Teaching Plato’s Laches: A Historical-Dialogical Approach

Boyle, Noel

doi:10.5840/teachphil2025227214

Teaching Philosophy

Volume 48, Issue 1, March 2025

Noel Boyle

Pages 1-18

https://doi.org/10.5840/teachphil2025227214

Teaching Plato’s Laches
A Historical-Dialogical Approach

I argue in favor of teaching Plato’s brief dialogue on courage, Laches, in introductory level philosophy classes. My pedagogical approach is dialogical in that the dramatic elements of the dialogue are interpreted as advancing Plato’s philosophical content, and that interlocutors’ positions merit evaluation by students on their own terms. My approach is historical in that the historical biographies of the interlocutors are considered relevant to students’ understanding of philosophical positions. In the dialogue, two generals, Nicias and Laches, offer contrasting advice on military training, and different accounts of courage. I argue that the intuitive appeal, and ultimate flaws, of their views reflects the contrasting bases for their historical reputation at the dramatic date of the dialogue, and historical events that diminished their reputations by the date of the dialogue’s composition. The result is a substantive but approachable landscape for students to explore an issue of intrinsic interest.

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