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Poetic Justice - Rereading Plato's "Republic" (Paperback)
Loot Price: R869
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Poetic Justice - Rereading Plato's "Republic" (Paperback)
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When Plato set his dialogs, written texts were disseminated
primarily by performance and recitation. He wrote them, however,
when literacy was expanding. Jill Frank argues that there are
unique insights to be gained from appreciating Plato's dialogs as
written texts to be read and reread. At the center of these
insights are two distinct ways of learning to read in the dialogs.
One approach that appears in the Statesman, Sophist, and
Protagoras, treats learning to read as a top-down affair, in which
authoritative teachers lead students to true beliefs. Another,
recommended by Socrates, encourages trial and error and the
formation of beliefs based on students' own fallible experiences.
In all of these dialogs, learning to read is likened to coming to
know or understand something. Given Plato's repeated presentation
of the analogy between reading and coming to know, what can these
two approaches tell us about his dialogs' representations of
philosophy and politics? With Poetic Justice, Jill Frank overturns
the conventional view that the Republic endorses a hierarchical
ascent to knowledge and the authoritarian politics associated with
that philosophy. When learning to read is understood as the passive
absorption of a teacher's beliefs, this reflects the account of
Platonic philosophy as authoritative knowledge wielded by
philosopher kings who ruled the ideal city. When we learn to read
by way of the method Socrates introduces in the Republic, Frank
argues, we are offered an education in ethical and political
self-governance, one that prompts citizens to challenge all claims
to authority, including those of philosophy.
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