Event

Synopsis: There seems to be an uneasy fit between one account of goodness in the Republic ‹ that it is a real property of what is good, derived, somehow from the form of the good ‹ and the argument of the dialogue as a whole about the development of goodness in a human life. There seems to be a connected tension between the suggestion that mental vision provides us with an unmediated view of the good and the provisions for learning and coming to know in the educational programme. I argue that these difficulties may be resolved by rethinking how vision is a suitable analogue for knowledgeand by rethinking, en route, how we should understand Glaucon¹s classification of goods in Republic 2.