Nicholas D. Smith presents an original interpretation of the Republic, considering it to be a book about knowledge and education. Over the course of Summoning Knowledge in Plato's Republic, he argues for four main theses. Firstly, the Republic is not just a work that has a lot to say about education; it is a book that depicts Socrates as attempting to engage his interlocutors in such a way as to help to educate them and also engages us, the readers, in a way that helps to educate us. Secondly, Plato does not suppose that education, properly understood, should have as its primary aim putting knowledge into souls that do not already have it. Instead, the education Plato discusses, represents occurring between Socrates and his interlocutors, and hopes to achieve in his readers is one that aims to arouse the power of knowledge in us and then to begin to train that power always to engage with what is more real, rather than what is less real. Thirdly, Plato's conception of knowledge is not the one typically presented in contemporary epistemology. It is, rather, the power of conceptualization by the use of exemplars. And finally, Plato engages this power of knowledge in the Republic in a way he represents as only a kind of second-best way to engage knowledge - and not as the best way, which would be dialectic. Instead, Plato uses images that summon the power of knowledge to begin the process by which the power may become fully realized.

Nicholas D. Smith presents an original interpretation of the Republic, considering it to be a book about knowledge and education. Over the course of Summoning Knowledge in Plato's Republic, he argues for four main theses. Firstly, the Republic is not just a work that has a lot to say about education; it is a book that depicts Socrates as attempting to engage his interlocutors in such a way as to help to educate them and also engages us, the readers, in a way that helps to educate us. Secondly, Plato does not suppose that education, properly understood, should have as its primary aim putting knowledge into souls that do not already have it. Instead, the education Plato discusses, represents occurring between Socrates and his interlocutors, and hopes to achieve in his readers is one that aims to arouse the power of knowledge in us and then to begin to train that power always to engage with what is more real, rather than what is less real. Thirdly, Plato's conception of knowledge is not the one typically presented in contemporary epistemology. It is, rather, the power of conceptualization by the use of exemplars. And finally, Plato engages this power of knowledge in the Republic in a way he represents as only a kind of second-best way to engage knowledge - and not as the best way, which would be dialectic. Instead, Plato uses images that summon the power of knowledge to begin the process by which the power may become fully realized.

In this pathbreaking interpretation of Plato's foundational text of political philosophy, Carolina Araújo reveals how the Republic remains ripe for an interpretation grounded in notions of cooperation, flourishing and justice relevant to the diversity of contemporary life. Plato's Republic has the Greek name of Politeia that Araújo translates as “the way of life of the citizens,” not “the State” or “the form of government” as it more traditionally rendered. Plato's treatise, Politeia, depicts the rich array of patterns emerging from human interaction and enquires into the best amongst them. Cooperative Flourishing in Plato's Republic returns to these important questions about society – how to live with a vast diversity of personalities, with different interests and abilities, all of them trying to flourish – and asks how best can we share our environment? With rigorous philosophical analysis of the Greek text, accompanied by original translations of the most important passages, Araújo upends mainstream scholarship to progress Socrates' “bottom-up” view of politics and rejects previous readings of the Republic as a proto-totalitarian text, psychological study or lengthy analogy. By defending a theory of Platonic justice that is rooted in cooperative flourishing, the public education of all citizens and the contribution of philosophers to political life, “the beautiful city”, which Plato called Kallipolis, emerges as a hopeful possibility.

Finalist for the 2022 PROSE Award in the Philosophy category presented by the Association of American Publishers One over Many is a groundbreaking interpretation of Plato's philosophical outlook, solving longstanding problems in the scholarly literature. Its originality and its strength consist in replacing the metaphysical dualism of the traditional interpretation with the paradigm of unitary pluralism: one world with a gradation of reality, including three different types of Forms, as well as the entire spectrum of sensible phenomena, with intermediate ontological constructs in between. The model thus combines a monism of worlds with a pluralism of things, positing a unitary reality of infinite possibilities through ontological stratification. This tightly integrated collection of essays, conceived and developed by the author in pursuit of corrective intervention in Plato’s metaphysics, combines his previously published work with newly drafted material for the present volume. The book replaces the standard view of Plato as a metaphysical dualist with a novel interpretation providing greater explanatory power through the paradigm of unitary pluralism in a single reality built on ontological diversity.

Plato's Epistemology: Being and Seeming presents an original interpretation of one of the central topics in Plato's work: epistemology. Jessica Moss argues that Plato's epistemology is radically different from our own. Going against the grain of recent scholarship, and drawing on ancient interpretations of Plato, Jessica Moss argues that Plato is not best understood as studying what we now call knowledge and belief. Instead, Moss proposes that the central players in his epistemology, epistêmê and doxa, are each essentially to be understood as cognition of a certain kind of object. Epistêmê is cognition of what Is - where this turns out to mean that it is a deep grasp of ultimate reality. Doxa is cognition of what seems - where this turns out to mean that it is atheoretical thought that mistakes images for reality. The book defends these characterizations by arguing that they explain important features of Plato's epistemology. In particular, it shows that they underlie and make sense of a view which was long attributed to Plato but has recently been deemed "outrageous": that there is no doxa of Forms, and no epistêmê of perceptibles. Finally, Moss contends that Plato's epistemology is so different from modern epistemology because it is motivated by his central ethical and metaphysical views. As the Cave allegory illustrates, he holds that the goal of life is to be in contact with genuine Being, and that the greatest obstacle to this goal is our tendency to rest content with appearances. Therefore, when Plato turns to epistemological investigations, the distinction he finds most salient is that between cognition of what Is and cognition of what seems.

Plato’s Pragmatism offers the first comprehensive defense of a pragmatist reading of Plato. According to Plato, the ultimate rational goal is not to accumulate knowledge and avoid falsehood but rather to live an excellent human life. The book contends that a pragmatic outlook is present throughout the Platonic corpus. The authors argue that the successful pursuit of a good life requires cultivating certain ethical commitments, and that maintaining these commitments often requires violating epistemic norms. In the course of defending the pragmatist interpretation, the authors present a forceful Platonic argument for the conclusion that the value of truth has its limits, and that what matters most are one’s ethical commitments and the courage to live up to them. Their interpretation has far-reaching consequences in that it reshapes how we understand the relationship between Plato’s ethics and epistemology. Plato’s Pragmatism will appeal to scholars and advanced students of Plato and ancient philosophy. It will also be of interest to those working on current controversies in ethics and epistemology

What kind of education is needed for democracy? How can education respond to the challenges that current democracies face? This unprecedented Handbook offers a comprehensive overview of the most important ideas, issues, and thinkers within democratic education. Its thirty chapters are written by leading experts in the field in an accessible format. Its breadth of purpose and depth of analysis will appeal to both researchers and practitioners in education and politics. The Handbook addresses not only the historical roots and philosophical foundations of democratic education, but also engages with contemporary political issues and key challenges to the project of democratic education.