Humanism

Weisner, Merry E. Discovering the Western Past: A Look at the Evidence Ð'- Volume I:

To 1789. Boston: Houghton Mifflin Company, 2004. Pp. 379

In a period of a growing but stale state of human history, surrounded by tyrant rulers and complacent citizens, Plato of the Hellenic age was one of the forerunners of philosophical reason. Following the footsteps of his mentor Socrates who was forced to drink poison for his ideas of philosophy, Plato would further his master's study to create a prevalent system of philosophy that would embrace rulers and citizens alike and bring them one more step on the road of humanism. Birthed from the effort of liberating Athenians from the tyrannous rule of demagogues, Plato explains how things ought to be, how they should be deciphered and how they should be dealt with according to astute ruling. In the dialogue of The Republic, Plato devises an ideal state based on moral, ethical, physical, and practical standards that would create a very comprehensive philosophical system of rational thought and action.

One ideal Plato presents is that a "good and noble guardian of the state" will be united in philosophy, spirit, swiftness, and strength. Here Plato introduces the idea that a noble ruler must rule with more than an iron fist; that he had to be "a lover of wisdom and knowledge" (Weisner 68). This suggests that a ruler must not rule as a god, but as a person in touch with his pure thought and solid judgment of governing his state in "doing what is for the good of their country, and the greatest repugnance to do what is against her interests" (Weisner 69). Delineating a good guardian not only defined that of a leader, but of a good person, a just citizen, and an honorable husbandman. This also introduced an almost unheard of concept: accountability. The power of the ruler lay in the hands of his people, not as extensively in the hands of the people as it is now in our own culture, but unambiguously en route in that direction. Having to be "watched at every age, in order that we may see whether they preserve their resolution" (Weisner 69).

The manifestation of education is also an ideal brought up in Plato's dialogue. Plato realizes that education is the force at which good leaders are made great guardians of the state. As Plato states, "our story shall be the education of our heroes" (Weisner 68) and not the tales of outlandish stories about heroes executing impossible feats. This alludes to the thought that "the love of learning and the love of wisdom" not only represented philosophy, but also power; to rule and to govern. Trickling down the line of inferiority, Plato touches on the education of women and children as well. Along with the education of men, came the education of women, this idea that women adhere to the same responsibilities (but not necessarily the same freedoms) as men, all to say that "if women are to have the same duties as men, they must have the same nurture and education" (Weisner 70). And although women were still considered inferior to