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6 of 6 people found the following review helpful:
5.0 out of 5 stars
Life in an unreal ideal world..., September 8, 2005
Plato's 'Republic' is one of the most important works of ancient Greek philosophy, and one of the foundation pieces of political science and political philosophy of that and subsequent ages. It was one of the first pieces I read when undertaking a political science degree. Indeed, this translation by G.M.A. Grube was the first complete 'Republic' I read.
Plato was not only a great philosopher, but also a great writer. While few master the classical Greek language sufficient to undertake its study in the original language, the text appears in countless translated forms of varying degrees of integrity. This translation by Grube is lively, colloquial and interesting while remaining true to the original text to a great degree. Grube explains in a few notes the areas of contention in translation.
The text is traditionally divided into ten sections, although some scholars see this as being a function of the papyrus and scrolls of original composition more than being integral to the structure of the text itself. One of the interesting features of the Republic is that it was not originally intended for scholars and philosophers primarily, but for the common (albeit educated) reader, and remains one of the more accessible texts of ancient Greek philosophy.
In typical fashion, this is done in a dialogue fashion, with the lead character Socrates (fashioned after Plato's teacher, the great philosopher Socrates, although the words Socrates utters in this and many other Platonic dialogues are undoubtedly Plato's own). There is a discussion on method (the Sophist Thrasymachus shows up early to make disparaging comments about the Socratic method) whilst trying to determine an adequate definition of justice, as well as a discussion on the virtues and/or utility of wealth and old age early in the text. Socrates moves the discussion of justice away from the individual toward the communal, and this is where the political philosophy gets played out in full.
Book II shows the setting out of an ideal city (city-states being the most common form of political organisation in Greece at the time of Plato, with Athens and other cities competing for dominant role). Division of labour becomes an immediate necessity if a city grows beyond a small village setting, according to the theory here. These essentially become classes of people, with different rights and responsibilities, and different expectations of education and material well-being. The guardians or army class is the first one introduced, including an extensive discussion of the type of education and indoctrination such a class should have - this involves political and religious aspects.
It follows from this discussion that censorship is not only tolerated, but selectively preferred. The guardian class is elaborated upon - they are to be divided into rulers and helpers (officer and enlisted class, perhaps?), and they should live separately from the city they guard, owning no private property so as to not be corrupted or corruptible.
After establishing the just foundation of the city, the discussion returns to justice for the individual (interesting to note that what is not discussed is if justice is attainable in a non-ideal city). Justice, after all, is that state when everyone is doing what he or she should be doing, not meddling in other affairs, and exhibiting the virtues of moderation, wisdom, and courage. Justice becomes one of the virtues, and is part of an inner state of the soul of one living in such a society.
Interesting parts of the Republic include the very early idea for equal rights and responsibilities for women, particularly in the guardian class. It is unclear whether Plato was aware of how self-serving his dialogue would seem, since his argument leads to the `natural' conclusion that the only ones who could really be in charge in such an ideal city would be the philosophers. Plato is not an advocate for democracy, and pokes fun quite a bit at democratic structures; he similarly disapproves of most of other types of government (oligarchy, plutocracy, timocracy, etc.) - one can discern the frustrated politician here.
However, the real power of the Republic lies in Plato's remarkable images and metaphoric stories in the second half of the dialogue. These include his expositions on theories of the Forms, and trying to explain what the Good is, and how humankind interprets such things. The images of the ship, the Sun, and the men in the cave are powerful images that have lasted in popular literature since the time of Plato.
This is a classic of Western literature and of world literature.
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1 of 1 people found the following review helpful:
5.0 out of 5 stars
Reason allows us to live for something, September 19, 2009
I read G. M. A. Grubb's translation of Plato's Republic for a graduate philosophy class. I paid close attention to Plato's thesis of courage in his Republic, which I expound below. I found Grubb's translation to be the best of several I read.
Plato's project in the Republic is to form the "perfect" society. "Reason allows us to live for something." Through reason we set goals and organize our lives around achieving goals.
Plato argues that the government's duty to citizens is to provide justice, and educate citizens both men and women. The state's social structure stood for justice and was divided into three groups. Rulers- those trained to use reason and posses wisdom. Guardians/ Soldiers have courage/spirit. Artisans have moderation of appetites. Plato's ideal ruler, the "Philosopher King," should be 50 years old with 15 years of government experience and should have studied science and philosophy. The ruler must show a mastery of Arete = excellence vs. akrasia= weakening of will, or no self-control. The ruler should think logically not emotionally. In the Republic to insure excellent people Plato advocated selective breeding of excellent unmarried people who lived in communes, who did not own property.
Plato describes five types of government in the Republic:
1. Aristocracy- Plato considered this the best form of government; aristocracy embodies wisdom of the philosopher king.
2. Timocracy- military government embodies virtues of honor and courage.
3. Oligarchy- rule by a rich elite, their vice is greed, the rich get richer, the poor get poorer.
4. Democracy- mob rule, and chaos, it represents akrasia people are slaves of their desires and have little self-control.
5. Tyranny- this is the worst form of government. The vice is selfishness, one power crazed person in control.
Plato's purpose in the Republic is not to perfect the character of people as an end but only as a means to an end. Plato's aim has a definite effect on his definition of courage. I find this is especially the case when exploring his ideas on how to educate the Guardians of the city to act courageously. Plato's goal is to match a person's character disposition to a job they are naturally inclined to perform in the city. Once he [Plato] has introduced the city in 369 b-d, he immediately advances the thesis, which is to dominate the rest of the Republic, that the needs of its inhabitants can best be met if each person in it performs that single task, and that single task alone, for which he is naturally suited.
With this view of human nature in mind, in Plato's model society, he divides the citizens into three classes. Rulers from whom the "philosopher king," will be selected, Guardians who are soldiers to protect the state, and the rest of the citizens classified as Artisans This division of citizens precipitates a discussion by Plato on the four virtues that these citizens will bring to the state. In the history of philosophy this becomes known as the "four cardinal virtues"; wisdom, courage, moderation, and justice. With this introduction of courage as a virtue, Plato takes another crack at defining courage. What is also important to observe is that he introduces a new element, that of education, in his definition of courage that was absent from his early dialogue Laches.
Plato espouses the idea in the Republic that the Guardians need to possess certain natural qualities; such as strength, speed, and courage. It seems odd that Plato classifies courage as a natural quality possessed by certain people. This automatically presupposes that not all people can practice the virtue of courage. Plato's successor Aristotle, will argue against this notion in his EN. In addition, Plato argues that in order for people to be courageous they must also have an aggressive thumos [passion], which makes both people and animals fearless and determined. Plato fears that the Guardians could be susceptible to using their passion of aggressiveness against there own people. Therefore, he counsels that the Guardians who naturally possess aggressiveness have to also naturally possess the opposite characteristic of gentleness as well, so that their aggressiveness will only be used against the enemy and not their own citizenry.
This dialogue is significant in that it helps to flesh out Plato's notion of what ultimately makes a person courageous. First, Plato argues that the goal of education, which he compares to a sheepdog, is to watch over the Guardians; thus, with the proper education he believes the proper balance between exciting their aggressiveness and subduing it in the Guardians can be achieved. Second, Plato believes that if aggressiveness is properly excited by physical training, then the Guardian will be courageous. If overly excited they will be like a wild beast devoid of grace and will become ignorant. Finally, Plato argues in his education section of the Republic, that to counter the possibility of a Guardian developing an over excited passion of aggressiveness, it is necessary to teach the Guardians literature and music during the same time they undergo physical training.
Thus, Plato hopes this balanced approach to educating the Guardians will then lead to courage being a controlled and calm act of endurance in battle, instead of a foolhardy lust for blood letting and an emotional reaction to war. Not only does Plato spend a significant amount of time advocating for the tools necessary to subdue the passions of the Guardians in book three of the Republic, but another important point in Plato's philosophy to consider is that since he believes that a Guardian's aggressiveness is influenced by literature he is very concerned by what type of literature is taught to them as well. Plato is very concerned that the archetypical heroic warrior Achilles, as depicted in Homer's epic poem the Iliad along with those depicted in Greek tragedies performed on stage, are bad examples for the Guardians to emulate. Consequently, Plato advises that heroes of Greek literature should be depicted as thoughtfully courageous and in control of their anger and physically resilient warriors. Thus, Plato seems to be using the term andreia [courage] to cover (at the least) both courage proper, which can only exist in some kind of unity with the other virtues, and raw mettle or aggressiveness, which can exist in conjunction with various vices. Plato in book four of the Republic does move on from his study of thumos as the prime motivating force to act courageously, to actually defining the virtue of courage. Plato defines courage as a person's ability to subdue their aggressiveness by the orders of their reason in regards to what they should be fearful of regardless of their own feelings of pain or pleasure. Plato's expounded definition of the virtue of courage is that a courageous act is an amalgamation of a person's natural passion of aggressiveness and properly educated rational beliefs over what is worthy regarding the possibility of losing their life or limb over.
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5.0 out of 5 stars
Reason allows us to live for something, September 19, 2009
I read G. M. A. Grubb's translation of Plato's Republic for a graduate philosophy class. I paid close attention to Plato's thesis of courage in his Republic, which I expound below. I found Grubb's translation to be the best of several I read.
Plato's project in the Republic is to form the "perfect" society. "Reason allows us to live for something." Through reason we set goals and organize our lives around achieving goals.
Plato argues that the government's duty to citizens is to provide justice, and educate citizens both men and women. The state's social structure stood for justice and was divided into three groups. Rulers- those trained to use reason and posses wisdom. Guardians/ Soldiers have courage/spirit. Artisans have moderation of appetites. Plato's ideal ruler, the "Philosopher King," should be 50 years old with 15 years of government experience and should have studied science and philosophy. The ruler must show a mastery of Arete = excellence vs. akrasia= weakening of will, or no self-control. The ruler should think logically not emotionally. In the Republic to insure excellent people Plato advocated selective breeding of excellent unmarried people who lived in communes, who did not own property.
Plato describes five types of government in the Republic:
1. Aristocracy- Plato considered this the best form of government; aristocracy embodies wisdom of the philosopher king.
2. Timocracy- military government embodies virtues of honor and courage.
3. Oligarchy- rule by a rich elite, their vice is greed, the rich get richer, the poor get poorer.
4. Democracy- mob rule, and chaos, it represents akrasia people are slaves of their desires and have little self-control.
5. Tyranny- this is the worst form of government. The vice is selfishness, one power crazed person in control.
Plato's purpose in the Republic is not to perfect the character of people as an end but only as a means to an end. Plato's aim has a definite effect on his definition of courage. I find this is especially the case when exploring his ideas on how to educate the Guardians of the city to act courageously. Plato's goal is to match a person's character disposition to a job they are naturally inclined to perform in the city. Once he [Plato] has introduced the city in 369 b-d, he immediately advances the thesis, which is to dominate the rest of the Republic, that the needs of its inhabitants can best be met if each person in it performs that single task, and that single task alone, for which he is naturally suited.
With this view of human nature in mind, in Plato's model society, he divides the citizens into three classes. Rulers from whom the "philosopher king," will be selected, Guardians who are soldiers to protect the state, and the rest of the citizens classified as Artisans This division of citizens precipitates a discussion by Plato on the four virtues that these citizens will bring to the state. In the history of philosophy this becomes known as the "four cardinal virtues"; wisdom, courage, moderation, and justice. With this introduction of courage as a virtue, Plato takes another crack at defining courage. What is also important to observe is that he introduces a new element, that of education, in his definition of courage that was absent from his early dialogue Laches.
Plato espouses the idea in the Republic that the Guardians need to possess certain natural qualities; such as strength, speed, and courage. It seems odd that Plato classifies courage as a natural quality possessed by certain people. This automatically presupposes that not all people can practice the virtue of courage. Plato's successor Aristotle, will argue against this notion in his EN. In addition, Plato argues that in order for people to be courageous they must also have an aggressive thumos [passion], which makes both people and animals fearless and determined. Plato fears that the Guardians could be susceptible to using their passion of aggressiveness against there own people. Therefore, he counsels that the Guardians who naturally possess aggressiveness have to also naturally possess the opposite characteristic of gentleness as well, so that their aggressiveness will only be used against the enemy and not their own citizenry.
This dialogue is significant in that it helps to flesh out Plato's notion of what ultimately makes a person courageous. First, Plato argues that the goal of education, which he compares to a sheepdog, is to watch over the Guardians; thus, with the proper education he believes the proper balance between exciting their aggressiveness and subduing it in the Guardians can be achieved. Second, Plato believes that if aggressiveness is properly excited by physical training, then the Guardian will be courageous. If overly excited they will be like a wild beast devoid of grace and will become ignorant. Finally, Plato argues in his education section of the Republic, that to counter the possibility of a Guardian developing an over excited passion of aggressiveness, it is necessary to teach the Guardians literature and music during the same time they undergo physical training.
Thus, Plato hopes this balanced approach to educating the Guardians will then lead to courage being a controlled and calm act of endurance in battle, instead of a foolhardy lust for blood letting and an emotional reaction to war. Not only does Plato spend a significant amount of time advocating for the tools necessary to subdue the passions of the Guardians in book three of the Republic, but another important point in Plato's philosophy to consider is that since he believes that a Guardian's aggressiveness is influenced by literature he is very concerned by what type of literature is taught to them as well. Plato is very concerned that the archetypical heroic warrior Achilles, as depicted in Homer's epic poem the Iliad along with those depicted in Greek tragedies performed on stage, are bad examples for the Guardians to emulate. Consequently, Plato advises that heroes of Greek literature should be depicted as thoughtfully courageous and in control of their anger and physically resilient warriors. Thus, Plato seems to be using the term andreia [courage] to cover (at the least) both courage proper, which can only exist in some kind of unity with the other virtues, and raw mettle or aggressiveness, which can exist in conjunction with various vices. Plato in book four of the Republic does move on from his study of thumos as the prime motivating force to act courageously, to actually defining the virtue of courage. Plato defines courage as a person's ability to subdue their aggressiveness by the orders of their reason in regards to what they should be fearful of regardless of their own feelings of pain or pleasure. Plato's expounded definition of the virtue of courage is that a courageous act is an amalgamation of a person's natural passion of aggressiveness and properly educated rational beliefs over what is worthy regarding the possibility of losing their life or limb over.
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by Bernard MacGregor Walker Knox
by J. L. Ackrill
by Benjamin Jowett
by Harley Granville-Barker
