Reimagining Plato: Bridging Classical Philosophy and Modern Science

An interview with Daniel Sanderson

Daniel Sanderson is a philosopher, author, and founder of planksip®, an intellectual platform that bridges classical philosophy with modern scientific thought. His work re-imagines Plato's ideas and integrates them with contemporary neuroscience and affect theory. Daniel's recent book, Re-Imagining Plato, explores the intersection of anthropology, philosophy, and progressive secular revelation.

How did you first become interested in this area?

I’ve always been fascinated by the intersection of classical philosophy and modern science, especially how ancient wisdom can inform our current understanding of the human condition. My journey into classical philosophy began with Plato and his emphasis on the 'Good.' Over time, I became deeply interested in how these ancient concepts apply to today’s ethics, neuroscience, and social justice questions.

Tell us a little about your background to help our audience understand your work.

My background is eclectic—drawing from philosophy, neuroscience, and literature. I first became interested in classical philosophy while exploring the role of virtue in human progress. Plato’s works resonated with me, mainly focusing on the four cardinal virtues: Prudence, Justice, Fortitude, and Temperance. This foundational framework has guided my research and teaching, where I try to harmonize these classical virtues with modern understandings of consciousness and affect theory.

What are the most important concepts or ideas that you teach others?

One of the key concepts I emphasize is consilience—drawing from E.O. Wilson—which seeks unity of knowledge between different disciplines, like philosophy, science, and ethics. I also teach the importance of progressive secular revelation, where knowledge evolves, and human potential expands in a forward-looking way and is rooted in ancient wisdom. Another central theme is the re-imagining of Plato’s work for a modern context, where neuroscience and philosophy complement each other to provide a more nuanced understanding of the human experience.

Do you have a favorite quote that you use?

Yes, Socrates, but one must care not only about life but about a good life.

Plato, Crito (48b).

This quote embodies what I teach: it’s not enough to simply exist; we must strive to live virtuously. The good life, characterized by justice, wisdom, and courage, is as relevant today as it was in ancient Greece.

What advice would you give someone wanting to learn more about your work?

I suggest exploring my recent book Re-Imagining Plato as a starting point. It delves into Plato's philosophical dialogues, reinterpreting them through the lens of modern science, particularly neuroscience. For those interested in deeper discussions, planksip® offers a range of courses and content aimed at intellectual growth, including philosophy, ethics, and social justice. You can find out more about my work and offerings at planksip.org.

Join our YouTube channels @planksip and @reimaginingPlato

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https://www.planksip.org/plato-re-imagined/

Suppose you could give a talk or workshop at the original location of Plato’s Academy, in Athens.

I would be deeply honored. Speaking at Plato’s Academy, where the roots of Western philosophy were planted, would be a profound experience. It would be an opportunity to reflect on how far we’ve come and how these foundational ideas continue to shape our modern discourse on ethics, knowledge, and society. It would also be a chance to re-introduce Plato in a way that’s relevant to our current challenges.

What question would you like to leave us to think about?

What can we learn from how ancient Athenians nurtured children's intellectual, moral, and physical development, and how might these insights be applied to modern education?

Ἐν Ἀθήναις τοὺς παῖδας μετ’ ἐπιμελείας διδάσκουσι καὶ νουθετοῦσι. Πρῶτον μὲν καὶ τροφὸς καὶ μήτηρ καὶ παιδαγωγὸς καὶ αὐτὸς ὁ πατὴρ ἐπιμελοῦνται ὅπως βέλτιστος γενήσεται ὁ παῖς, διδάσκοντες ὅτι τὸ μὲν δίκαιον, τὸ δὲ ἄδικον καὶ τόδε μὲν καλόν, τόδε δὲ αἰσχρόν ἐστι. Εἶτα δέ, ἐπειδὰν οἱ παῖδες εἰς ἡλικίαν ἔλθωσιν, οἱ γονεῖς εἰς διδασκάλων πέμπουσιν, ἔνθα οἱ μὲν γραμματισταὶ ἐπιμελοῦνται ὅπως γράμματα μάθωσιν καὶ τὰ γεγραμμένα ἐννοῶσι, οἱ δὲ κιθαρισταὶ τῷ κιθαρίζειν ἡμερωτέρους αὐτοὺς ποιεῖν πειρῶνται καὶ τὰς τῶν παίδων ψυχὰς πρὸς τὸν ῥυθμὸν καὶ τὴν ἁρμονίαν οἰκειοῦσι. Ἔτι οἱ παῖδες ἐν γυμνασίοις καὶ παλαίστραις φοιτῶσιν, ἔνθα οἱ παιδοτρίβαι βελτίω τὰ σώματα αὐτῶν ποιοῦσι, ἵνα μὴ ἀναγκάζωνται ἀποδειλιᾶν διὰ τὴν τῶν σωμάτων πονηρίαν.

Πλάτων, Πρωταγόρας 325c-326c (adaptation)

In Athens, children are taught and educated with care. First, the nurse, the mother, the pedagogue, and the father ensure that the child becomes the best they can be, teaching them what is just and unjust and what is noble and shameful. Then, when the children reach the proper age, the parents send them to teachers. There, the writing instructors ensure that they learn to read and understand written texts, and the lyre teachers try to make them more refined through playing music, bringing their souls closer to rhythm and harmony. Additionally, the children attend gymnasiums and wrestling schools, where the trainers improve their bodies so that they do not have to become cowards due to the weakness of their bodies.

Plato, Protagoras 325c-326c (adaptation)