An Analysis of Plato’s and Mary Wollstonecraft’s Philosophies

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Table of Contents

Introduction
Connection to Philosophical Literature
Conclusion
References

Introduction

It is important to learn from history when designing a new framework for education based on philosophy.

Methodology: The given proposal seeks to utilize a methodology of comprehensive and comparative analysis from Plato’s and Mary Wollstonecraft’s philosophies on education and gender relations in order to gain insights into how the current system should proceed forward.

Potential Thesis: Core ideas and notions from Plato’s Republic and Wollstonecraft’s Vindication of the Rights of Woman advocate for a Social Justice Framework (SJF) in education, where rights for just and equal educational opportunity are provided with no exclusion.

Connection to Philosophical Literature

Firstly, when it comes to gender relations, both Plato and Wollstonecraft view education as the key gateway toward justice and social prosperity. In Republic, Plato and other philosophers of Ancient Greece did not advocate for gender equality, but their vision built a foundation to enable it. The ancient text states: “The only difference between them is that the males are stronger and the females weaker” (Plato, 360 B.C.E., Book V, p. 307). The arguments further elaborate: “Then, if women are to have the same duties as men, they must have the same nurture and education? Yes” (Plato, 360 B.C.E., Book V, p. 308). For such an insightful and old piece of literature, these can be considered highly progressive ideas on the use of education to provide gender equality. Although gender equality is not directly promoted, there are many important conclusions that indicate the need for equity and justice-based education to allow all to have equal opportunities in life for the benefit of the community and society.

Secondly, Wollstonecraft was among the very first people to voice her strong position on social and educational equality for women, explicitly stated in Vindication of the Rights of Woman. She states, “Let women share the rights, and she will emulate the virtues of man; for she must grow more perfect when emancipated, or justify the authority that chains such a weak being to her duty” (Wollstonecraft, 1792, p. 218). In other words, there is a clear position that education is the main catalyst of justice and equality for women. It should be noted that both Plato and Wollstonecraft acknowledged differences between males and females and even held beliefs of men’s superiority over women, but the latter ideas provide an even stronger basis for SJF in education.

Conclusion

The main reason is that they advocated the use of education to elevate women despite their wrong perceptions of women’s inferiority, which, in the modern context, translates to all oppressed and underrepresented groups since the arguments apply. The social justice framework in education is about equity for all, where every student has an equivalent chance to prosper regardless of one’s gender, race, socioeconomic status, ability, age, or sexual orientation (Channel Islands, 2022). Therefore, it is critical to research how the philosophy of the past evolved in the direction of justice, equity, and emancipation through education.

References

Channel Islands. (2022). What is a “social justice framework”? Web.

Plato. (360 B.C.E.). The Republic [PDF document]. Web.

Wollstonecraft, M. (1792). Vindication of the rights of woman [PDF document]. Web.

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An Analysis of Plato’s and Mary Wollstonecraft’s Philosophies

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