229 Deron Boyles doi: 10.47925/74.229 PHILOSOPHY OF EDUCATION 2018 | Megan Laverty, editor © 2019 Philosophy of Education Society | Urbana, Illinois Plato’s Theaetetus: Formation Over Forms? Deron Boyles Georgia State University INTRODUCTION Plato’s Theaetetus offers the opportunity to consider epistemology in ways that importantly explore the meaning of “student” and “teacher.” Specifcally, this article argues that the dialogue’s characters—Theodorus, Theaetetus, Protagoras, and Socrates—perform functions that not only reveal competing philosophies of education but templates of and for student engagement as formation. As a text, Theaetetus provides a noteworthy means through which students not only read and think about elenchus (refutation) and aporia (perplexity) but experience it as participants in interlocution. Additionally, the dialogue itself represents formation insofar as it is an instance of Plato’s move away from the Theory of Forms and his further development of midwifery. Proceeding in three parts, this paper 1) provides a brief overview of the dialogue; 2) underscores the representational nature of the characters in the dialogue—and the part they play in student formation; and 3) explores the Socrates-as-midwife motif and the overall marginalization of Forms in the dialogue. In short, this paper argues for understanding the Theaetetus as an aporetic dialogue about formation over Forms. 1 BRIEF OVERVIEW OF THE DIALOGUE Theaetetus begins with a prologue that takes place just before Socrates’ death, in 399 BCE, and begins with Socrates asking Theodorus if he knows of any young men he thinks have potential. Theodorus recommends Theaetetus and the dialogue proceeds with Socrates asking Theaetetus “What do you think knowledge is?” (146c). 2 Initially, Theaetetus only offers examples of knowledge (ousia) rather than providing a defnition of knowledge itself (eidos). The process is aided by Socrates’ claim that he is a midwife, like his mother Phaenarete (149a).