One and talks about the justice involved

One must also comment on the
narrative style of the Republic. Socrates’ style of questioning and answering
arguments is significant as it aids in adding meaning to his discussion. He
uses tools like irony, reverse psychology, and imagery on Glaucon in order to
convince him on the enlightening benefits of philosophical education. Although
these tools are used to coerce Glaucon, Socrates still prefers to have his
student not blindly accept the truth, rather realise it. Therefore, by subtly
directing the whole discussion through questions, Socrates allows his students
to be able to independently make an account of their own knowledge.
Furthermore, by presenting them with numerous point of views and perspectives,
he teaches them to look beyond just conventions, and long held traditions,
thereby allowing them to be more open towards new ideas.

All in all, the accounts for
education provided can be considered as a whole as an example of Socratic
teachings. He is shown to formulate a version of the education process and guides
his disciples through questioning their knowledge and intelligence. He does
through the divided line metaphor ‘first knowledge, the second thought, the
third trust, and the fourth imagination’ (Plato 2000). After talking about
imagination, Socrates is shown to move on to talk about how rulers should not
be blindly following the educational stories and norms that they have been
told. After which he moves on to the discussion over the education needed for the
ideal philosopher king or ruler. At the end, Socrates defines the concept of
knowledge and educates us on what it is. This way the Socratic education
provides a means for men to become excellent and better rulers. In the end of
Book 10, Socrates, moves on from discussing the concept of justice in his ideal
city, and talks about the justice involved in philosophical men. Even though
the dense dialogues are quite complex to keep up with, the standard message
follows the divided line, by showcasing the ideal process of education. Through
this dialogue, not only does Plato portray the true version of the Socratic education
but in the process the readers find themselves being educated alongside Socrates
disciples, Glaucon and Adeimantus.

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In conclusion, Plato’s ‘Republic
asks the basic question on what type of society we want to live in? and more
importantly, how do we educate the inhabitants of this society? This shows how
the republic maintains an interesting relationship between human nature and its
reflection of the society. (Turan, Selahattin, 2011). as Plato’s ideal state
mentions how humans are in need of a society, similarly education is vital for
the development of a noble and empathetic character. We also see similarities
between Aristotle and Plato as both agree to how education is strongly
connected towards the creation of a constitution. Lastly, Williams (1903) summarises
Plato’s ideas on the function of education are of ‘great interest, not more
from their antiquity and the eminence of their sources, that from the fact that
several of them, such as the necessity of universal education and compulsory
education, the need of care in selecting literature for the young, and the
importance of beginning any reform of national manners in the schools, which
are of recent introduction into educational practice, originated with the
famous Athenian philosopher, twenty two centuries ago.”