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Plato: Republic · 4 of 13 · tr. Benjamin Jowett

Section 1d

There is reason in supposing that the finest natures, when under alien conditions, receive more injury than the inferior, because the contrast is greater. Certainly. And may we not say, Adeimantus, that the most gifted minds, when they are ill-educated, become pre-eminently bad? Do not great crimes and the spirit of pure evil spring out of a fulness of nature ruined by education rather than from any inferiority, whereas weak natures are scarcely capable of any very great good or very great evil? There I think that you are right. And our philosopher follows the same analogy-he is like a plant which, having proper nurture, must necessarily grow and mature into all virtue, but, if sown and planted in an alien soil, becomes the most noxious of all weeds, unless he be preserved by some divine power. Do you really think, as people so often say, that our youth are corrupted by Sophists, or that private teachers of the art corrupt them in any degree worth speaking of? Are not the public who say these things the greatest of all Sophists? And do they not educate to perfection young and old, men and women alike, and fashion them after their own hearts? When is this accomplished? he said. When they meet together, and the world sits down at an assembly, or in a court of law, or a theatre, or a camp, or in any other popular resort, and there is a great uproar, and they praise some things which are being said or done, and blame other things, equally exaggerating both, shouting and clapping their hands, and the echo of the rocks and the place in which they are assembled redoubles the sound of the praise or blame--at such a time will not a young man's heart, as they say, leap within him? Will any private training enable him to stand firm against the overwhelming flood of popular opinion? or will he be carried away by the stream? Will he not have the notions of good and evil which the public in general have--he will do as they do, and as they are, such will he be? Yes, Socrates; necessity will compel him. And yet, I said, there is a still greater necessity, which has not been mentioned. What is that? The gentle force of attainder or confiscation or death which, as you are aware, these new Sophists and educators who are the public, apply when their words are powerless. Indeed they do; and in right good earnest. Now what opinion of any other Sophist, or of any private person, can be expected to overcome in such an unequal contest? None, he replied. No, indeed, I said, even to make the attempt is a great piece of folly; there neither is, nor has been, nor is ever likely to be, any different type of character which has had no other training in virtue but that which is supplied by public opinion--I speak, my friend, of human virtue only; what is more than human, as the proverb says, is not included: for I would not have you ignorant that, in the present evil state of governments, whatever is saved and comes to good is saved by the power of God, as we may truly say. I quite assent, he replied. Then let me crave your assent also to a further observation. What are you going to say? Why, that all those mercenary individuals, whom the many call Sophists and whom they deem to be their adversaries, do, in fact, teach nothing but the opinion of the many, that is to say, the opinions of their assemblies; and this is their wisdom.
Themes
Body As Obstacleanthropology

The material body viewed as a prison, tomb, or source of error that hinders spiritual knowledge and return.

The body is described as being carried away by the stream of popular opinion rather than standing firm against it.

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Cosmic Dualismtheology

Ontological opposition between two primal principles (light/darkness, truth/lie, spirit/matter) as the fundamental structure of reality.

The text contrasts 'good and evil' with 'virtue' versus 'noxious weeds'.

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Divine Providencetheology

Pronoia — the doctrine that the divine actively orders the unfolding of the cosmos and human affairs toward intelligible ends, against pure chance or blind necessity.

The passage explicitly states that what is saved comes to good by the power of God.

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Evil As Privationtheology

Augustinian and Plotinian doctrine that evil has no positive being of its own but is a lack, distortion, or absence of the good — denying ontological dualism while preserving moral seriousness.

Evil is described as a 'fulness of nature ruined by education' rather than an inherent inferiority.

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Good Thought Word Deedethics

The Zoroastrian triad of right thought, right speech, and right action as the foundation of ethical life; truth-in-living.

The passage discusses the alignment of thought and action with public opinion as a source of character formation.

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Paradox As Teachingethics

Using apparent contradiction, reversal, or riddle to destabilise ordinary understanding and induce insight.

The passage uses the paradoxical claim that the most gifted minds become pre-eminently bad when ill-educated.

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Renunciation Of Wealthethics

The spiritual danger of attachment to material possessions; wealth as a spiritual obstacle.

The text warns against the corrupting influence of mercenary individuals who teach for gain.

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Self Knowledgesoteriology

The recognition of one's own true divine nature as the primary path to liberation; 'know thyself' as soteriology.

The passage emphasizes that a young man's heart is shaped by public opinion rather than private training.

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Related passages · 8 parallels
christian_mysticism|Pseudo-Dionysius: The Divine Names|Chapter 8, Section 1d
Thus, ‘tis true to say that it is more in accordance with Divine Righteousness not to lull into its destruction the manliness of the noblest characters through bestowing material goods upon them, nor to leave them without the aid of Divine…”
Both passages discuss the influence of external factors on the development of individuals, particularly those with noble or gifted natures. Plato emphasizes the corrupting influence of society and education, while the second passage discusses the role of Divine Righteousness in preserving and perfecting individuals through suffering and guidance.
neoplatonism|Iamblichus: On the Mysteries|Chapter VIIIr
But there are a certain few who by employing a certain supernatural power of intellect, are removed from nature , &c. The class to which these few belong is beautifully unfolded, as follows, by Plotinus, in the beginning of his Treatise on…”
Both passages discuss the idea of individuals who rise above the common masses through intellectual or spiritual elevation. They highlight the contrast between those who are content with sensory pleasures and those who seek higher truths, though they come from different philosophical and religious traditions.
neoplatonism|Select Works of Plotinus|Select Works, Section 195 (part 1)
Section 8 8. Thus we come to our enquiry as to the degree of excellence found in things of this Sphere, and how far they belong to an ordered system or in what degree they are, at least, not evil. Now in every living being the upper parts…”
Both passages discuss the moral and ethical development of individuals within a broader cosmic or societal context, emphasizing the influence of education and environment on the nature of individuals. They both explore the idea that the most gifted or finest natures can be corrupted or ruined by adverse conditions or improper education.
neoplatonism|Select Works of Plotinus|Select Works, Section 205
Section 18 18. Souls vary in worth; and the difference is due, among other causes, to an almost initial inequality; it is in reason that, standing to the Reason-Principle, as parts, they should be unequal by the fact of becoming separate. W…”
Both passages discuss the influence of external factors on the nature and actions of individuals, particularly how higher or lower natures are affected differently by their environments. They also explore the role of reason or divine principles in guiding or determining human behavior.
renaissance_hermeticism|The Heroic Enthusiasts, Part I (Gli Eroici Furori)|Second Dialogueb
On the contrary, I mean that there is in these another species of foolishness and a worse. Cic. Who, then, is wise, if foolish is he who is content, and foolish he who is sad? Tans. He who is neither merry nor sad. Cic. Who? He who s…”
Both passages explore the idea of moderation and the dangers of extremes, whether in emotions or in the education and influence of individuals. They both emphasize the importance of a balanced, temperate approach to life and the potential for great harm when this balance is disrupted.
renaissance_hermeticism|The Heroic Enthusiasts, Part II (Gli Eroici Furori)|Second Dialogueb
Now why should we force ourselves to corrupt the state of nature which has separated the universe into things major and minor, superior and inferior, illustrious and obscure, worthy and unworthy, not only outside ourselves but also inside i…”
Both passages discuss the dangers of misguided education and the corruption of higher knowledge by those who are not adequately prepared or suited for it. They both emphasize the importance of proper nurturing and the potential for great harm when the most gifted minds are ill-educated.
renaissance_hermeticism|The Heroic Enthusiasts, Part II (Gli Eroici Furori)|Second Dialoguec
Therefore in this present time it is proper that noble spirits equipped with truth and enlightened with the Divine intelligence, should arm themselves against dense ignorance by climbing up to the high rock and tower of contemplation.[L] [L…”
Both passages discuss the importance of noble spirits or gifted minds pursuing higher truths and the dangers of being distracted by trivial or vain pursuits. They also highlight the contrast between those who seek true knowledge and those who are led astray by societal influences or false practices.
renaissance_hermeticism|The Heroic Enthusiasts, Part II (Gli Eroici Furori)|Fourth Dialoguee
Thou sayest well that no natural impulse or power is without strong reason; it is in fact the same rule of nature which orders things. So far, it is a thing most true and most certain to well-disposed intellects, that the human soul, whate…”
Both passages discuss the influence of societal norms and education on the development of individuals, particularly those with exceptional potential. They explore how external factors can either corrupt or nurture the finest natures, highlighting the struggle between individual virtue and societal influence.