Principle of equal access to philosophical education in Platonic thought
DOI:
https://doi.org/10.53870/metanoia20241358Keywords:
platonic thought, just polis, equality, philosophica education, women philosophersAbstract
Recent studies formalize the main problems that Platonic philosophy discerns when it sets forth the project of philosophical education for the just city that, from its fundamental bases, develops the Republic. What are the meaning and the horizon of the Platonic formative-philosophical project? For Plato, the philosophical education of the ruling class emerges as a nuclear problem for the ideal State, which governed with justice, to be viable and to survive. Along these lines, studies ask whether women have access, and in what way, to philosophical education in the Platonic project. In coherence with this critical-problematic approach, this work reflects on the principle of differentiation-specification of philosophical teaching, explains how the discourse on women arises in the Platonic formative-philosophical proposal and, finally, explains the principle of equality-equity in access to philosophical training for those naturally gifted for philosophy. I demonstrate that the critique discusses the scope of the discourse on women in Plato’s philosophical-pedagogical project.
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