Philosophy ETDs

Howard Trusch

Publication Date

9-10-1970

Abstract

Plato, supposedly the father of Western philosophy, has often been presented by certain academicians in an unfavorable light. Although philosophers for the past twenty-five centuries have been writing commentaries about problems that were initially raised by Plato, something of a caricature of the man has been created. For Plato, although acknowledged as a literary genius for immortalizing Socrates, has also been ridiculed for making what seemed to be foolish remarks about the Greek poets and their poetry. His remarks about poetry, namely, that it is simply imitation, presenting only images and changing appearances and representing opinion and not knowledge, have brought about vast misunderstandings. The harshest condemnation of Plato derives from his stated intention to banish most poets, especially Homer and Hesiod, from his Ideal State. This thesis shall attempt to prove that Plato's remarks against the poets were justified. It shall also attempt to prove that the Greek poets established and maintained an absolute and corrupt educational system and that they, through their poetry were ineptly and improperly educating the youth of Athens. This thesis shall show that Plato attempted to focus attention upon this unsatisfactory situation through his dialogues. In dramatic conversations he recreated the political and educational personalities of his time, while, under the camouflage of irony, he criticized their activities and advanced his own program for reform. Chapter I addresses itself to Plato's most outstanding philosophic contribution, namely, his theory of knowledge represented by the Forms or Ideas. Chapter II examines the Seventh Epistle, wherein Plato restates his epistemological doctrine. The information about knowledge systematically presented in this letter is explicated so as to clarify Plato's position on the epistemic status of poetry. Chapter III affirms Plato's argument that poetry has no epistemic status, therefore placing it outside his theory of knowledge. Chapter IV defines "Paideia." It also investigates the activities of the poets, not as educators, but as political advisors to statesmen. Plato's argument was that the poets, exercising their traditional educational influence, but directed by mere opinion, became irresponsibly involved in political activities. The final section focuses upon the Republic, with emphasis on Book X, wherein Plato sums up his antagonism to the old educational system. He proves that philosophy based upon first principles, special knowledge, and clear and distinct ideas, should replace poetry as the educational mode in Greece. Plato, who experienced the political wrath of Athenian democracy, maintained that Athens would see no better days until those who had political power were educated by philosophers, or until philosophers gained political power.

Degree Name

Philosophy

Level of Degree

Masters

Department Name

Philosophy

First Committee Member (Chair)

Howard N. Tuttle

Second Committee Member

Hubert Griggs Alexander

Third Committee Member

Paul F. Schmidt

Language

English

Document Type

Thesis

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