<p>The aim of this essay is to track two parallel currents in educational theory. These currents have a long-standing and varied history, traceable to at least as far back as ancient Greek philosophy. This essay is not primarily concerned with the history of these currents, however, but is rather conceived as an endeavor to identify and grapple with a persistent tension at the heart of the philosophy of education, one that remains alive and well to this day. The tension in question is between the current of fictionalism and the current of dogmatism. For this tension to make sense, the two different currents (and their respective conceptual landscapes) need to be unpacked. The best way of doing this, to my mind, is via an example that in some ways stands out as paradigmatic within the history of the philosophy of education; Plato’s <i>Republic</i>. It is paradigmatic in the sense that it clearly illustrates how both of these currents or opposing impulses intertwine and collide within the same educational landscape.</p>