the Plato's rejection of Greek tragedy and epistemological - educational role in his philosophy

Articles in Press

Document Type : Research Paper

Authors

1 Assistant Professor of philosophy of Art, Bu Ali Sina's University of Hamedan

2 Department of philosophy of art in bu ali sina university

3 department of philosophy of art in bu ali sina university

10.22034/jpiut.2026.71251.4425

Abstract

For Plato, what matters is the attainment of truth and the definition of the universal. Any kind of knowledge, in his view, is knowledge of the universal and apprehension of the world of Forms and Ideas. Without an understanding of Plato's epistemology, comprehending his view on art or any other issue within his intellectual system becomes ambiguous and intricate. Plato's perspective on tragedy and his expulsion of poets from the city-state can also be explained within this epistemological framework and the pursuit of truth. Plato's view on tragedy, like his view on art, is not entirely straightforward or simple. In Plato's works, we encounter both condemnations of false and deceptive art and acknowledgments of true art. It seems the same holds true for tragedy. Therefore, alongside condemnable and false tragedy, we can speak of genuine and true tragedy. Examining Plato's view on tragedy and its educational role is the main focus of this article. To address this issue, we will first examine Plato's epistemological views and their connection to his perspective on art. By clarifying the relationship between art and truth, we will then analyze the seemingly contradictory aspects of Plato's view on tragedy and its role in the process of education. A noteworthy point here is that in The Republic, Plato even sacrifices truth, true art, and consequently, true tragedy for the sake of educating the children, youth, and guardians of his ideal city.

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Journal of Philosophical Investigations

Articles in Press, Accepted Manuscript
Available Online from 31 January 2026

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