Plato’s Socrates, Philosophy and Education

1. Front Matter

   Pages i-xv

   PDF

2. Introduction: Doctrinal and Non-doctrinal Interpretations of Plato and Plato’s Socrates

   • James M. Magrini

   Pages 1-19

3. Plato’s Socrates: The Issues of Pedagogy and Knowledge of the Virtues

   • James M. Magrini

   Pages 21-46

4. The Ontological Context of the Human Condition: Original Socratic Questions and the Paradox of Learning

   • James M. Magrini

   Pages 47-72

5. The Unfolding of the Elenchus-Dialectic as “Educative” Event: Instantiating an Ethical Disposition Through Socratic Dialogue

   • James M. Magrini

   Pages 73-101

6. Epilogue: Learning from Plato’s Socrates

   • James M. Magrini

   Pages 103-121

This book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) Itaccepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.

• Socratic questioning
• Socratic learning
• Socratic method
• Ancient philosophy
• Paideia
• Phenomenology
• hermeneutics
• Socratic education
• learning and instruction

“I think there is much to commend. Magrini demonstrates a deep knowledge of Platonic dialogues and his ultimate critique of schools and colleges is important. … Anyone in philosophy of education interested in re-thinking Plato, Socrates, and teaching Plato’s dialogues should know this book.” (Teacher’s College Record, September 17, 2019)

“Through a keen philosophical exegesis of Plato’s Socrates and his teachings, Magrini addresses and attempts to correct the problematic and long-standing doctrinal interpretation of the Socratic "method." In doing so, Magrini brings back to life Socrates' original pedagogical vision and resuscitates education's long-deceased concern for the being of its students. This text is a touchstone for all educators concerned with the ethical and ontological disposition of their students.” (Dr. Matthew D. Dewar – Author of Education and Well-Being: An Ontological Inquiry)

“With Plato’s Socrates: Philosophy and Education, James M. Magrini has succeeded in writing a book that reflects his in-depth knowledge of Plato’s philosophy and how Plato’s Socrates is important for thinking through the present day educational situation. By adopting a non-doctrinal perspective in his reinterpretation of Plato, Magrini’s book speaks to students and educators who are looking for new ways to engagewith the Socratic method of learning-through-questioning. Magrini is thorough, succinct, and scholarly in his analyses, and he provides a critical and refreshing view on modern education. This is an excellent book.” (Elias Schwieler, Associate Professor of Education, Stockholm University, Sweden)

• Western Philosophy and Ethics, College of DuPage, Glen Ellyn, USA

  James M. Magrini

Policies and ethics