Already in the Archaic period, the symposion was often connected with educational
purposes. Plato elaborated his own alternative (esp. in the first two books of the Laws),
which in turn influenced later authors. This contribution deals with three such thinkers:
Plutarch, Calvenus Taurus, and Favorinus of Arles. All three realised that the context of
the symposion yielded interesting opportunities for the education of younger students. I
propose to examine their evaluation of their students, their attitude (and, in Plutarch’s case,
self-characterisation) as a teacher, and their didactic approach.The evidence shows that
Plutarch and Taurus basically pursue the same philosophical purposes in their education
during dinner, by promoting independent and critical thinking, whereas Favorinus’
teaching activities are more in line with the brilliant self-display of the so-called ‘Second
Sophistic’.