Abstract

This study attempts to demonstrate that the entire philosophical edifice of Plato advances the principle that ignorance is detrimental to the well-being of individuals and society. The study contends that Plato’s theories of human nature, knowledge, virtue, as well as political and social organization support his conviction that virtue is knowledge. For Plato, the most superior element in human nature is reason. The faculty of reason is uniquely human and it distinguishes humans from the other creatures or inhabitants of this planet. Plato advocates that human beings must conduct their affairs in accordance with the most superior element in human nature. Moral conduct therefore should be rooted in reason and knowledge rather than feelings and emotions. According to Plato, knowledge is absolute certainty, which can only be acquired through reason. The senses are limited to the phenomenon world of constantly changing objects. From the senses, we can only generate opinion and not knowledge. In addition, the true object of knowledge is steady and eternal (Forms). Thus moral values, which constitute moral knowledge, must also be eternal, otherwise, it is unthinkable to generate or derive certain knowledge from moral values that are constantly in a state of flux. For Plato, virtue or moral rectitude is founded on reason and knowledge. Virtue is not a matter of personal opinion but involves objective moral values and critical thinking. Thus, a virtuous person is an individual who is learned and knowledgeable. For this reason, Plato insists that morality should be based on reason and knowledge, whereby moral values and the cardinal virtues of justice, courage, temperance, and wisdom constitute steady, unchanging knowledge. The claim that virtue is knowledge implies that virtue can be taught or acquired through education. Secondly, virtue demands that people must be educated or trained in critical thinking. To meet this need, Plato outlines a system of education whose principal aim is to equip individuals with reasoning skills that would enable them differentiate knowledge from opinion. Furthermore, holding that virtue is knowledge implies that a virtuous individual must be born with a certain mental aptitude necessary for critical thinking. However, bearing in mind that people’s intellectual abilities differ, hence, only those who are intellectually capable can attain knowledge and refined sense of morality/virtue. Consequently, only these individuals can or should teach others about virtue. Little wonder Plato suggests that society should be formed, organized and managed by individuals who have the knowledge and enlightened sense of virtue. Certainly Plato erred by insisting that the essence of virtue is absolute. Moral values are not static for they change as cultures evolve; so does the knowledge that derives from them. Nevertheless, the flaws in Plato’s philosophy i.e., the dualism implicit in his theory of Forms, do not totally undermine the conviction that ignorance is detrimental to human well-being. The Theory of Forms is a means and not an end to Plato’s philosophical -endeavors. As a means, it could easily be replaced by better and relevant means.

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School	: School of Humanities and Social Sciences
Issued Date	: 2001

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