Philosophy (Not) for the Chosen: Democratization of Educational Practices in Classical Antiquity

Abstract

Relevance. The article explores the democratization of educational practices and philosophical knowledge in Antiquity, specifically the transition from an elitist understanding of virtue to an inclusive model of civic education. The ancient experience of rethinking the relationship between absolute truth (ἀλήθεια) and public opinion (δόξα) becomes highly relevant. The purpose of this study is to analyze Protagoras’s sophistic "educational revolution," which challenged Homer’s traditional aristocratic paideia and the elitist philosophy of Plato’s Academy. Methods. A historical and philosophical reconstruction, along with a comparative analysis of the elitist (Homeric-Platonic) and democratic (Sophistic) educational models, was conducted. The method of philosophical hermeneutics was applied for the textual analysis of primary sources (namely, Plato’s dialogues and the Homeric epics) to trace the evolution of key concepts (ἀλήθεια, δόξα, ἀρετή, παιδεία) in their socio-political dimension. Novelty. The author re-evaluates the shift from an orientation toward absolute truth to public opinion not as radical relativism, but as a necessary ontological condition for the emergence of inclusive education. The study interprets the Protagorean version of the myth of Prometheus, which conceptually grounds the innate capacity of every person to participate in state governance. The ancient polis emerges as a continuous educational environment where civic virtue (ἀρετή) is acquired as naturally and organically as one’s native language. The technical and therapeutic, rather than authoritarian, role of the sophist-tutor is emphasized: instead of broadcasting absolute truth, the tutor merely provides the necessary tools for independently constructing a worldview and the rules for engaging in discourse with the Other. Conclusion. The pedagogical and philosophical legacy of the sophists laid a solid foundation for modern inclusive education and democracy. A collective public logos is regarded as the only effective mechanism for the autonomous formation and continuous improvement of a free community’s values.