Plutarch is renowned not only for his rich in content educational proposals. He is equally famous for his analytical and well-supported reasoning. The latter, due to its quality, is understood as a surplus value when correlated with why the cultivation of the educated Roman citizen with the currents of classical education renders him both a participant in virtue and education and the society to which he belongs, a worthy successor of Greek culture.

After the Roman conquest of Greece in 146 BC, the Roman nation, as a participant by tradition of strict individual and social ethics, particularly strong in military and political might, was demonstrated in the consciousness of the Greeks as suitable to undertake the continuation of the cultivation and advancement of the unparalleled Greek spiritual culture.

The historical continuity has shown, beyond any doubt, that the Romans literally immersed themselves, with respect and creativity, in the currents of Greek spirituality (philosophy, literature, the Arts) and were experientially conquered by it. As Horace wrote, to remain immortal: "Graecia capta ferum victorem coepit" (Greece, having been captured, took hold of her savage conqueror).

However, Plutarch aspired to something beyond this: To benefit, uplifting the intellectual level of the Roman youth and the entire society through classical education, but also, through it, to elevate the entire Roman Empire into a new Greek spiritual empire.

Such was the ambitious thinking that Plutarch conceived, something which is evidenced by the content of his works and by his actions as a public official. In other words, Plutarch laid down the foundations and systematically worked towards what later became known as the "Greco-Roman civilization." For that which was realized as the authentic transmission and transfer, henceforth and into eternity, of the unsurpassed Greek spiritual greatness, and on the other hand, of the unmatched Roman robustness of morals and genuine social humanity.