The Power Of Music In Plato's Republic

Music was a large part of everyday life in Ancient Greece. The people thought of music as a gift from their gods, associating different instruments with specific gods. Their term for music was not limited strictly to vocal and instrumental melody, but referred to dance, lyrics, and even poetry reading. Music was brought into many facets of life for Ancient Greek citizens, from weddings and funerals, to banquets and religious festivals. Education and Drama were also parts of Ancient Greek life to which music was integral.

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

"Unless," I said, "the philosophers rule as kings or those now called kings and chiefs genuinely and adequately philosophize, and political power and philosophy coincide in the same place, while the many natures now making their way to either apart from the other are by necessity excluded, there is no rest from ills for the cities, my dear Glaucon, nor I think for human kind, nor will the regime we have now described in speech ever come forth from nature, insofar as possible, and see the light of the sun."(THE REPUBLIC OF PLATO By Allan B- 473d - 473e)

“Musical is a universal experience. With few exceptions, all humans perceive musical pitch, tone, timbre, and harmony. We listen to music to relax, to help us think, to celebrate, and grieve. Our emotional responses to music have been noted in literature, poetry, and drama. The power of music to evoke an emotional response is used by advertising companies, film directors, and mothers singing their babies to sleep. Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. (Foran, 2009) Several musical melodies are used in grade school to learn information. Music is used in my math classes across the world to enhance the learning process of formulas. English classes use music help children learn prepositional phrases, adjectives, adverbs, noun, and etc. However, after most scholars reached a certain grade level, using music to achieve new heights academically became a technique of the past. Most instructors didn’t bother using music in order to help retain information. It was almost as if it was forgotten about. But, if music is so important why isn’t it allowed in most classrooms today? Many teachers are not fond of music in the classroom. To many, it is seen as a distraction. Is it the type of music a person chooses to listen to? Would it be different if the music chosen by

Elementary schools and high schools across the U.S. have lately suffered from financial strain. Because of this, budget cuts have to be made and music programs often suffer before sports and academics. Although some people believe that music is not a key component in preparing for employment and higher education, yet several others express otherwise, who say music has been shown to stimulate other parts of a student’s mind that can help them excel. Statistics have shown that the correlation between music class and other academia is not only positive for students, but also can improve future scholastic abilities, and thus should not be cut from schools. Through the evaluation of various sources

Opening Statement] In Plato’s The Republic his mentor, Socrates, discusses what the ideal education should include. He claims that “the rearing in music is most sovereign,” and makes an argument to defend his stance (80; bk.3, ln.401, par. d). Education for Socrates is not informative (this is how “education” is mostly viewed in modern times; just filling one’s mind with information), rather, he sees education as a formative tool to shape the soul of an individual. Socrates views music in a much broader sense than what would typically come to mind. “Music” in the Republic refers to both literary education and the conventional song/melody. Socrates’ beliefs on musical education are true because music is formative, music teaches temperance and good morals, and most importantly, he is correct, because the Bible itself teaches the importance of music.

A big controversy of our generation today is concerning of a topic that many of us praise and could not live without. In fact, spin.com claims that the average American listens to four hours of music each day. So is music effective or hurtful to our studying? This may be an eternal topic for we don’t truly have one answer. In numerous ways listening to music is beneficial, belie some studies have come to find out it can also be harmful. Students should be given the option to listen to music in class, but whether they choose to take upon this privilege or not is up to them.

Over time, change has been something that has always occurred in our society. Music is one of the things that has changed drastically over the decades. From its instruments, the use of technology, the purpose and the reason of the music. One of the things that makes music so different is the instruments and technology. In the 1920’s, jazz was popular.

Peter Greene in his article, “Stop Defending Music Education”, suggests that public schools need music for many reasons. In addition to emphasizing that public schools need music education not because it increases test scores, but for many other reasons rather than the obvious reason. Greene is surely right about people defending music education for the wrong reasons, because as he may not be aware, recent studies have

Based on the readings from The Republic of Plato, the central tension within the book is identifying the ideal form of guiding individuals either through a persuasive or compulsive path of becoming complete guardians. Through persuasion, those qualified to rule, similar to Adeimantus and Glaucon, are more adequately educated to lead a city than through compulsion. Within this essay, the defining important principle of persuasion that will be explained are listening, exhortation and dialectic. By examining Platos understanding of the importance of persuasion in education, it can be determined that qualified individuals are more adequately educated through an emphasis of persuasion over compulsion.

Music in Ancient Greece was well integrated in their society, it played a large role in various ceremonies from marriages to funerals, as well as entertainment like plays or epic poetry. Although it is believed that music was invented in Africa over 55,000 years ago, music really began and took shape in Ancient Greece. Even the word music came from the Greek word muses who were believed to be the daughters of Zeus and were the patron Goddesses of creativity. There are many references to music in ancient Greece, from drawings on pottery of people playing, as well as literary works that even describe how the instruments sounded. Speaking of instruments, in addition to the voice being used as one, there are several instruments that are known to have existed in Ancient Greece, a few different string instruments including a lyre, a kithara (which is believed to be the ancient equivalent of a guitar), and a barbitos, which is a taller version of a lyre. They also had several wind type instruments including and aulos, pan pipes, a hydraulis (which eventually led to the modern day organ), as well as a salpinx, which was an ancient type of trumpet with a bone mouthpiece that was the origin of the many brass instruments that we know of today. Finally, we also know of several percussion instruments that were used by the ancient Greeks, these include a tympanum, which was like a tambourine, a crotala, and a koudounia. Music was actually one of the main teachings, along with gymnastics

Plato's Republic is often read as a political work, as a statement of some sort on government, society, and law. This is certainly not a rash reading of the dialogue; it is called the Republic, and over half of it is devoted to the construction of a city through speech, a city complete with a government structure, a military, an economic system, and laws. However, I believe that to read the Republic as a political statement is inaccurate. Although Socrates and his companions construct a city out of speech as they attempt to define justice, the dialogue repeatedly frames justice as something that cannot be established through a fixed system of morality, let alone through a rigid

In Republic 3, Socrates mentions the editing of song. He states that the type of music and the emotions associated with that type of music can cause the listeners to be more prone to feeling and executing those emotions. Socrates states “rhythm and harmony most of all insinuate themselves into the inmost part of the soul and most vigorously lay hold of it in bringing grace with them” (Republic, p.80), however this theory could be used in a positive or negative way. If the type of music one was listening to was fearful and chaotic, one could project those feelings of chaos and fear into their lives. However it could also be used in a positive way, where if one were to listen to a beautiful and powerful song, that could have a direct positive effect on their performance as a worker, soldier, etc... “it is sovereign because the man properly reared on rhythm and harmony would have the sharpest sense” (Republic, p.80). It is obvious that Socrates believes that music directly correlates with feelings, and for that reason should be monitored for the greater purpose of the city.

The feelings that the Ancient Romans had towards music could be described as ambivalent. They admired it and at the same time, they condemned it. Music, nevertheless, played a role in Roman society that, as time passed, became less and less important to the Romans. As a result, much of the information about music in Ancient Rome has been lost in time. However what has been discovered about this topic is quite fascinating, in spite of what it is lacking. The subsequent paragraphs will explain some of the aspects of Roman life regarding music. This includes the history of music in Ancient Rome, the instruments that the Romans played, the uses of music in their society and the impact that music in Rome has had on the music of today.

The role of music in society can be best imagined when one thinks of a world without music. Music serves as a personal