Once, when I told a guy on a plane that I taught philosophy at a community college, he responded, “So you teach Plato to plumbers?” Yes, indeed. But I also teach Plato to nurses’ aides, soldiers, ex-cons, preschool music teachers, janitors, Sudanese refugees, prospective wind-turbine technicians, and any number of other students who feel like they need a diploma as an entry ticket to our economic carnival. As a result of my work, I’m in a unique position to reflect on the current discussion about the value of the humanities, one that seems to me to have lost its way….
The problem facing the humanities, in my view, isn’t just about the humanities. It’s about the liberal arts generally, including math, science, and economics. These form half of the so-called STEM (science, technology, engineering, math) subjects, but if the goal of an education is simply economic advancement and technological power, those disciplines, just like the humanities, will be—and to some degree already are—subordinated to future employment and technological progress. Why shouldn’t educational institutions predominately offer classes like Business Calculus and Algebra for Nurses? Why should anyone but hobbyists and the occasional specialist take courses in astronomy, human evolution, or economic history? So, what good, if any, is the study of the liberal arts, particularly subjects like philosophy? Why, in short, should plumbers study Plato?
My answer is that we should strive to be a society of free people, not simply one of well-compensated managers and employees. Henry David Thoreau is as relevant as ever when he writes, “We seem to have forgotten that the expression ‘a liberal education’ originally meant among the Romans one worthy of free men; while the learning of trades and professions by which to get your livelihood merely, was considered worthy of slaves only.”…
My experience of having taught at relatively elite schools, like Emory University and Oglethorpe University, as well as at schools like Kennesaw State University and Kirkwood Community College, is that there are among future plumbers as many devotees of Plato as among the future wizards of Silicon Valley, and that there are among nurses’ aides and soldiers as many important voices for our democracy as among doctors and business moguls.
Oh good. You’re hooked. Read the rest of this marvelous little article, “Why I Teach Plato to Plumbers,” by Scott Samuelson over at The Atlantic. As you read, remind yourself that at its most basic, Core Knowledge is about Plato for all. To live freely, all students need the broad knowledge that frees the mind to think analytically. Core Knowledge provides a liberal arts education to the P–8 set; just as in higher education, the “goal is liberating a person from ignorance and superstition.”
Plato courtesy of Shutterstock (and Athens).
That may be a lofty goal for the early grades, but much can be accomplished. The Core Knowledge Sequence introduces Plato in second grade. As a note to teachers explains, “The goal of studying selected topics in World History in second grade is to foster curiosity and the beginnings of understanding about the larger world outside the child’s locality, and about varied civilizations and ways of life. This can be done through a variety of means: story, drama, art, music, discussion, and more.” In studying ancient Greece, second graders develop “the beginnings of understanding” about democracy, worshipping gods and goddesses, the Olympics past and present, Socrates, Plato, and Aristotle—and more. In short, they develop the beginnings of their own freedom.
By sixth grade, Core Knowledge students have learned a good bit about major civilizations from all over the globe, as well as a great deal of American history. They are ready to build broad and deep knowledge of America’s debt to Athens, and to grasp how rare and precious their freedom is. Whether they become plumbers or business moguls (or both), this knowledge will serve them well. They will never be slaves to their jobs, or others’ beliefs, or the unexamined life. They will be free—as will every teacher who had a hand in their liberation.