Meno in order to find an answer to the question that remains as the greatest issue in Plato’s educational theory, namely, ‘can virtue(<i>aretē</i>, excellence) or knowledge be taught?’ Through these examinations and discussions, we will be able to obtain an answer to the core issue of Plato’s educational theory, which is the beginning of liberal education or citizen education as education for all. As citizens, humans acquire the knowledge necessary for the functions of the state at some stage while going through the public education process of the state and live while performing those functions. Just as the state is one, the citizens of the state also perform their specialized functions, forming a single, comprehensive knowledge-function unity. The sum total of the knowledge of the citizens is equal to the sum total of the functions of the state. The happiness we pursue is well being(<i>eu zēn</i>) in a ‘beautiful country.’ This is related to taking care of one’s own soul. This can be called the ‘internalization of virtue’, which is a characteristic of Plato’s education. It is the process of acquiring excellence(<i>aretē</i>) within oneself through learning or enlightenment, which is a turning of the soul.