Mit jako narzędzie edukacji politycznej – kazus starożytnej Grecji
Myth as a Tool of Political Education: The Case of Ancient Greece

Summary/Abstract: RESEARCH OBJECTIVE: The article focuses on demonstrating the specificity of Greek myth as an important element of Greek paideia serving to educate civic attitudes. RESEARCH PROBLEM AND METHODS: Contemporary interest in myth (Eliade, Malinowski, Durkheim, Dodds) most often focuses on anthropological, cultural, or literary analyses, leading to a simplifying treatment of myth as a 'fictional story' that cannot compete with rational knowledge. This understanding does not fit Greek myth, ignoring its original cultural context. In ancient Greece, myth was an element of political education, providing knowledge about typical human action (Aristotle). Through analysis of philosophers' attitudes toward myth (Plato, Aristotle), similarities are shown between the role of myth and the assumptions of contemporary political education, which emphasizes activity, emotional engagement, and cooperation. The article applies hermeneutics of ancient texts, supported by historical-philosophical analysis. THE PROCESS OF ARGUMENTATION: The first part analyzes poetry as a component of the 'philosophy of human affairs' and a carrier of myths and the knowledge contained in them. The understanding of myth in the ancient sense is then reconstructed. Showing the attitude of philosophers such as Plato and Aristotle toward myth and myth-makers allowed outlining the significance of myth and its role in shaping political competence. RESEARCH RESULTS: A proper interpretation and assessment of Greek myths requires understanding the assumptions of the poetry of the time. In a good myth, what mattered was not the element of fiction but the ability to capture the specificity of human action, meant to prompt the recipient to reflect on their own conduct, choices, and social relations. Fiction served to abstract from specific situations and to arouse emotions, thereby individualizing the impact on the recipient. Because of these qualities, myth complemented the philosophical curriculum. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The role of myths in political education should be reassessed, treating them as important elements in the development of social competences that influence contemporary political life. Reflection on myth in its classical understanding can enrich not only anthropology, psychology, or literary studies, but also the social sciences, primarily political and legal science.

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