From Ignorance To Knowledge In Plato's Book, The Republic

The Republic is considered to be one of Plato’s most storied legacies. Plato recorded many different philosophical ideals in his writings. Addressing a wide variety of topics from justice in book one, to knowledge, enlightenment, and the senses as he does in book seven. In his seventh book, when discussing the concept of knowledge, he is virtually addressing the cliché “seeing is believing”, while attempting to validate the roots of our knowledge. By his use of philosophical themes, Plato is able to further his points on enlightenment, knowledge, and education. In this allegory, the depictions of humans as they are chained, their only knowledge of the world is what is seen inside the cave. Plato considers what would happen to people

In his essay, “The Allegory of the Cave,” Plato, argues his idea of how to distinguish the reality and truth from that which is a falsehood. Most essentially, he finds it as important to enlighten others that may remain in that

In the end of Plato’s Republic Book I, Socrates and Thrasymachus who had just finished a set of vigorous arguments on what the definition for justice is and whether the just or the unjust life is the best life to live, come to a conclusion. Regarding the true definition of justice, at the end of Book I, Socrates mentions that their discussion have not led them to the true definition of justice (Republic 354b). On the other hand, their discussion on which life is more profitable does come to a conclusion, “So the just man is happy and the unjust man is miserable…but being miserable is not profitable, whereas being happy is” (Rep. 354a) Socrates says, indicating the just life tends to be more profitable than the unjust life. Following their

The path from ignorance to knowledge can look different for each individual. The pursuit of truth emerges as a fundamental aspect that guides our journey towards enlightenment. This pursuit not only leads people to truth, but to a broader understanding of how things work. This involves an individual to pursue the truth, question authority, and transform once one has finally broken from ignorance. These themes are explored through Sophocle’s play Antigone, Plato’s Allegory of the Cave, and the biblical passage Sermon on the Mount.

In his Allegory Plato shows us how a man ascends from the darkness of a cave to the light of the outside world. In this ascent Plato’s man passes through four distinct stages of cognition: from imagination, to belief, understanding, and finally knowledge.

This paper discussed The Allegory of The Cave in Plato's Republic, and tries to unfold the messages Plato wishes to convey with regard to his conception of reality, knowledge and education.

Socrates might be a wise philosopher but one of his ideas strikes me as particularly naive. In the allegory of the cave, he tells Glaucon that "in the world of knowledge the idea of good appears last of all, and is seen only with an effort [·] and that this is the power upon which he [the intellectual] would act rationally" (517b-c). In other words, he seems to be implying that knowledge of goodness is a sufficient condition for being good. A person who has seen what goodness is will henceforth act in a way that is good. Is this belief justified? For instance, we sometimes do things that we know are not good but we do them nonetheless and feel guilty after that. If, as such cases

Socrates continues the conversation with Glaucon and now focuses on the obligation of the guardians and philosophers to serve the people as a result of their education.

Philosophy is a Greek word meaning "love of wisdom." Throughout Plato's Republic, wisdom plays an important role. According to Plato, education is wisdom. In the passage, 518d, Plato discusses the true meaning of education vicariously through Socrates. Some literary mechanisms can be found in the passage and I will show how they fit in the text and how they contribute to the main themes of Plato's Republic.

Plato’s Theaetetus starts off with Euclid of Megara by speaking with his friend Terpsion about a dialogue he has between Socrates and Theaetetus. He says, that the dialogue was from when Theaetetus was young. Euclid of Megara’s conversation with Terpsion acts as the structure for the dialogue itself. The other participants of the dialogue are Socrates, Theodorus, and Theaetetus. The question that the participants are asking is “what is knowledge?” Theaetetus gives four definitions to the question “what is knowledge?” The first being that knowledge is arts and sciences, the second being knowledge is sense-perception, the third that knowledge is true judgment, and the fourth being knowledge is true judgment with an account. But Socrates was

believes that the son will realize to be just is only worth it if you can get a

Plato argued that true knowledge was not obtained through the knowledge of the physical world around us, but from these unchanging ideas. Plato’s theory of knowledge is well explained through his discussion of the Divided Line; a line divided into two unequal parts. One section represents the visible order and the other intelligible order, relating to opinion and knowledge, respectively. The stages of cognition flow upwards: imagining, belief, thinking, and intelligence. The visible, changing world of opinion begins with the awareness of images through perception. Awareness of images can include

Plato is remembered as one of the worlds best known philosophers who along with his writings are widely studied. Plato was a student of the great Greek philosopher Socrates and later went on to be the teacher of Aristotle. Plato’s writings such as “The Republic”, “Apology” and “Symposium” reveal a great amount of insight on what was central to his worldview. He was a true philosopher as he was constantly searching for wisdom and believed questioning every aspect of life would lead him to the knowledge he sought. He was disgusted with the common occurrence of Greeks not thinking for themselves but simply accepting the popular opinion also known as doxa. Plato believed that we ought to search for and meditate on the ideal versions of beauty, justice, wisdom, and other concepts which he referred to as the forms. His hostility towards doxa, theory of the forms, and perspective on reality were the central ideas that shaped Plato’s worldview and led him to be the great philosopher who is still revered today.

“If the truth of all things always existed in the soul, then the soul is immortal” (The Philosophical Journey 89). This states that since the soul has all knowledge integrated, one recollects this knowledge through situations in an individual’s life and use one’s reasoning. With the dialogues of the Meno and Phaedo, Plato discusses the ideas of recollection and immortality of the soul in general. As well, the Republic, through the three different situations shown, Plato shows the ideas of the forms and what is real and what is not.

The Republic by Plato discusses the different types of government and what kind of citizen each one produces. Socrates and Adeimantus highlights how each type of government brings out unique characteristics out of its citizens. They discuss five different types of government, from the highest form (in Socrates’s eyes) of aristocracy, to a timocracy, oligarchy, democracy, and the lowest form of government, tyranny. Although The Republic was written over 2,000 years ago, it still finds relevance today in high school classes through the government/class setup. From Mr. West’s timocratic advanced orchestra class, Ms. Satya’s democratic Computer Programming class, to Mr. Haralson’s oligarchical Algebra 2/Trig class, each course demonstrate some form of government and later affecting the students behavior and attitude.