The good is a higher reality and is responsible for our capacity to reason, as well as our very "existence and being" (509b). Plato was known for having ideas about a perfect state, and he believed that education was one of the keys to eradicating evil and achieving this. Plato believed that women are equal to men and that, although some women are physically smaller or weak, some women are physically equal to men therefore those women who are physically strong should be allowed to learn the same skills that men do. Plato  held the view that without education, the individual would make no progress any more than a patient who believed in curing himself by his own loving remedy without giving up his luxurious mode of living. Second, there is the ‘Socratic teaching method’. Plato had pointed out that in order to live a rational and good life we  must have knowledge of the good. He says that philosopher-kings must have a certain nature, but then says the capacity to see the good and be educated is in all. Socrates never resolves the tension between the importance of nature and education for the development of philosopher-kings, which makes it difficult to understand which is most important. Plato believed that knowledge is virtue and it is the duty of sate to provide knowledge. This was followed by supervised play, instruction for both boys and girls; although they were supposed to learn the same disciplines and sports, it was suggested to be done separately. In the Timaeus, Plato locates the parts of the soul within the human body: Reason is located in the head, spirit in the top third of the torso, and the appetite in the middle third of the torso, down to the navel. Plato gave significance to education and connected to his ideal state, and gave prominence to his second book of Republic. After Socrates’s death, Plato travelled for 12 years throughout the Mediterranean region, studying mathematics with the Pythagoreans in Italy, and geometry, geology, astronomy and religion in Egypt. His interest in soul, dialogue and in continuing education continue to provide informal educators with rich insights. At this stage the mother or the nurse should tell him the authorized tales about the gods and heroes of the nation to develop the trait of noble character in them. Because they know nothing else, the prisoners assume the shadows to be the extent of reality--but what they see and hear is actually only a small segment of the intelligible world. But it became possessed with a desire for the world of sense and was in closed in a material body as in a prison. Music helped the child to grow gentle, graceful and harmonious. Socrates’s methods of dialogue and debate impressed Plato so much that he soon he became a close associate and dedicated his life to the question of virtue and the formation of a noble character. By regulating what people should and should learn, a corrupt ruler can easily sway what people think to their own advantage because there would be no source of information for their people to contradict them. He moves from the sun image to that of the divided line, and then develops the analogy of the cave to represent the nature of education. An ordinary Greek was expected to acquire his morals and theological notions from these poets and use them to educate his young, so it was expected that those poets must be suitable for the intended purpose i.e. The highest goal of education, Plato believed, is the knowledge of Good; to nurture a man to a better human being it is not merely an awareness of particular benefits and pleasures. The Theory of Forms ( Theory of Ideas) typically refers to the belief that the material world as it seems to us is not the real world, but only an “image” or “copy” of the real world. Thus, potential philosopher-kings must receive a new form of education that will identify, test, and refine their philosophical natures. Moreover, Plato’s treatment of education in the “Laws” is different from that of his “Republic”. Plato prescribes a general type of Greek education for both the military and governing classes. Furthermore, it is insufficient to merely have opinions about the good. But once he focuses on what is, he will be happier than ever before and will never want to return to the cave (516e-c). This is because he believed that every member of society, though they will each have their own specific role in society later in life, must all have equal education at the start of their training. The release of the soul from the body and the contemplation of the beautiful world of ideas,  is the ultimate end of life. If one looks closely at these concepts , one can easily find that in any discourse on educational philosophy, these words make more frequent appearances. He was totally against gender and religious discrimination and proposed that education should be provided to all without any discrimination i.e. One was meeting the great Greek philosopher Socrates. First, he believed, and demonstrated, that educators must have a deep care for the well-being and future of those they work with. before the age of seven years, the child should not be educated formally. Medicine, Socrates says, is only welcome as a means for curing easily-fixed illnesses and should never be used to keep those unable to work alive (406). Plato's beliefs on education, however, are difficult to discern because of the intricacies of the dialogue. Socrates' way of explaining the good is characteristic of his pedagogical method. He proclaimed that preference should be given to the surest, bravest, fairest and those who have the natural gifts to facilitate their education. His character was noble ; he was an aristocrat by birth and by temperament, an uncompromising idealist, hostile to everything base and vulgar. A rational part (the part that loves truth, which should rule over the other parts of the soul through the use of reason), 2. At this stage the mother or the nurse should tell him the authorized tales about the gods and heroes of the nation to develop the trait of noble character in them. For instance a man who intends to be a good farmer must play at farming, and the man who is to be a builder must spend his play time building toy houses. It is shown that the more you move up the more you acquire knowledge. Plato’s attitude toward these itinerant teachers, who picked up as much information and technique as possible in town and moved on to the next to purvey it, who usually lacked any firm commitment to truth, and who were happy to sell what they had picked up in rather expensive packages of private or semi private instruction, is a mixed one. Therefore, by eating and drinking moderately and undertaking a simple physical exercise plan from youth, the body will be as fit as is needed. He thought that females and males have got the same right of receiving education from the state since the interest of the state is paramount and the kind of education which will produce good men will also produce good women. © COPYRIGHT THROUGH EDUCATION 2019. Apart from this physical education, Plato also recommended music to bring about certain refinement in their character and lent grace and health to the soul and the body. This stage goes up to the age of seventeen years. He was of the opinion that education should develop the sense of ideas in people in whom the ability is there, and should purpose and direct each one through the guidance of philosophers for the performance of those works which fits them naturally to perform. Plato stressed that all concerned be communicated for proper education. This situation didn’t please Plato since they were not the best channels of education, neither second best because they desired money and fame rather than knowledge. Hence, the soul must have existed before its union with a body.