Bridging the gap between interpretations of "Third Way" Platonic scholarship in Continental philosophy and "phenomenological-ontological" scholarship, this book offers a re-reading of Plato and Plato's Socrates in terms of interpreting the practice of education as "care of the soul" thorugh the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry. "James Magrini's book provides an intellectually compelling and historically motivated diagnosis for the political and educational predicament of our times. It provides the reader with a vista to overcoming the atrophy of democracy when neoliberal democracy is an oxymoron at best in its attempt of a theory of everything. The reactivation of moral discourse in the spirit of Plato's Socrates would render the spark of hope to the often tragic tale of current Western education. "? - Tero Autio, Tallinn University, Estonia "James M. Magrini has with his book Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendence succeeded in conducting a rigorous close reading of Plato's Dialogues that grapples with etymology and translation as well as providing a thematic analysis of Plato's Socrates. From a phenomenological-hermeneutic perspective Magrini develops his philosophy of education by engaging the Dialogues in a critique that brings to light new ways of understanding the Socratic method of education, which have practical and theoretical implications not only for teachers and philosophers of education, but for any student of philosophy interested in Plato's Dialogues and, specifically, Plato's Socrates." - Elias Schwieler, Stockholm University, Sweden "Magrini pulls together the exegetical method of phenomenological hermeneutics and the writings of Plato, with special attention to Attic meanings, to produce a compelling and exhaustive scholarly analysis for philosophers, classicists, and educators alike."- Sam Rocha, University of British Columbia, Canada "Magrini rigorously proves that Socratic learning is substantiated in the routine of care for the soul, which is the advancement or alteration of the character via educational procedures. The practice of Being-educated for Socrates may be grasped in relation to enabling ethical enhancement via a curriculum configuring life's development as a philosophical mechanism of learning, justified in the elenchus-dialectic, within occasions of finite human transcendence. Socratic learning as the routine of care for the soul is integral to the evolution of the human's character/frame of mind, via which the virtues are articulated in the framework of the dialectic's evolvement. Reconceptualizing Plato's Socrates at the Limit of Education is a book of admirable breadth and complexity." - George Lazaroiu, Ph.D., Senior Research Fellow, Institute of Interdisciplinary Studies in Humanities and Social Sciences, New York "Through a keen philosophical exegesis of Plato's Socrates and his teachings,?Magrini addresses and?proposes a corrective to the problematic and?long-standing doctrinal?interpretation of the Socratic "method." In doing so,?Magrini?brings?back to?life?Socrates' original?pedagogical vision?and?resuscitates education's?long-deceased concern for the?Being?of its students. This text?is a touchstone for all educators concerned with the ethical and ontological disposition of their?students." - Dr. Matthew D. Dewar, author of Education and Well-Being: An Ontological Inquiry