Offering an ancient education for our times, Jill Frank's A Democracy of Distinction interprets Aristotle's writings in a way that reimagines the foundations, aims, and practices of politics, ancient and modern. Concerned especially with the work of making a democracy of distinction, Frank shows that such a democracy requires freedom and equality achieved through the exercise of virtue.

Moving back and forth between Aristotle's writings and contemporary legal and political theory, Frank breathes new life into our conceptions of property, justice, and law by viewing them not only as institutions but as dynamic activities as well. Frank's innovative approach to Aristotle stresses his appreciation of the tensions and complexities of politics so that we might rethink and reorganize our own political ideas and practices. A Democracy of Distinction will be of enormous value to classicists, political scientists, and anyone interested in revitalizing democratic theory and practice.

When Plato set his dialogs, written texts were disseminated primarily by performance and recitation. He wrote them, however, when literacy was expanding. Jill Frank argues that there are unique insights to be gained from appreciating Plato’s dialogs as written texts to be read and reread. At the center of these insights are two distinct ways of learning to read in the dialogs. One approach that appears in the Statesman, Sophist, and Protagoras, treats learning to read as a top-down affair, in which authoritative teachers lead students to true beliefs. Another, recommended by Socrates, encourages trial and error and the formation of beliefs based on students’ own fallible experiences. In all of these dialogs, learning to read is likened to coming to know or understand something. Given Plato’s repeated presentation of the analogy between reading and coming to know, what can these two approaches tell us about his dialogs’ representations of philosophy and politics?           

With Poetic Justice, Jill Frank overturns the conventional view that the Republic endorses a hierarchical ascent to knowledge and the authoritarian politics associated with that philosophy. When learning to read is understood as the passive absorption of a teacher’s beliefs, this reflects the account of Platonic philosophy as authoritative knowledge wielded by philosopher kings who ruled the ideal city. When we learn to read by way of the method Socrates introduces in the Republic, Frank argues, we are offered an education in ethical and political self-governance, one that prompts citizens to challenge all claims to authority, including those of philosophy.