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Reconceptualizing Plato’s Socrates at the Limit of Education

DOI link for Reconceptualizing Plato’s Socrates at the Limit of Education

Reconceptualizing Plato’s Socrates at the Limit of Education book

A Socratic Curriculum Grounded in Finite Human Transcendence

Reconceptualizing Plato’s Socrates at the Limit of Education

DOI link for Reconceptualizing Plato’s Socrates at the Limit of Education

Reconceptualizing Plato’s Socrates at the Limit of Education book

A Socratic Curriculum Grounded in Finite Human Transcendence
ByJames M. Magrini
Edition 1st Edition
First Published 2016
eBook Published 25 November 2016
Pub. location New York
Imprint Routledge
DOI https://doi.org/10.4324/9781315536927
Pages 204 pages
eBook ISBN 9781315536927
SubjectsEducation, Humanities
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Magrini, J. (2017). Reconceptualizing Plato’s Socrates at the Limit of Education. New York: Routledge, https://doi.org/10.4324/9781315536927

Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a re-reading of Plato and Plato’s Socrates in terms of interpreting the practice of education as care for the soul through the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry.

Magrini contrasts his re-reading with the views of Plato and Plato’s Socrates that dominate contemporary education, which, for the most part, emerge through the rigid and reductive categorization of Plato as both a "realist" and "idealist" in philosophical foundations texts (teacher education programs). This view also presents what he terms the questionable "Socrates-as-teacher" model, which grounds such contemporary educational movements as the Paideia Project, which claims to incorporate, through a "scripted-curriculum" with "Socratic lesson plans," the so-called "Socratic Method" into the Common Core State Standards Curriculum as a "technical" skill that can be taught and learned as part of the students’ "critical thinking" skills. After a careful reading incorporating what might be termed a "Third Way" of reading Plato and Plato’s Socrates, following scholars from the Continental tradition, Magrini concludes that a so-called "Socratic education" would be nearly impossible to achieve and enact in the current educational milieu of standardization or neo-Taylorism (Social Efficiency). However, despite this, he argues in the affirmative that there is much educators can and must learn from this "non-doctrinal" re-reading and re-characterization of Plato and Plato’s Socrates.

TABLE OF CONTENTS

chapter |16 pages

Introduction: Plato’s Socrates: Learning and Education in the Dialogues

chapter 1|27 pages

The Programmatic Curriculum of Plato’s Republic : Re-Conceiving the Role of the Dialectic in the Education of Philosopher Rulers

chapter 2|26 pages

Understanding Plato as a Non-Doctrinal Philosopher: Re-Conceiving Plato’s Socrates in Education through “Third Way” Scholarship

chapter 3|34 pages

Socrates’s Protreptic Philosophical Practice: The Ontology of the Zetetic Quest to Understand the Virtues

chapter 4|34 pages

The Difficult Practice of the Elenchus- Dialectic: The Ethical “Character” of Learning and the “Politics” of the Soul

chapter 5|32 pages

The Dialectic and Dialogue of Plato’s Socrates: Learning through the Hermeneutic Understanding of Virtue

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