Socratic Themes in the Meditations of Marcus Aurelius
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Socratic Dialogue: Teaching Patients to Become Their Own Cognitive Therapist
National Crime Victims Center > Socratic Method > Socratic Dialogue Print This Page Socratic Dialogue: Teaching Patients to Become Their Own Cognitive Therapist “The unexamined life is not worth living.” Socrates (469 BC – 399 BC) Socratic dialogue is a foundational skill used by CPT therapists to help patients examine their lives, challenge maladaptive thoughts, address stuckpoints, and develop critical thinking skills. Socratic dialogue is derived from the work of the Greek philosopher, Socrates, who developed what is now called the Socratic method of teaching. In traditional education, the teacher is presumed to know more than the student, and the role of the teacher is to transmit the teacher’s knowledge to the student. In contrast, Socrates believed that the role of the teacher should not be to tell students what the “truth” is but to help them discover the truth themselves through a collaborative process of asking questions. By asking a series of questions designed to get the student to identify logical contradictions in their positions and/or evidence that does not support their thoughts, the Socratic method is designed to help the student discover the “truth” for themselves as opposed to being told what the “truth” is by the teacher. Socrates also thought this teaching method was superior because it teaches students the skill of critical thinking, a skill they can use throughout their lives. Another advantage of this method is that students are more likely to value knowledge if they discover it themselves than if someone tells them about it. In CPT, the purpose of Socratic questioning by the therapist is to prompt the patient to examine the accuracy of maladaptive thoughts that are causing psychological distress. -
Alexander the Great and Hephaestion
2019-3337-AJHIS-HIS 1 Alexander the Great and Hephaestion: 2 Censorship and Bisexual Erasure in Post-Macedonian 3 Society 4 5 6 Same-sex relations were common in ancient Greece and having both male and female 7 physical relationships was a cultural norm. However, Alexander the Great is almost 8 always portrayed in modern depictions as heterosexual, and the disappearance of his 9 life-partner Hephaestion is all but complete in ancient literature. Five full primary 10 source biographies of Alexander have survived from antiquity, making it possible to 11 observe the way scholars, popular writers and filmmakers from the Victorian era 12 forward have interpreted this evidence. This research borrows an approach from 13 gender studies, using the phenomenon of bisexual erasure to contribute a new 14 understanding for missing information regarding the relationship between Alexander 15 and his life-partner Hephaestion. In Greek and Macedonian society, pederasty was the 16 norm, and boys and men did not have relations with others of the same age because 17 there was almost always a financial and power difference. Hephaestion was taller and 18 more handsome than Alexander, so it might have appeared that he held the power in 19 their relationship. The hypothesis put forward here suggests that writers have erased 20 the sexual partnership between Alexander and Hephaestion because their relationship 21 did not fit the norm of acceptable pederasty as practiced in Greek and Macedonian 22 culture or was no longer socially acceptable in the Roman contexts of the ancient 23 historians. Ancient biographers may have conducted censorship to conceal any 24 implication of femininity or submissiveness in this relationship. -
Beauty on Display Plato and the Concept of the Kalon
BEAUTY ON DISPLAY PLATO AND THE CONCEPT OF THE KALON JONATHAN FINE Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2018 © 2018 Jonathan Fine All rights reserved ABSTRACT BEAUTY ON DISPLAY: PLATO AND THE CONCEPT OF THE KALON JONATHAN FINE A central concept for Plato is the kalon – often translated as the beautiful, fine, admirable, or noble. This dissertation shows that only by prioritizing dimensions of beauty in the concept can we understand the nature, use, and insights of the kalon in Plato. The concept of the kalon organizes aspirations to appear and be admired as beautiful for one’s virtue. We may consider beauty superficial and concern for it vain – but what if it were also indispensable to living well? By analyzing how Plato uses the concept of the kalon to contest cultural practices of shame and honour regulated by ideals of beauty, we come to see not only the tensions within the concept but also how attractions to beauty steer, but can subvert, our attempts to live well. TABLE OF CONTENTS Acknowledgements ii 1 Coordinating the Kalon: A Critical Introduction 1 1 The Kalon and the Dominant Approach 2 2 A Conceptual Problem 10 3 Overview 24 2 Beauty, Shame, and the Appearance of Virtue 29 1 Our Ancient Contemporaries 29 2 The Cultural Imagination 34 3 Spirit and the Social Dimension of the Kalon 55 4 Before the Eyes of Others 82 3 Glory, Grief, and the Problem of Achilles 100 1 A Tragic Worldview 103 2 The Heroic Ideal 110 3 Disgracing Achilles 125 4 Putting Poikilia in its Place 135 1 Some Ambivalences 135 2 The Aesthetics of Poikilia 138 3 The Taste of Democracy 148 4 Lovers of Sights and Sounds 173 5 The Possibility of Wonder 182 5 The Guise of the Beautiful 188 1 A Psychological Distinction 190 2 From Disinterested Admiration to Agency 202 3 The Opacity of Love 212 4 Looking Good? 218 Bibliography 234 i ACKNOWLEDGEMENTS “To do philosophy is to explore one’s own temperament,” Iris Murdoch suggested at the outset of “Of ‘God’ and ‘Good’”. -
Tertullian on the Paradox of the Roman Amphitheatre Games: De Spectaculis 22
VOX PATRUM 36 (2016) t. 65 Bogdan BURLIGA* TERTULLIAN ON THE PARADOX OF THE ROMAN AMPHITHEATRE GAMES: DE SPECTACULIS 22 As an co-author I recently worked upon the introduction and commentary on the Polish translation of Martial’s collection of epigrams, the famous Liber spectaculorum (On the Spectacles), written on the occasion of the inaugura- tion of the amphitheatrum Flavianum (later known as Colosseum) in the year 801, during the reign of the Emperor Titus2. The preparation of the commen- tary was for many reasons an exceptionally advantageous experience, and one of the most challenging problems that emerged at that time was the question: how was the Romans’ attitude towards cruelty?; how to understand their ap- parent fascination with it? Was it only a terrifying (for us) allure with mayhem, carnage and blood? Should one take it as a macabre grand-guignol entertain- ment, aimed at enjoying (by presenting the scenes of terror) the voracious populus Romanus and bloodthirsty plebs Romana, and consequently arranged by the magistrates, politicians or nobles as a tool by which the editores gained popularity and wielded power or control – both in the urbs aeterna as in other municipal cities? Or, could we ever hope to come nearer to the understanding of the cruel practices by expressing our moral judgment: disgust, detestation and rejection, as did openly Michael Grant in his Gladiators?3 How far should historians proceed in their investigations to avoid the risk of falling into an open moralizing? The more questions, the more doubts and uncertainties. Moral abhorrence, repulsion and condemnation are understandable enough to any sensitive man studying the phenomenon of the Roman ludi circenses now4: * Dr hab. -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Middle Comedy: Not Only Mythology and Food
Acta Ant. Hung. 56, 2016, 421–433 DOI: 10.1556/068.2016.56.4.2 VIRGINIA MASTELLARI MIDDLE COMEDY: NOT ONLY MYTHOLOGY AND FOOD View metadata, citation and similar papersTHE at core.ac.ukPOLITICAL AND CONTEMPORARY DIMENSION brought to you by CORE provided by Repository of the Academy's Library Summary: The disappearance of the political and contemporary dimension in the production after Aris- tophanes is a false belief that has been shared for a long time, together with the assumption that Middle Comedy – the transitional period between archaia and nea – was only about mythological burlesque and food. The misleading idea has surely risen because of the main source of the comic fragments: Athenaeus, The Learned Banqueters. However, the contemporary and political aspect emerges again in the 4th c. BC in the creations of a small group of dramatists, among whom Timocles, Mnesimachus and Heniochus stand out (significantly, most of them are concentrated in the time of the Macedonian expansion). Firstly Timocles, in whose fragments the personal mockery, the onomasti komodein, is still present and sharp, often against contemporary political leaders (cf. frr. 17, 19, 27 K.–A.). Then, Mnesimachus (Φίλιππος, frr. 7–10 K.–A.) and Heniochus (fr. 5 K.–A.), who show an anti- and a pro-Macedonian attitude, respec- tively. The present paper analyses the use of the political and contemporary element in Middle Comedy and the main differences between the poets named and Aristophanes, trying to sketch the evolution of the genre, the points of contact and the new tendencies. Key words: Middle Comedy, Politics, Onomasti komodein For many years, what is known as the “food fallacy”1 has been widespread among scholars of Comedy. -
Plato's Euthydemus
PLATO’S EUTHYDEMUS: A STUDY ON THE RELATIONS BETWEEN LOGIC AND EDUCATION Plato’s Euthydemus is an unlucky dialogue. Few dealt with it in its own right, not just as part of a wider discussion of Plato, and fewer still saw in it more than a topic of sophistic fallacies. Some, of course, paid attention to the constructive sections of the dialogue, but only rarely do we come across a real attempt to unify its different aspects.1 In this paper I propose to show how, in the Euthydemus, Plato tries to distinguish between the Socratic and the Sophistic conceptions of education, by tracing them to their roots in the opposing views of the Sophists — and especially those of the second generation — and of Socrates about truth and about the role of logic. And although the eristic techniques of Euthydemus and Dionysodorus are obviously fallacious, they turn out to be developments of Protagoras’ views and follow from philosophical positions worthy of serious examination. The Euthydemus is a caricature, to be sure. But, as all good caricature, it has a serious intent. It sketches the degeneration of the Sophistic approach to education, in some of its aspects. More important ly, it distinguishes Socratic education from the methods and effects of its Sophistic counterpart. Euthydemus and Dionysodorus, the two sophist brothers, are reminis cent of the great Sophists of the Protagoras in more than one way. They are polymaths like Hippias, and at one time or another have taught a variety of arts, from forensic rhetoric to armed combat. Also, they have Prodicus’ penchant for linguistic analysis. -
Applying the Socratic Method to the Problem Solving Process
American Journal of Business Education – August 2009 Volume 2, Number 5 Socratic Problem-Solving In The Business World Evan Peterson, University Of Detroit Mercy, USA ABSTRACT Accurate and effective decision-making is one of the most essential skills necessary for organizational success. The problem-solving process provides a systematic means of effectively recognizing, analyzing, and solving a dilemma. The key element in this process is critical analysis of the situation, which can be executed by a taking a Socratic approach to the situation. Applying the Socratic Method to the problem-solving model ensures a well-rounded and versatile analysis. Keywords: Problem-solving process, decision- making, critical analysis, Socratic Method INTRODUCTION he sheer complexity of today’s business organization is rivaled only by the complexity of the business environment in which it operates. The permutation of complexity and exacting time constraints companies and individuals face in making vital decisions involving thousands of people Tand millions of dollars can seem more daunting than storming the beaches of Normandy. However, all hope is not lost. The anxiety, along with the blood, sweat, and tears that come along with difficult decision-making can be reduced by having a clear, time-tested plan of attack that can be applied to the problem situation. The problem-solving model is one such plan of attack, for it provides a framework that an individual decision-maker or group of decision-makers can follow to reach a feasible solution to the problem. Situational analysis is the bread and butter of the problem-solving model, for it goes hand-in-hand with each step of the model. -
Sophocles' Ajax and the Greek Epic Cycle
Eating from the Tables of Others: Sophocles’ Ajax and the Greek Epic Cycle1 Athenaeus in his Deipnosophistai remarks that “Sophocles took great pleasure in the Epic Cycle and composed whole dramas in which he followed the Cycle’s version of myths” (ἔχαιρε δὲ Σοφοκλῆς τῷ ἐπικῷ κύκλῳ, ὡς καὶ ὅλα δράματα ποιῆσαι κατακολουθῶν τῇ ἐν τούτῳ μυθοποιίᾳ, Deipnosophistai 277c).2 This statement is equally apposite for his Ajax Philoctetes, Oedipus (both Tyrannus and Coloneus) and Antigone. However, while examining in depth the plot and the construction of some of the characters in Sophoclean tragedy, one realizes that Sophocles, although indebted to the poets of the Epic Cycle for his plots, feasts at Homer’s table as well, reminding us of what Aeschylus said about his tragedies as being slices from Homer’s great dinner parties (τὸ τοῦ καλοῦ καὶ λαμπροῦ Αἰσχύλου, ὃς τὰς αὑτοῦ τραγῳδίας τεμάχη εἶναι ἔλεγεν τῶν Ὁμήρου μεγάλων δείπνων, Athenaeus Deipnosophistai 347e). The second point I would like to make refers to a methodological principle. I subscribe to the view that a playwright of fifth c. BCE Athens not only “feasts” at the tables of others but freely transforms and adapts his borrowings to the new ideology of his genre and the social and political circumstances of his time.3 In Sophocles’ time, there is the polis, with a value system that has evolved gradually but steadily, from the Homeric, through the archaic, down to the classical period. Moreover, Sophocles, as with all poets, had a particular style and personal preoccupations that characterize his work.4 1 I would like to thank the participants in the Greek Epic Cycle Conference, held in ancient Olympia on 9–10 July 2010, for their useful comments on the oral presentation of the present paper. -
Illinoisclassica171992relihan.Pdf
Rethinking the History of the Literary Symposium JOEL C. RELIHAN and the Members of Greek Seminar 420 In the Spring of 1992 it was my pleasure and privilege to direct at the University of Illinois at Urbana-Champaign a Greek seminar called "Plato and Later Symposiac Literature." Four Greek texts were read in common: Plato's Symposium, Xenophon's Symposium, Plutarch's Banquet of the Seven Wise Men and Lucian's Symposium or The Lapiths; each member of the seminar was then responsible for the production of a study of a different text within the genre. These latter texts were assigned as follows: Joseph Leichter to Petronius' Cena Trimalchionis, Stephen Trzaskoma to Plutarch's Table Talk, Eleanor Hardin to Athenaeus' Deipnosophists, A.JL. Dollmetsh Worley to Methodius' Banquet of the Ten Virgins, John Houlihan to the Emperor Julian's Symposium or Saturnalia (popularly Caesars) and Jennifer MacDonald to Macrobius' Saturnalia; I concerned myself with the Cena Cypriani and related late classical texts. Timothy Johnson, who has just finished a dissertation on Horace's symposiac poetry, was unable to attend the seminar, but agreed to help us in our revisions with his knowledge of sympotic lyric and Homer. We present here the conclusions that we have reached about the definition of the genre, Plato's place within its history, and the relation of later texts to earlier models; it is, as it were, a potential introduction to a volume. Collected Ancient Symposia, that has not yet found its B. P. Reardon. My students have allowed me the general supervision and construction of this essay, along with the free use of the pronoun "I" and reference to my forthcoming book, Ancient Menippean Satire; I lean on their expertise not only for the specific authors which were their particular concern but also for their general hterary acumen. -
Socratic Dialogue As Collegial Reasoning1
© Society for Philosophy in Practice 2011 http://www.practical-philosophy.org.uk/ Socratic Dialogue as Collegial Reasoning1 Stan Van Hooft Introduction There has been a great deal of work in the last few years in which philosophers have sought to make their expertise as philosophers available to the world of business and of the professions. The most notable example would be bioethics but business, policing, social work, nursing, and the public sector are just some of the other areas to which philosophy has sought to make itself relevant in recent times. With due allowance for many exceptions, it would be true to say that the predominant way in which philosophy has sought to contribute to these fields is by seeking to research, discover, and apply principles of one kind or another. Once again, the best illustration comes from bioethics in which the four principles of respect for autonomy, nonmaleficence, beneficence and justice are the backbone of the approach to ethical dilemmas that have been taught in most schools and applied in most clinics. Textbooks in other fields of applied ethics are similarly based upon the strategy of defining and then applying principles to practice. ‚Principlism‛ in ethics seems to be the paradigm position in the field of applied philosophy. One consequence of this is that, insofar as they are in the profession of defining and clarifying principles, philosophers can claim expertise which they can then apply to various professional fields as paid consultants. The relationship between the philosopher and the professional becomes one of expert to client and the professional is placed into the role of one who does not know what he needs to know in order to make the ethically sound decisions that a situation might call for, while the philosopher is the one who has the expertise and who offers guidance. -
Meet the Philosophers of Ancient Greece
Meet the Philosophers of Ancient Greece Everything You Always Wanted to Know About Ancient Greek Philosophy but didn’t Know Who to Ask Edited by Patricia F. O’Grady MEET THE PHILOSOPHERS OF ANCIENT GREECE Dedicated to the memory of Panagiotis, a humble man, who found pleasure when reading about the philosophers of Ancient Greece Meet the Philosophers of Ancient Greece Everything you always wanted to know about Ancient Greek philosophy but didn’t know who to ask Edited by PATRICIA F. O’GRADY Flinders University of South Australia © Patricia F. O’Grady 2005 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Patricia F. O’Grady has asserted her right under the Copyright, Designs and Patents Act, 1988, to be identi.ed as the editor of this work. Published by Ashgate Publishing Limited Ashgate Publishing Company Wey Court East Suite 420 Union Road 101 Cherry Street Farnham Burlington Surrey, GU9 7PT VT 05401-4405 England USA Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Meet the philosophers of ancient Greece: everything you always wanted to know about ancient Greek philosophy but didn’t know who to ask 1. Philosophy, Ancient 2. Philosophers – Greece 3. Greece – Intellectual life – To 146 B.C. I. O’Grady, Patricia F. 180 Library of Congress Cataloging-in-Publication Data Meet the philosophers of ancient Greece: everything you always wanted to know about ancient Greek philosophy but didn’t know who to ask / Patricia F.