Plato’s conception of communism—particularly in The Republic—is not merely a socio-economic arrangement for the guardian class, but a supplementary ethical device to bolster the transformative aim of education. As R.L. Nettleship insightfully argues, this communism is designed not to supplant individual morality with collective uniformity, but to reinforce a moral-spiritual order founded on philosophical education … Continue reading In what ways does Plato’s concept of communism function as a supplementary mechanism to support and reinforce the moral and philosophical spirit that education is intended to cultivate, as argued by Nettleship?