The Relevance of Platonic Paideia: Philosophical Proposals for Contemporary Education

Abstract

This study centers on the question, “How can Plato’s conception of paideia respond to the crises of knowledge, technology, and human relations in the contemporary world?” and discusses the reinterpretability of classical philosophical education in the modern context. The concept of paideia is examined under its essential elements: the understanding of knowledge (anamnesis), the master–disciple dialogue, readiness (preparedness), eros, holistic education, experiential learning, liberation from false ideals, and the unity of the individual and society. Plato’s texts—particularly Republic (Politeia), Meno, Theaetetus, and Seventh Letter—are analyzed through a philosophical lens, and, based on this analysis, the notion of “human learning,” which has lost its meaning in contemporary education, is re-evaluated. Findings indicate that paideia should be understood not as the consumption of knowledge but as inner transformation; that the teacher is not a transmitter of information but a guide who awakens the soul; and that education is an ethical and existential process rather than a utilitarian or performance-oriented one. Consequently, Plato’s conception of paideia offers a vision of holistic education directed toward the good—grounded in critical thinking and interpersonal learning—in opposition to the digital age’s obsession with speed, data, and efficiency.