Plato's Apology of Socrates

Total Page:16

File Type:pdf, Size:1020Kb

Plato's Apology of Socrates Cornell University Press gratefully acknowledges a grant TO HARRY V. JAFFA from the Andrew W. Mellon Foundation that aided in bringing this book to publication. Copyright © 1979 by Cornell University All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writing from the publisher. For information address Cornell University Press, 124 Roberts Place, Ithaca, New York 14850. First published 1979 by Cornell University Press. Third printing, 1988. International Standard Book Number 0-8014-1127-0 Library of Congress Catalog Card Number 78-11532 Printed in the United States of America Librarians: Library of Congress cataloging information appears on the last page of the book. Contents Around the hero everything becomes a tragedy; around the demigod, a satyr-play; and around Preface 9 God everything becomes-what? perhaps a "world"?- PART ONE I Apology of Socrates: Translation -NIETZSCHE, Introduction to the Translation 15 Beyond Good and Evil Translation 21 Notes to the Translation 50 PART TWO I Plato's Defense of Socrates: Interpretation 1. The Introduction (Proem) (17a-18a6) 71 2. The Charge of the First Accusers (18a7-24b2) 81 3. The Charge of the Present Accusers (24b3-28b2) 134 4. Socrates as Public Man (28b3-31c3) 151 5. Socrates as Private Man (31c4-34b5) 181 6. The Epilogue (34b6-35d8) 201 7. Second Speech: The Counterproposal (35el-38b9) 208 8. Third Speech: Parting Words to the Jury (38cl-42a5) 222 Appendix: Analytical Outline of the Apology of Socrates 233 Bibliography 236 Index of Authors 241 7 Preface This book is a translation and interpretation of Plato's Apology of Socrates. Following the structure of the dialogue section by section, I discuss each part both by itself and as it contributes to the argument of the whole work. Wherever appropriate in the course of the commentary, the broader questions of Plato's polit­ ical philosophy are also addressed. The translation, with its ac­ companying notes, has been included as an aid for the reader who does not know Greek. Currently available renditions of the Apology lack the requisite precision for a close scrutiny of the .text. The notes to the translation elucidate theimportant Greek terms and identify the references that Socrates makes to Athe­ nian political.events and contemporary personages. My reading of the Apology of Socrates· relies principally upon the textitself. I have not entered into the question of what hap­ pened at the trial of the "historical" Socrates because that ques­ tion is unanswerable and, I believe, not very important. What matters for us is Plato's portrayal of the event, for it is Plato's Socrates who has truly made history. The Apology of Socrates is above all a philosophic document. Writing with extreme care, Plato supplies us through his words alone with most of the information neededto understand the work. Its parts are bound to one another with the same rigorous necessity as are the parts of a living being. Every sentence, every word, seems endowed with significance in the elaborately fashioned whole. Hence an account of the Apology, as of any Platonic dialogue, resembles the exegesis of a finely crafted poem. To do justice to its depth 9 Preface Preface and subtlety, the interpreter must discover and expound the opinions of the Athenians. Socrates' philosophic .questioning, articulation of the work's parts: he mustbring forth its logos, the which disputes the canons that the city holds sacred, weakens reasoned thought or plan that animates and bestows unity upon the cohesion of the political order by undermining those opin­ the whole. Such is the aim pf the present commentary. ions. In the course of his analysis Socrates tentatively proposes a The Apology of Socrates is the most often read dialogue of means of resolving this tension between philosophy and poli­ Plato, and for good reason: it occupies a central position in the tics: the philosopher, rather than the poet, must undertake the body of his works. Socrates' future trial and death are alludedto education of his political community. If successful, he would frequently in other dialogues, and the conflict between the establish a fundament of shared beliefs sympathetic to philoso­ philosopher and his city, here vividly dramatized, is an explicit phy upon which new political modes and orders could be con­ subject of conversation in the Republic, the Gorgias, and else­ structed. Socrates' solution, however, cannot be executed so where. The questions at stake in that conflict lead, as the Apol­ long as the philosopher has not transformed his love of wisdom ogy. shows, to other major themes of Plato's writings: education, into knowledge. For if the philosopher who "knows that he justice and punishment, politics and the laws, rhetorical and knows nothing" cannot answer the greatest questions-those truthful speech, the nature of being, opinion and ignorance, concerning the best way of life for a human being-how could self-knowledge, soul and body, virtue and vice, and the worth he responsibly educate others? of the philosophic life. The Apology of Socrates affords an appro­ The drama of Socrates' trial and death illustrates this priate introduction to Platonic thought generally and is indis­ dilemma, in which the philosopher can neither accept the way pensable to anyone who wishes to understand the, principles of of life prescribed by his tradition nor discover an unquestionable classical political philosophy. alternative to· it. Socrates defies his jury, insisting that he will My chief complaint against the writings of contemporary never stop philosophizing, no matter what they threaten him scholars on the dialogue concerns their general assumption that with or do to him. Although he appears to put himself forward Socrates was right and Athens wrong. This assumption can be boldly as the only man in Athens who knows how to educate traced to the faith inherited from the eighteenth century that the young, the same Socrates submits to the sentence decreed science and thought are the highest authority for the conduct of by that jury and proceeds ca~mly to his death. Plato's brilliant life. Matters were different in the time before the popularization defense of philosophy in the Apology must not blind us to the of philosophy. It was then observed that the deracinated human necessity of the conflict between the claims of the philosophic understanding is evidently better equipped to debunk ancestral life and the conditions of decent politics. customs than to instruct men in their proper duties. The case of Socrates, who openly proclaimed his ignorance of life's pur­ I wish to acknowledge the guidance and aid I have received pose, posed the problem with particular clarity. Accordingly, from teachers, friends, and acquaintances. I am grateful above Plato's.Apology of Socrates approaches philosophy less as a self­ all to Leo Strauss, who first made me aware of the leading evident good than as something questionable that calls for jus­ themes of the Apology of Socrates during. a course he taught at tification. Claremont in 1969. I regard Strauss as our century's best teacher The structure and argument of the dialogue convey a com­ of how to read the great authors of the Western tradition. His prehensive teaching about the nature of political life, particu­ writings on classical political philosophy in particular provide a larly about who rules and who ought to rule. Socrates' implicit standard of excellence for the interpretation of the ancients. analysis reveals the hidden but potent hierarchy of governors I thank Harry V. Jaffa for his generous encouragement of my and governed: the politicians elected by the people are them­ work. His thoughtful exposition of the great issues of philoso­ selves unknowing followers of those. poets who have formed the phy and politics has been a valuable spur to my own under- 10 11 Preface standing. I am grateful for the time I have spent with Harry Neumann, especially for his insistent questioning of thepossi­ bility and value of philosophy itself. I also thank Allan Bloom, PART ONE who first gave me an inkling of the breadth and beauty of po~ti- cal philosophy. ' John Alvis deserves particular gratitude for his careful, con­ scientious editorial and critical help with the book. The Press's Apology of Socrates two anonymous readers raised objections that were, I think, almost always right; I have adopted most of their recom­ mendations, and I thank fhem for their comments. James M. TRANSLATION Nichols, Thomas Silver, Ken Masugi, and Patrick Coby also read the manuscript, and each of them provided detailed remarks and suggestions that have been consulted throughout my re­ visions. Likewise, George Anastaplo proposed useful altera­ tions in the translation and notes. I especially thank Father Placid Csizmazia· and Thomas L. Pangle for the time they de­ voted to a critical comparison of the translation with the Greek text. My wife, Grace Starry West, helped extensively with the translation and the proofreading; she listened patiently and re­ sponded with sympathetic criticism while I was thinking out the argument of the book. Finally, I express my appreciation to the Deutscher Akadem­ ischer Austauschdienst (German Academic Exchange Service) for a research grant, and particularly to the Earh,art Foundation for the grant that supported my revision of the original manu­ script and the preparation of the translation. THo,MAs G. WEST University of Dallas 12 PART TWO Plato's Defense of Socrates INTERPRETATION CHAPTER 1 The Introduction (Proem) (17a-18a6) An "apology" is a speech of defense against an accusation of injustice. The word apo-logia itself denotes a "speaking-away," an explanatory discourse intended to repulse a charge against oneself.
Recommended publications
  • PA 4-H Horse Cloverbud Activity Book B
    PA 4-H Horse Cloverbud Activity Book B Name: Club Name: County: Thank you for helping with the PA 4-H Horse Cloverbud Program! Here are some notes to help you lead this project: The PA 4-H Horse Cloverbud Policy & Safety Guidelines must be followed at all times when using this activity book. Please see your Extension Office or http://extension.psu.edu/4-h/projects/ horses/cloverbud-program/cloverbud-policy-and-guidelines for a copy of the policy and guidelines. Many sections include a variety of activities. At least one activity per section must be completed. There will be three PA 4-H Horse Cloverbud Activity Books. All Cloverbud members in one club or group should complete the same book in the course of one year, regardless of their ages or the length of time they have been members. Ex: This year, all Cloverbud Horse Club members complete Book B. Next year, all members will complete Book C, etc. Currently, this curriculum is available as an electronic publication. Please contact your local Extension Office for printed copies. For additional Cloverbud activities, please refer to our Leader & Educator Resource page located at http://extension.psu.edu/4-h/projects/horses/cloverbud-program/leader-resources. PA 4-H Horse Cloverbud Mission This educational program provides safe, fun, hands-on, developmentally appropriate learning opportunities for 4-H youth ages 5 to 7 years (as of January 1st). Using horses, this program will focus on participation as well as cooperative learning in informal settings. Summary of Differences Between
    [Show full text]
  • The Trial and Death of Socrates : Being the Euthyphron, Apology, Crito, and Phaedo of Plato
    LIBRARY UNIVERSITY OF CALIFORNIA SAN DIEGO /?. (Boffcen THE TRIAL & DEATH OF SOCRATES *O 5' dve^Tcurroj /3toj ov /Siwrds cu>0p(j!nrip ' An unexamined life is not worth living.' (PLATO, Apol. 38 A. ) THE TRIAL AND DEATH OF SOCRATES BEING THE EUTHYPHRON, APOLOGY, CRITO, AND PH^EDO OF PLATO TRANSLATED INTO ENGLISH BY F. J. CHURCH, M.A. LONDON MACMILLAN AND CO. AND NEW YORK 1895 [ All rights reserved.] First Edition printed 1880 Second Edition, Golden Treasury Series, 1886 Reprinted 1887, 1888, 1890, 1891, 1892, March and September 1895 PREFACE. THIS book, which is intended principally for the large and increasing class of readers who wish to learn something of the masterpieces of Greek literature, and who cannot easily read them in Greek, was originally published by Messrs. Macmillan in a different form. Since its first appearance it has been revised and corrected throughout, and largely re- written. The chief part of the Introduction is new. It is not intended to be a general essay on Socrates, but only an attempt to explain and illustrate such points in his life and teaching as are referred to in these dialogues, which, taken by themselves, con- tain Plato's description of his great master's life, and work, and death. The books which were most useful to me in writing it are Professor Zeller's Socrates and the Socratic Schools, and the edition of the VI PREFACE. Apology by the late Rev. James Riddell, published after his death by the delegates of the Clarendon Press. His account of Socrates is singularly striking.
    [Show full text]
  • ANA MILENA RIBERO 238 Moreland Hall 2550 SW Jefferson Way Corvallis, OR 97331 (541) 737-3613
    ANA MILENA RIBERO 238 Moreland Hall 2550 SW Jefferson Way Corvallis, OR 97331 (541) 737-3613 EDUCATION PhD, Rhetoric, Composition, and the Teaching of English – University of Arizona, Tucson, AZ; May 2016 Dissertation: Citizenship and Undocumented Youth: An Analysis of the Rhetorics of Migrant- rights Activism in Neoliberal Contexts. Committee: Drs. Adela C. Licona (chair), Damián Baca, Maritza Cárdenas, and Victor Villanueva MA, Writing, Rhetoric and Discourse, with distinction – DePaul University, Chicago, IL Concentration in Teaching Writing and Language; June 2009 BS, Journalism – University of Florida, Gainesville, FL Emphasis in magazine journalism; December 2002 RESEARCH & TEACHING INTERESTS Im/migrant rhetorics, border rhetorics, the rhetorics of social movements, the rhetorics of race, Latinx rhetorics, Women of Color feminisms, literacy studies. ACADEMIC APPOINTMENTS 2017-2018 Resident Research Fellow, The Center for the Humanities, Oregon State University, Corvallis, OR 2016-current Assistant Professor of Rhetoric and Composition, School of Writing, Literature, and Film, Oregon State University, Corvallis, OR 2016-17 Engaged Scholar in Residence, Center for Latino/a Studies and Engagement, Oregon State University, Corvallis, OR 2013-16 Research Assistant, Writing Program, University of Arizona, Tucson, AZ 2011-16 Graduate Teaching Associate, Department of English, University of Arizona, Tucson, AZ 2010-11 Coordinator, The Collaborative for Multilingual Writing and Research, DePaul University, Chicago, IL 2009-11 Instructor, Department of Writing, Rhetoric and Discourse, DePaul University, Chicago, IL Ribero 2019 1 PUBLICATIONS Journal Articles 2019 And Sonia Arellano. “Advocating Comadrismo: A Feminist Mentoring Approach for Latinas in Rhetoric and Composition.” Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric & Composition.
    [Show full text]
  • On the Teaching of Virtue in Plato's Meno and the Nature Of
    On the Teaching of Virtue in Plato’s Meno and the Nature of Philosophical Authority Abraham D. Stone May 2, 2010 Abstract Socrates and Meno reach two different conclusions: in the first part of the dialogue, that virtue is knowledge and can therefore be taught; in the second, that it is reliable true opinion and can therefore be acquired only by divine inspiration. Taking into account Socrates’ role as a teacher (of his interlocutors and of Plato) and Plato’s role as a teacher (of us), I show that neither of these conclusions is consistent with the existence of philosophy as a human institution, and argue that, for this reason, Plato refuses ultimately to endorse either of them. Meno’s question — “Can you tell me, Socrates, whether virtue is something teachable?” (70a1–2)1 — is important for the obvious reason that it concerns what we must do: if there is some way of acquiring virtue, then we are obliged to acquire it. But it has further implications, as well, both for political philosophy and for philosophical politics: that is, the political structure of philosophy itself. It is therefore worth understanding how Plato answers it, or fails to, in the course of the dialogue. Much discussion of the Meno has focused on epistemological issues, and on the passages in which Socrates explains his theory of learning as recollection. Given the confusing nature of those passages, it is no surprise that many com- peting interpretations have emerged.2 I do have ideas about how (and to what 1Parenthetical references to Plato’s works are to Platonis Opera, 5 vols., Oxford Classical Texts (1902–1913), and unless otherwise indicated to the Meno (in vol.
    [Show full text]
  • Glaucon's Dilemma. the Origins of Social Order
    [Working draft. Please do not circulate or cite without author’s permission] Glaucon’s Dilemma. The origins of social order. Josiah Ober Chapter 2 of The Greeks and the Rational (book-in-progress, provisional title) Draft of 2019.09.20 Word count: 17,200. Abstract: The long Greek tradition of political thought understood that cooperation among multiple individuals was an imperative for human survival. The tradition (here represented by passages from Plato’s Republic, Gorgias, and Protagoras, and from Diodorus of Sicily’s universal history) also recognized social cooperation as a problem in need of a solution in light of instrumental rationality and self-interest, strategic behavior, and the option of free riding on the cooperation of others. Ancient “anthropological” theories of the origins of human cooperation proposed solutions to the problem of cooperation by varying the assumed motivations of agents and postulating repeated interactions with communication and learning. The ways that Greek writers conceived the origins of social order as a problem of rational cooperation can be modeled as strategic games: as variants of the non-cooperative Prisoners Dilemma and cooperative Stag Hunt games and as repeated games with incomplete information and updating. In book 2 of the Republic Plato’s Glaucon offered a carefully crafted philosophical challenge, in the form of a narrative thought experiment, to Socrates’ position that justice is supremely choice-worthy, the top-ranked preference of a truly rational person. Seeking to improve the immoralist argument urged by Thrasymachus in Republic book 1 (in order to give Socrates the opportunity to refute the best form of that argument), Glaucon told a tale of Gyges and his ring of invisibility.1 In chapter 1, I suggested that Glaucon’s story illustrated a pure form of rational and self-interested behavior, through revealed preferences when the ordinary constraints of uncertainty, enforceable social conventions, and others’ strategic choices were absent.
    [Show full text]
  • Morgan Horse Bulrush Youth Workbook
    AMHAY Horsemastership Achievement Program Bulrush Level Level 1 Youth Workbook American Morgan Horse Association, Inc. Youth Program 4066 Shelburne Road, Suite 5, Shelburne, VT 05482 (802) 985-4944 www.morganhorse.com Revised 1/16 Purpose The purpose of the AMHAY Horsemastership Program is to instill in young people pride in, enjoyment of, and knowledge about the Morgan horse with the ultimate objective of educating future owners and breeders dedicated to preserving, improving, promoting, and cherishing the Morgan breed. These objectives – incorporating the ideals and skills of horsemastership and management, sportsmanship, responsibility in citizenship, discipline, and competence in leadership – will be pursued through this program. Rules 1. This program is open to AMHAY members, 21 years and under, who are interested in learning more about Morgans and safe horsemanship. 2. The five levels of achievement are: 1) Bulrush, 2) Woodbury, 3) Sherman, 4) Black Hawk, 5) Justin Morgan. 3. Members may work on the badge levels as individuals or in a youth group. The first two levels may be completed with any horse, but third level and above completed with a Morgan horse. Level requirements do not need to be completed at the same time, although you must complete one level before progressing to the next. 4. AMHAY will provide awards to members who pass the Bulrush, Woodbury, Sherman, and Black Hawk levels. Bulrush through Sherman will receive a certificate, pin and a gift certificate for the AMHA Gift Catalog. Members who complete the Black Hawk and Justin Morgan levels will receive a certificate, pin and U.S. Savings Bond. 5.
    [Show full text]
  • The Roles of Solon in Plato's Dialogues
    The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought.
    [Show full text]
  • Plato Journal
    DEZ 2013 ISSN 2079-7567 I3 eISSN 2183-4105 Established 1989 http://platosociety.org/ Papers William H.F. Altman “The Missing Speech of the Absent Fourth: Reader Response and Plato’s Timaeus-Critias” David Levy, “Socrates vs. Callicles: Examination and Ridicule in Plato’s Gorgias.” Nathalie Nercam, “En tout et pour tout (Théétète 204a-210b)” Matthew Robinson, “Competition, Imagery, and Pleasure in Plato’s Republic, 1-91” Scott J. Senn, “Ignorance or Irony in Plato’s Socrates?: A Look Beyond Avowals and Disavowals of Knowledge” INTERNATIONAL PLATO SOCIETY PLATO INTERNATIONAL PL ATO Société Platonicienne JOURNALInternationale Associazione Internazionale dei Platonisti Sociedad Internacional de Platonistas Internationale Platon-Gesellschaft Imprensa da Universidade de Coimbra Coimbra Universiy Press 2 | Enicaper ficaed susta nondin is es nonim et dolore CREDITS EditOriAL BOARD INterNAtiONAL PLATO Francisco Gonzalez SOcietY EXecutiVE University of Ottawa COmmittee (2013-16) Irmgard Männlein-Robert President: Francisco Bravo Universität Tübingen Universidad Central de Venezuela Angela Ulacco President: Gabriele Cornelli Albert-Ludwigs-Universität Freiburg Universidade de Brasília Vice President: Tom Robinson ScieNtific BOArd University of Toronto Luc Brisson Ex-President: Mauro Tulli CNRS – UPR76 Centre Jean-Pépin, Paris Università degli Studi di Pisa Tomás Calvo Next President: Luc Brisson Universidad Complutense, Madrid CNRS – UPR76 Centre Jean-Pépin, Paris John Dillon Next President: Olivier Renaut Trinity College, Dublin Université Paris
    [Show full text]
  • Forms of Goodness : the Nature and Value of Virtue in Socratic Ethics. Scott .J Senn University of Massachusetts Amherst
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2004 Forms of goodness : the nature and value of virtue in Socratic ethics. Scott .J Senn University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Senn, Scott .,J "Forms of goodness : the nature and value of virtue in Socratic ethics." (2004). Doctoral Dissertations 1896 - February 2014. 2378. https://scholarworks.umass.edu/dissertations_1/2378 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FORMS OF GOODNESS: THE NATURE AND VALUE OF VIRTUE IN SOCRATIC ETHICS A Dissertation Presented by SCOTT J. SENN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2004 Department of Philosophy © Copyright by Scott J. Senn 2004 All Rights Reserved FORMS OF GOODNESS: THE NATURE AND VALUE OF VIRTUE IN SOCRATIC ETHICS A Dissertation Presented by SCOTT J. SENN Approved as to style and content by: Gareth B. Matthews, Chair C. c Vere C. Chappell, Member Department of Philosophy DEDICATION To Russell E. Senn, my first philosophy teacher ACKNOWLEDGEMENTS "I have to speak to you of one who was in many ways the greatest man that ever lived[. Thus begins an account of Platonic thought by John Burnet (1928) that inspired the work whose product is the present paper.
    [Show full text]
  • The Historicity of Plato's Apology of Socrates
    Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1946 The Historicity of Plato's Apology of Socrates David J. Bowman Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Classical Literature and Philology Commons Recommended Citation Bowman, David J., "The Historicity of Plato's Apology of Socrates" (1946). Master's Theses. 61. https://ecommons.luc.edu/luc_theses/61 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1946 David J. Bowman !HE HISTORICITY OP PLATO'S APOLOGY OF SOCRATES BY DA.VID J. BOWJWf~ S.J• .l. !BESIS SUBMITTED Ilf PARTIAL FULFILIJIE.NT OF THB: R}gQUIRE'IIENTS POR THE DEGREE OF IIA.STER OF ARTS Ill LOYOLA UlfiVERSITY JULY 1946 -VI'fA. David J. Bowman; S.J•• was born in Oak Park, Ill1no1a, on Ma7 20, 1919. Atter b!a eleaentar7 education at Ascension School# in Oak Park, he attended LoJola AcademJ ot Chicago, graduat1DS .from. there in June, 1937. On September 1, 1937# he entered the Sacred Heart Novitiate ot the SocietJ ot Jesus at Milford~ Ohio. Por the tour Jear• he spent there, he was aoademicallJ connected with Xavier Univeraitr, Cincinnati, Ohio. In August ot 1941 he tranaterred to West Baden College o.f Lorol& Universit7, Obicago, and received the degree ot Bachelor o.f Arts with a major in Greek in Deo.aber, 1941.
    [Show full text]
  • An Apology for Mythology
    An Apology for Mythology By Joseph Dalton Wright Submitted in Partial Fulfillment of the Degree of Bachelor Arts in the Integral Curriculum of Liberal Arts at Saint Mary’s College April 16, 2012 Advisor: Ms. Theodora Carlile Wright, 1 “Whence a lover of myth, too, is in a sense a philosopher, for a myth is composed of wonders” -Aristotle, Metaphysics1 1 Metaphysics, Book A, Chapter Two (Aristotle 1966) Wright, 2 Introduction What is the self, how does it operate? This question is the theme of Socrates’ final conversation in Plato’s dialogue Phaedo. The first word of the dialogue is αὐτός2 (self), and in the first sentence Plato connects this issue with the mixture of opposites. “Were you with Socrates yourself, Phaedo, on the day when he drank the poison in prison, or did you hear about it from someone else?” (Phaedo, 57A) Socrates drank the hemlock and fulfilled the Athenian court’s verdict. Plato uses the word φάρµακον3, which in Greek can mean both medicine and poison. If the φάρµακον is medicine, then Socrates is actually curing an illness, and liberating himself from disease, but is the hemlock medicine or poison? The φάρµακον embodies a critical question: how can opposites reconcile and collaborate? The opposing meanings meet, mix, and coordinate in the Φάρµακον; a unity-in-opposition of medicine and poison. Plato knows relationships like this are troubling, but the agony is beneficial, for the test reveals how our consciousness connects and creates. Socrates presents several opposites as candidates for reconciliation throughout the dialogue, such as pleasure and pain, and one and many.
    [Show full text]
  • Annual Report Therapeutic Riding Program Norwich VT
    High Horses 2015 Annual Report Therapeutic Riding Program Norwich VT relationships mobility confidence joy leadership communication “The more progress I have seen in myself, the more I have wanted to share this peace with fellow veterans. There is a companionship and loyalty in military service that is difficult to find in the civilian world and I have found that once again at High Horses.” - A veteran 93%of participants observed by independent raters demonstrated gains in skills in a goal area 49 New Participants in 2015 “I know A__ from working at her school. Her confidence has grown so much since she started riding with High Horses that you would never know she was the same kid! It is amazing what horses can do for our self -esteem.” - A school aid and High Horses volunteer www.highhorses.org High Horses Therapeutic Riding Program’s Mission: To improve the well-being of people with special needs through a therapeutic equine experience. Populations Served 231 participants ages 3-94 Cerebral Seniors, Veterans, Children, Teens, Adults Palsy 7% Autism Volunteers Spectrum Other disorder 13yrs Volunteers: Ageless 75yrs 37% 22% 4,557 hours contributed (VT rate = $21.65/hr) $98,659.05 Independent raters measuring outcomes: 29 Grey ADD/ADHD Horse 6% Down Volunteers are crucial to our PTSD 12% Syndrome success and are a valued 5% 11% member of the team that help participants reach their goals Finances Research and Development Grants/Community Funds awarded REVENUE 2014 2015 Alces Foundation F The Jack & Dorothy Byrne Program 63,2 87 69,260 o Foundation C Fundraising/grants 178,873 233,514 u Jane B.
    [Show full text]