• Appetite, Reason, and Education in Socrates' 'City of Pigs'
    Mark E. Jonas, Yoshiaki M. Nakazawa, and James Braun
    Phronesis 57 (4): 332-357. 2012.
    In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim is that Socrates genuinely bel…Read more
  • Education for Epiphany: The Case of Plato's Lysis
    Educational Theory 65 (1): 39-51. 2015.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the dialogu…Read more
  • Plato's Anti‐Kohlbergian Program for Moral Education
    Journal of Philosophy of Education 50 (2): 205-217. 2016.
    Following Lawrence Kohlberg it has been commonplace to regard Plato's moral theory as ‘intellectualist’, where Plato supposedly believes that becoming virtuous requires nothing other than ‘philosophical knowledge or intuition of the ideal form of the good’. This is a radical misunderstanding of Plato's educational programme, however. While Plato claims that knowledge is extremely important in the initial stages of the moral development of young adults, he also claims that knowledge must be follo…Read more
  • In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern …Read more
  • The Formation of Character in Education: From Aristotle to the 21st Century
    British Journal of Educational Studies 68 (2): 273-274. 2020.
  • Learning from Socrates’ Protreptic: a Response to Mason Marshall
    Studies in Philosophy and Education 41 (6): 687-694. 2022.