Plato’s Theories of Knowledge and Education: an Examination of the Interpretations of Cloete and Agyemang

Abstract

The question of what knowledge is about or what it means to know often ends up as one of whether or not knowledge of something, indeed, of all things can  really be taught. Some of the most insightful responses to these questions in ancient Greek philosophy can be found in the intellectual context between the Sophists and Plato in the 5th century BC. Unlike the Sophists, Plato held the view, for instance, that ‘true knowledge’ (epistême) could not be taught. This point is recognized by both Michael Cloete and Kwasi Agyemang in their individual interpretations of Plato. While generally accepting Agyemang’s analysis of Plato’s views, this article reveals some serious logical and factual errors in Cloete’s interpretations, and thereby clarifies Plato’s epistemology and theories of education.