Knowledge, art, and education in Plato’s Republic

Detalhes bibliográficos
Autor(a) principal: Oliveira, Damião Bezerra
Data de Publicação: 2015
Outros Autores: Abreu, Waldir Ferreira de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/96680
Resumo: In the present article, we investigate the relationship between art, education, and politics in Plato’s The Republic, and study in what way Platonic gnoseological assumptions can clear tensions in this relationship. We seek to reconstruct Plato’s main arguments for his criticism of the mythopoeic education. We defend the hypothesis that Plato, in The Republic, recognizes the formative potential of art, particularly poetry, although because of ontological and gnoseological reasons, he had to subordinate it to philosophy. The nature of this study’s questionings and goals required consulting bibliographical sources for which we used hermeneutic reading techniques, with emphasis on apprehending the meanings of essential concepts based on their Greek origin. We present explanations and comments about The Republic, but also about Ion, Hippias Major, and critical literature selected as more relevant among the sources researched. Our conceptual, reflexive analysis showed that the mythopoeic culture is an indispensable concept to the general education found in Plato’s Republic, although an insufficient one to achieve, by itself, the ideal of education expressed by the concepts of truth, goodness, and beauty. We conclude that only philosophy, as it overcomes the charms of language, senses, and the sensible world, can extend the limits and possibilities of art, particularly art that uses words. As the just city would only be possible by equating the king with the philosopher, there cannot be a true poet who is not also a philosopher.
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spelling Knowledge, art, and education in Plato’s Republic Conhecimento, arte e formação na República de Platão In the present article, we investigate the relationship between art, education, and politics in Plato’s The Republic, and study in what way Platonic gnoseological assumptions can clear tensions in this relationship. We seek to reconstruct Plato’s main arguments for his criticism of the mythopoeic education. We defend the hypothesis that Plato, in The Republic, recognizes the formative potential of art, particularly poetry, although because of ontological and gnoseological reasons, he had to subordinate it to philosophy. The nature of this study’s questionings and goals required consulting bibliographical sources for which we used hermeneutic reading techniques, with emphasis on apprehending the meanings of essential concepts based on their Greek origin. We present explanations and comments about The Republic, but also about Ion, Hippias Major, and critical literature selected as more relevant among the sources researched. Our conceptual, reflexive analysis showed that the mythopoeic culture is an indispensable concept to the general education found in Plato’s Republic, although an insufficient one to achieve, by itself, the ideal of education expressed by the concepts of truth, goodness, and beauty. We conclude that only philosophy, as it overcomes the charms of language, senses, and the sensible world, can extend the limits and possibilities of art, particularly art that uses words. As the just city would only be possible by equating the king with the philosopher, there cannot be a true poet who is not also a philosopher. Neste trabalho, investiga-se qual a relação entre arte, formação e política na obra República, de Platão, e estuda-se de que modo os pressupostos gnosiológicos platônicos esclarecem as tensões nessa relação. Busca-se reconstruir os argumentos centrais de Platão que sustentam a sua crítica à educação mitopoética. Defende-se a hipótese de que Platão, na República, reconhece o potencial formativo da arte, especialmente da poesia, embora, por razões de fundamentação ontológica e gnosiológica, tenha de subordiná- -lo à filosofia. A natureza dos questionamentos e os objetivos da pesquisa exigiram a consulta de fontes bibliográficas, sendo que para análise e interpretação foram utilizadas técnicas hermenêuticas de leitura de textos, com destaque para a apreensão dos sentidos dos conceitos essenciais na sua proveniência grega. Procedeu-se à explicação e ao comentário da obra República, mas também de Íon e Hípias Maior e da literatura crítica, que foram selecionadas como mais significativas entre as fontes levantadas, tendo em vista o problema de pesquisa. A análise conceitual e reflexiva mostrou ser a cultura mitopoética um componente indispensável à formação na obra platônica analisada, embora insuficiente, por si, para atingir o ideal de educação que se expressa pelos conceitos de verdade, bondade e beleza. Conclui-se que somente a filosofia, por superar os encantos da linguagem, da sensibilidade e do mundo sensível, poderá entender os limites e possibilidades da arte, especialmente daquela que usa a palavra. Assim como a cidade justa só seria possível pelo equacionamento do rei e do filósofo, não é admissível um verdadeiro poeta que não seja filósofo. Universidade de São Paulo. Faculdade de Educação2015-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/9668010.1590/S1517-97022015011682Educação e Pesquisa; v. 41 n. 1 (2015); 203-215Educação e Pesquisa; Vol. 41 No. 1 (2015); 203-215Educação e Pesquisa; Vol. 41 Núm. 1 (2015); 203-2151678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/96680/95892https://www.revistas.usp.br/ep/article/view/96680/95893Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessOliveira, Damião Bezerra Abreu, Waldir Ferreira de 2016-01-20T17:20:59Zoai:revistas.usp.br:article/96680Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2016-01-20T17:20:59Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Knowledge, art, and education in Plato’s Republic
Conhecimento, arte e formação na República de Platão
title Knowledge, art, and education in Plato’s Republic
spellingShingle Knowledge, art, and education in Plato’s Republic
Oliveira, Damião Bezerra
title_short Knowledge, art, and education in Plato’s Republic
title_full Knowledge, art, and education in Plato’s Republic
title_fullStr Knowledge, art, and education in Plato’s Republic
title_full_unstemmed Knowledge, art, and education in Plato’s Republic
title_sort Knowledge, art, and education in Plato’s Republic
author Oliveira, Damião Bezerra
author_facet Oliveira, Damião Bezerra
Abreu, Waldir Ferreira de
author_role author
author2 Abreu, Waldir Ferreira de
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Damião Bezerra
Abreu, Waldir Ferreira de
description In the present article, we investigate the relationship between art, education, and politics in Plato’s The Republic, and study in what way Platonic gnoseological assumptions can clear tensions in this relationship. We seek to reconstruct Plato’s main arguments for his criticism of the mythopoeic education. We defend the hypothesis that Plato, in The Republic, recognizes the formative potential of art, particularly poetry, although because of ontological and gnoseological reasons, he had to subordinate it to philosophy. The nature of this study’s questionings and goals required consulting bibliographical sources for which we used hermeneutic reading techniques, with emphasis on apprehending the meanings of essential concepts based on their Greek origin. We present explanations and comments about The Republic, but also about Ion, Hippias Major, and critical literature selected as more relevant among the sources researched. Our conceptual, reflexive analysis showed that the mythopoeic culture is an indispensable concept to the general education found in Plato’s Republic, although an insufficient one to achieve, by itself, the ideal of education expressed by the concepts of truth, goodness, and beauty. We conclude that only philosophy, as it overcomes the charms of language, senses, and the sensible world, can extend the limits and possibilities of art, particularly art that uses words. As the just city would only be possible by equating the king with the philosopher, there cannot be a true poet who is not also a philosopher.
publishDate 2015
dc.date.none.fl_str_mv 2015-03-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/96680
10.1590/S1517-97022015011682
url https://www.revistas.usp.br/ep/article/view/96680
identifier_str_mv 10.1590/S1517-97022015011682
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/96680/95892
https://www.revistas.usp.br/ep/article/view/96680/95893
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 41 n. 1 (2015); 203-215
Educação e Pesquisa; Vol. 41 No. 1 (2015); 203-215
Educação e Pesquisa; Vol. 41 Núm. 1 (2015); 203-215
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
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instname_str Universidade de São Paulo (USP)
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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