Platon och hans pedagogik


År 1995 kom jag i kontakt med Platon för första gången i mitt liv. Mötet resulterade i ett fyra år långt forskningsarbete om

Platon och hans pedagogik. Jag disputerade på avhandlingen i april år 2001. Vill med denna hemsida presentera min tolkning och mina resultat om en av västerlandets främsta filosofer och pedagoger. Platon och hans pedagogik är nu tillgänglig i fulltext på internet genom Stockholms universitetsbiblioteks försorg (se länk i menyn). Jag forskar inte längre om Platon, men läsningen och tolkningen av hans dialoger förändrade mitt liv, vad gäller syn på livet, sätt att tänka och inte minst mitt yrkesliv.




The main purpose of the thesis is: on the basis of an analysis and interpretation of Plato's Dialogues, to describe his personal characteristics in its relation to his pedagogic reality, and, on the basis of these descriptions, to analyse and interpret his teaching methods as a result of two different processes.The scientific perspectives of the thesis are inspired by hermeneutic philosophy of history and especially by the theories of Paul Ricoeur and Hans-Georg Gadamer. Furthermore, the perspective is grounded on three concepts of pedagogics, by the help of which both explicit and implicit pedagogic processes are analysed. In order to interrelate the interpretations some analytical and interpretational models have been used, based on Ricoeur's mimesis concept and his theory of narrative identity.The final interpretations maintain that a particular line runs through Plato's teaching, and that its goal is intellectual autonomy and a change in the pupil's whole view of the world, which implies a fusion between intellect and existential experience. This line shows that Plato teaches in both a sensual and spiritual dimension and that these processes, though contrasted, function in parallel. The goal of intellectual autonomy demonstrates how Plato breaks with his culture and by doing so recommends solitude - something quite revolutionary in an age when the group, a strong sense of community and of being one of Us sets its stamp on everyones mentality. An interpretation of the Symposium shows how any change in world view calls for a combination of existential experience and thought. The main principal features in Plato's teaching methods are presented as preparation, change, liberation and wisdom.





  1. What does Plato´s pedagogic reality look like, as discernible from his Dialogues´ references to it?
  2. What was Plato´s relation within the Dialogues to other contemporary educational trends and attitudes?
  3. In what way does Plato´s constitution of his self appear?
  4. What kind of a world-view does Plato present?
  5. How do his teaching methods manifest themselves in the Dialogues? What was their structure and how did they treat their topics?




  1. What influences was Plato exposed to?
  2. How did Plato, using words as his weapons, fight for and over pedagogics?
  3. In what way does Plato constitute himself in his narratives?
  4. What interpreation do the dialogues place on reality?
  5. What kind of pedagogics do his writings express?
  6. How far are pedagogics, in Plato´s writings, a way of influencing others and in what way, and does his texts have the purpose of modyfying his readers´view of their life circumstances?

The main principal features in Plato's teaching methods are presented as preparation, change, liberation and wisdom.