Glaucon's Dilemma. the Origins of Social Order
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Plato's Euthyphro and Meno
Plato's Euthyphro and Meno Reading and Essays Questions Exeter College, Oxford University, HT13 Tutor: Simona Aimar E-mail: [email protected] Weekly Meetings: TBA General Information This is a syllabus for eight weeks work for the first-year course on Plato’s Meno and Euthyphro. Please email your assignments to me 24h before the tutorials. I am afraid that I will not be able to write comments on essays that are handed in later than this (unless – for exceptional reasons, e.g. illness – I have agreed to this beforehand). You are required to do at least five essays in the course of the term, plus one set of gobbets. You should each write an essay for the first tutorial. In week 7, you will write gobbets (comments on passages) instead of an essay. In any week when you do not do an essay/gobbets, you should do the reading and think about the question in advance of the tutorial, so that you are ready to discuss the essay question in the tutorial. We shall focus each week on one of the essays in the tutorial, alternating between you and the other student who will be attending the tutorials with you. If we are focusing on your essay, I’ll ask you to summarize it at the start of the tutorial. If we are focusing on someone else’s essay, you should have read her/his essay before the tutorial, and have spent some time thinking about whether you agree with it and how it might be improved. -
Against Hedonist Interpretations of Plato's Protagoras
Binghamton University The Open Repository @ Binghamton (The ORB) The Society for Ancient Greek Philosophy Newsletter 2-19-2010 Against Hedonist Interpretations of Plato's Protagoras J. Clerk Shaw University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://orb.binghamton.edu/sagp Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, and the History of Philosophy Commons Recommended Citation Shaw, J. Clerk, "Against Hedonist Interpretations of Plato's Protagoras" (2010). The Society for Ancient Greek Philosophy Newsletter. 384. https://orb.binghamton.edu/sagp/384 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in The Society for Ancient Greek Philosophy Newsletter by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Shaw Central 2010 p. 1 AGAINST HEDONIST INTERPRETATIONS OF PLATO’S PROTAGORAS J. CLERK SHAW, UNIVERSITY OF TENNESSEE In the debate over whether Socrates endorses hedonism in Plato’s Protagoras, each side has its standard arguments. Those who think he does (hereafter “pro-hedonists”)1 frequently argue that their view stays closer to the text. On this view, there are clear textual indications that Socrates endorses hedonism, and the hypothesis that he does best explains why he introduces the view unprompted.2 Their opponents (“anti-hedonists”) typically argue that attributing hedonism to Socrates makes the Protagoras fit poorly with other Platonic dialogues in which Socrates explicitly argues against hedonism,3 so that we should avoid attributing it to him if at all possible. -
Chapter Three: the Socratic Elenchus and Practical Concerns
Chapter Three: The Socratic Elenchus and Practical Concerns 1. Socrates’ Practical Orientation In the Tusculan Disputations, Cicero writes: But from the ancient days down to the time of Socrates, who had listened to Archelaus the pupil of Anaxagoras, philosophy dealt with numbers and movements, with the problem whence all things came, or whither they returned, and zealously inquired into the size of the stars, the spaces that divided them, their courses and all celestial phenomena. Socrates on the other hand was the first to call down philosophy from the heavens and set her in the cities of men and bring her also into their homes and compel her to ask questions about life and morality and things good and evil. (5.4.10) Cicero’s comment may be dubious philosophical history, but it does point to a genuine contrast between the Socrates of Plato’s early dialogues and certain of the Presocratics. To put it quite generally, this Socrates is interested first and foremost in practical concerns, in how best we might live our lives, as opposed to purely theoretical concerns, issues of cosmology and astronomy that have no direct bearing upon matters of general, everyday interest. How can we understand the philosophical activity of the Socrates of Plato’s early dialogues in light of this contrast? How can we thus understand the Protagoras? 2. Socrates and Experts In the Apology (Plato’s portrayal of Socrates’ defense while on trial), Socrates describes the philosophical activity that occupied him for much of his adult life and will shortly lead to his conviction and execution on charges of impiety and corrupting the young. -
Theory of Forms 1 Theory of Forms
Theory of Forms 1 Theory of Forms Plato's theory of Forms or theory of Ideas[1] [2] [3] asserts that non-material abstract (but substantial) forms (or ideas), and not the material world of change known to us through sensation, possess the highest and most fundamental kind of reality.[4] When used in this sense, the word form is often capitalized.[5] Plato speaks of these entities only through the characters (primarily Socrates) of his dialogues who sometimes suggest that these Forms are the only true objects of study that can provide us with genuine knowledge; thus even apart from the very controversial status of the theory, Plato's own views are much in doubt.[6] Plato spoke of Forms in formulating a possible solution to the problem of universals. Forms Terminology: the Forms and the forms The English word "form" may be used to translate two distinct concepts that concerned Plato—the outward "form" or appearance of something, and "Form" in a new, technical nature, that never ...assumes a form like that of any of the things which enter into her; ... But the forms which enter into and go out of her are the likenesses of real existences modelled after their patterns in a wonderful and inexplicable manner.... The objects that are seen, according to Plato, are not real, but literally mimic the real Forms. In the allegory of the cave expressed in Republic, the things that are ordinarily perceived in the world are characterized as shadows of the real things, which are not perceived directly. That which the observer understands when he views the world mimics the archetypes of the many types and properties (that is, of universals) of things observed. -
Dr. Ionescu's CV
Dr. Cristina Ionescu Associate Professor School of Philosophy The Catholic University of America Washington, D.C. Tel. 202 319 6641 [email protected] Academic Positions: 2015- present: Associate Professor, School of Philosophy, The Catholic University of America 2009 –2015: Assistant Professor, School of Philosophy, The Catholic University of America 2005–2009: Assistant Professor, Campion College, University of Regina, Canada Education: 2000–2005: Ph.D., University of Guelph. Title of Ph.D. Dissertation: “Plato’s Meno: An Interpretation.” Advisor: Kenneth Dorter 1999–2000: M.A., University of Bucharest, Faculty of Philosophy 1995–1999: B.A., University of Bucharest, Faculty of Philosophy Area of Specialization: Ancient Greek Philosophy (Plato) Area of Competency: Metaphysics, Heidegger, Modern Philosophy Publications: Books: On the Good Life: Thinking through the Intermediaries in Plato’s Philebus, SUNY Press, NY: 2019. Plato’s Meno: An Interpretation, Maryland: Rowman & Littlefield, Lexington Books, MD: 2007. Journal articles: “Elenchus and the Method of Division in Plato’s Sophist”, Platonic Dialectic (Routledge Press, forthcoming 2021). “Images and Paradigms in Plato’s Sophist and Statesman”, Ancient Philosophy 40, 2020. “Elenchus, Recollection, and the Method of Hypothesis in the Meno”, The Plato Journal 17, 2017: 9-29. “Due Measure and the Dialectical Method in Plato’s Statesman”, Journal of Philosophical Research 41, 2016: 77-104. “The Place of Pleasure and Knowledge in the Fourfold Articulation of 1 Reality in Plato’s Philebus” in Proceedings of the Boston Area Colloquium in Ancient Philosophy, XXX: 1-32: 2015. “Dialectical Method and Myth in Plato’s Statesman”, Ancient Philosophy 34, 2014: 1-18 “Dialectic in Plato’s Sophist: Division and the Communion of Kinds”, Arethusa 46, 2013: 41-64. -
Plato's Symposium: the Ethics of Desire
Plato’s Symposium: The Ethics of Desire FRISBEE C. C. SHEFFIELD 1 Contents Introduction 1 1. Ero¯s and the Good Life 8 2. Socrates’ Speech: The Nature of Ero¯s 40 3. Socrates’ Speech: The Aim of Ero¯s 75 4. Socrates’ Speech: The Activity of Ero¯s 112 5. Socrates’ Speech: Concern for Others? 154 6. ‘Nothing to do with Human AVairs?’: Alcibiades’ Response to Socrates 183 7. Shadow Lovers: The Symposiasts and Socrates 207 Conclusion 225 Appendix : Socratic Psychology or Tripartition in the Symposium? 227 References 240 Index 249 Introduction In the Symposium Plato invites us to imagine the following scene: A pair of lovers are locked in an embrace and Hephaestus stands over them with his mending tools asking: ‘What is it that you human beings really want from each other?’ The lovers are puzzled, and he asks them again: ‘Is this your heart’s desire, for the two of you to become parts of the same whole, and never to separate, day or night? If that is your desire, I’d like to weld you together and join you into something whole, so that the two of you are made into one. Look at your love and see if this is what you desire: wouldn’t this be all that you want?’ No one, apparently, would think that mere sex is the reason each lover takes such deep joy in being with the other. The soul of each lover apparently longs for something else, but cannot say what it is. The beloved holds out the promise of something beyond itself, but that something lovers are unable to name.1 Hephaestus’ question is a pressing one. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
The Birth of Rhetoric: Gorgias, Plato and Their Successors
THE BIRTH OF RHETORIC ISSUES IN ANCIENT PHILOSOPHY General editor: Malcolm Schofield GOD IN GREEK PHILOSOPHY Studies in the early history of natural theology L.P.Gerson ANCIENT CONCEPTS OF PHILOSOPHY William Jordan LANGUAGE, THOUGHT AND FALSEHOOD IN ANCIENT GREEK PHILOSOPHY Nicholas Denyer MENTAL CONFLICT Anthony Price THE BIRTH OF RHETORIC Gorgias, Plato and their successors Robert Wardy London and New York First published 1996 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 First published in paperback 1998 © 1996 Robert Wardy All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Wardy, Robert. The birth of rhetoric: Gorgias, Plato, and their successors/ Robert Wardy. p. cm.—(Issues in ancient philsophy) Includes bibliographical rerferences (p. ) and index. 1. Plato. Gorgias. 2. Rhetoric, Ancient. -
Plato the ALLEGORY of the CAVE Republic, VII 514 A, 2 to 517 A, 7
Plato THE ALLEGORY OF THE CAVE Republic, VII 514 a, 2 to 517 a, 7 Translation by Thomas Sheehan THE ALLEGORY OF THE CAVE SOCRATES: Next, said I [= Socrates], compare our nature in respect of education and its lack to such an experience as this. PART ONE: SETTING THE SCENE: THE CAVE AND THE FIRE The cave SOCRATES: Imagine this: People live under the earth in a cavelike dwelling. Stretching a long way up toward the daylight is its entrance, toward which the entire cave is gathered. The people have been in this dwelling since childhood, shackled by the legs and neck..Thus they stay in the same place so that there is only one thing for them to look that: whatever they encounter in front of their faces. But because they are shackled, they are unable to turn their heads around. A fire is behind them, and there is a wall between the fire and the prisoners SOCRATES: Some light, of course, is allowed them, namely from a fire that casts its glow toward them from behind them, being above and at some distance. Between the fire and those who are shackled [i.e., behind their backs] there runs a walkway at a certain height. Imagine that a low wall has been built the length of the walkway, like the low curtain that puppeteers put up, over which they show their puppets. The images carried before the fire SOCRATES: So now imagine that all along this low wall people are carrying all sorts of things that reach up higher than the wall: statues and other carvings made of stone or wood and many other artifacts that people have made. -
The Lesson of Plato's Symposium
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2005 Eros, Paideia and Arête: The Lesson of Plato’s Symposium Jason St. John Oliver Campbell University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Campbell, Jason St. John Oliver, "Eros, Paideia and Arête: The Lesson of Plato’s Symposium" (2005). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/2806 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Eros, Paideia and Arête: The Lesson of Plato’s Symposium by Jason St. John Oliver Campbell A thesis submitted in partial fulfillment of the requirement for the degree of Masters of Arts Department of Philosophy College of Arts and Sciences University of South Florida Major Professor: Joanne B. Waugh Ph.D. Charles Guignon, Ph.D. Martin Schöenfeld, Ph.D. Date of Approval: April 14, 2005 Keywords: Ancient Greece, Socrates, Education, Pedagogy, Sunousia © 2005, Jason St. John Oliver Campbell Acknowledgments I wish to extend a debt of gratitude to Professor Joanne B. Waugh for her continued dedication throughout the completion of this thesis. Table of Contents Abstract ii General Introduction 1 Chapter One 4 Introduction 4 Mousikē: The First Component -
Plato's Critique of Injustice in the Gorgias and the Republic
Plato's critique of injustice in the Gorgias and the Republic Author: Jonathan Frederick Culp Persistent link: http://hdl.handle.net/2345/972 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2008 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College The Graduate School of Arts and Sciences Department of Political Science PLATO’S CRITIQUE OF INJUSTICE IN THE GORGIAS AND THE REPUBLIC a dissertation by JONATHAN FREDERICK CULP submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2008 © Copyright by JONATHAN FREDERICK CULP 2008 Plato’s Critique of Injustice in the Gorgias and the Republic Jonathan Frederick Culp Advisor: Professor Christopher Bruell No rational decision can be made concerning how to live without confronting the problem of justice—both what it is and whether it is good to be just. In this essay I examine Plato’s articulation of these problems in the Gorgias and the Republic. Through detailed analyses of Socrates’ exchanges with several interlocutors, I establish, first, that despite some real and apparent differences, all the interlocutors share the same fundamental conception of justice, which could be called justice as fairness or reciprocal equality (to ison). The core of justice lies in refraining from pleonexia (seeking to benefit oneself at the expense of another). Second, according to this view, the practice of justice is not intrinsically profitable; it is valuable only as a means to the acquisition or enjoyment of other, material goods. This conception thus implies that committing successful injustice is often more profitable than being just. -
Plato's Meno: Knowledge Is Justified True Belief
Plato’s Meno: Knowledge is Justified True Belief: This Socratic dialogue introduces two dominate themes in Western philosophy: 402 BC What counts as virtue and what counts as knowledge. Part 1: 70-86c: Part 2: 86d-end: Can Virtue Be Taught? Knowledge Search for a definition of “arete.” MENO’S CHALLENGE: “Opinion” vs. “Knowledge” WHAT IS “ARETE”? 70-79b STRATEGY: : 80d-e 1. may be useful as knowledge, Socrates asks Meno for a formal definition of If you don’t know what “arete” is Socrates proposes that we first determine if virtue is a but often fails to stay in their “arete” for how can we know if arete can be already, you can’t even look for it, kind of knowledge. If it is, it can be taught. If virtue taught we don’t have a clear idea what it is. because if you don’t know what it place; must be tethered by All the examples of “arete” have something in is already, then even if you look, isn’t knowledge, then it can’t be taught (86d-e) anamnesis: certain common: The “essence” or “form” of “arete.” you will not know when you’ve [recognize that virtue is used interchangeably found it. Argument # 1: Virtue can be taught: (87-89c); knowledge is innate & recollected by the soul through with “the good”]. Argument # 2: Virtue is not knowledge (89c): KNOWLEDGE IS proper inquiry. RECOLLECTION: 70a: Can virtue be taught? 71b; Must know what virtue is before Everyone agrees that there are teachers for certain knowing its qualities. What is virtue? Meno responds: (71e-72a).