philos BOOK 2

Introduction of Goods

• Three Classes of Goods:

• Glaucon categorizes goods into three classes:

  1. Things valued for their own sake (e.g., joy).

  2. Things valued for their own sake and for their consequences (e.g., knowledge).

  3. Things valued only for their consequences (e.g., physical training).

• Justice Defined:

• Socrates claims that justice belongs to the second class—valued for itself and its consequences.

• This contrasts with the common view that treats justice as burdensome and only valuable for its results.

Challenge of Glaucon:

• Glaucon and Adeimantus challenge Socrates to prove that justice is inherently more beneficial than injustice, even when stripped of its consequences.

• The crux of the argument: Does justice alone make one happier than injustice?

Transition from Individual to Political Justice:

• Socrates shifts focus from individual justice to political justice.

• Construction of the Ideal City (Kallipolis):

• Defines a just and virtuous city as essential for understanding justice in the individual soul.

• The assumption is that justice in the city reflects justice in the individual.

Stages in Construction of Kallipolis:

1. First City (Minimalist):

• Peopled by individuals ruled by necessary appetites.

• Lacks ambition, fight for honor, and philosophical pursuits—this city is seen as unrealistic because of inherent unnecessary desires.

1. Luxurious City:

• Introduction of unnecessary appetites leading to war (internal and external conflicts).

• Need arises for guardians to maintain order—citizens must specialize in their crafts.

• Guardians:

  • Must possess natural aptitude and receive proper education, focusing on philosophical virtues.

Guardians' Education:

• Moral Focus:

• Education includes traditional music, poetry, physical training, and storytelling to instill moral values.

• The types of stories told should shape the moral character of guardians to prevent immorality.

Glaucon's Argument on Justice vs. Injustice:

• Glaucon emphasizes the common opinion that injustice appears more rewarding than justice.

• Justice is viewed as a necessary burden.

• Counter-Examples:

• Failure to adequately defend the intrinsic value of justice leads people to consider injustice preferred, especially if they can seemingly escape consequences.

Myths and Stories as Influence:

• Emphasis on the need for filtering stories that promote immorality and chaos in society.

• Poets' depiction of gods should align with the virtues we wish to instill in guardians.

Conclusion:

The dialogue leads to the exploration of how justice can be defined, understood, and instilled in both the city and individual, emphasizing the importance of education and the moral character of citizens for a just society.

Key Terms and Ideas:

• Kallipolis, guardians, justice vs. injustice, moral education, the nature of goods, consequences of reputations, interplay of personal and political virtue.