Positure in Plato’s Laws: An Introduction to Figuration on Civic Education

  • Joshua M. Hall Emory University


Purpose: The aim of the research was to determine the benefits of applying the new Figuration philosophy of dance, based in part on Plato, to civic education.

Design/methodology: A close phenomenological reading of Plato’s The Laws, with a strategic focus on its account of the concept of posture.

Findings: Plato considers posture to be central to dance education, which in turn is central to civic education, as suggested by concrete analyses of dance based on posture.

Research limitations: Further studies on this subject are required in order to achieve a more nuanced and balanced account of the concepts of posture articulated by other philosophers and theorists.

Practical implications: More resources must be allocated to dance and dance education, in the interest of fostering civic education, and the political virtue that results therefrom.

Author Biography

Joshua M. Hall, Emory University
Visiting Assistant Professor of Philosophy