The Ascent from Nominalism Philosophical Studies Series
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The Coherence of Stoic Ontology
The Coherence of Stoic Ontology by Vanessa de Harven A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Philosophy in the Graduate Division of the University of California, Berkeley Committee in charge: Prof. Dorothea Frede, Co-chair Prof. Klaus Corcilius, Co-chair Prof. A.A. Long Spring 2012 Abstract The Coherence of Stoic Ontology by Vanessa de Harven Doctor of Philosophy in Philosophy University of California, Berkeley Professors Dorothea Frede and Klaus Corcilius, Co-chairs Any thoroughgoing physicalist is challenged to give an account of immaterial entities such as thoughts and mathematical objects. The Stoics, who eagerly affirmed that only bodies exist, crafted an elegant solution to this challenge: not everything that is Something (ti) exists. Rather, some things have a derivative mode of reality they call subsistence: these entities are non-existent in that they are not themselves solid bodies, but they are nonetheless Something physical because they depend on bodies for their subsistence. My dissertation uncovers the unifying principles of Stoic subsistence, and shows how they can account for thoughts and other immaterial entities without running afoul of their physicalist commitments. While all commentators agree that the Stoics posited Something as the highest category of being, they have failed to find a coherent physicalist account of Stoic ontology. For instance, (1) a canonical set of incorporeals (time, place, void, and what is sayable (lekton)) is well attested, but there is little agreement as to what these entities have in common as incorporeals, which makes the category look like an ad hoc collection of left-over entities. -
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. -
PLATO's SYMPOSIUM J
50 ccn~ PLATO'S SYMPOSIUM j - - -- ________j e Library of Liberal Arts PLATO'S SYMPOSIUM Tran lated by BENJAMIN JOWETT With an Introduction by FULTON H. ANDERSON Professor of Philosophy, University of Toronto THE LIBERAL ARTS PRESS NEW YORK CONTENTS SELECTED BIBLIOGRAPHY .. .... ................................... ......... ... ........... 6 EDITOR'S INTRODUCTION ................... ............................................. 7 SYMPOSIUM APOLLODORUS 13 THE SPEECH OF PHAEDRUS ...... .......................... .......................... .. 19 THE SPEECH OF PAU ANIAS ................. ... ................................. ... .. 21 THE SPEECH OF ERYXIMACHUS 27 THE SPEECH OF ARISTOPHAN E .. ............................... .................. 30 THE SPEECH OF AGATHON ............ .............................................. .. 35 THE SPEECH OF SocRATES ................................ .. ................... ..... .. 39 THE SPEECH OF ALCIBIADES ................. ............... ... ........... ...... .... .. 55 8 PLATO INTROD CTION 9 crescendo, and culminates in the report by Socrates on wi dom and epistemology, upon all of which the Symposium ha bearing, learned from the "wi e" woman Diotima. are intertwined, we m ay set down briefly a few of the more general The dialogue i a "reported" one. Plato himself could not have principles which are to be found in it author's many-sided thought. been present at the original party. (What went on there was told The human soul, a cording to Plato, is es entially in motion. time and time again about Athens.) He was a mere boy when it It is li fe and the integration of living functions. A dead soul is a con took place. Nor could the narrator Apollodorus have been a guest; _lladiction in terms. Man throughout his whole nature is erotically he was too young at the time. The latter got his report from motivated. His "love" or desire i manifest in three mutually in Aristodemus, a guest at the banquet. -
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. -
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. -
The Highest Good for Plato Goodness Is an Abstract Concept That Is Very
The Highest Good for Plato Goodness is an abstract concept that is very difficult to define, and saying what counts as the highest good is perhaps even more so. In Republic, Plato attempts to say something about what makes things good, but his answer is very vague in the end. Still, we can get some clarity on what he would have answered if asked what the highest good is, from what he says in this text. What counts as the highest good for Plato can be said to be knowledge of the Form of the Good, because it is necessary for knowing and using the other Forms well. The nature of the Forms is not clear in Republic; Plato writes about them as if his audience already knows what they are. Still, we can get some sense of what forms are like from the text. In several places he says that when two or more things share the same name, then they share a form. For example, in Book IV Socrates and Glaucon talk about the form of justice: “…are things called by the same name, whether they are bigger or smaller than one another, like or unlike with respect to that to which the name applies? Alike. Then a just man won’t differ at all from a just city in respect to the form of justice; rather he’ll be like the city” (435 a-b). But what is a Form, exactly? We can start to get a sense of what Plato means by a Form by looking back at Euthyphro. -
Benjamin Miller.Master CV.Updated 10232020 Copy
Benjamin Miller CONTACT Department of Political Science Phone: + .. INFORMATION David Kinley Hall, MC- Email: [email protected] W. Gregory Drive Site: pol.illinois.edu/people/bm Urbana, IL ACADEMIC UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN APPOINTMENTS Assistant Professor, Department of Political Science -present Assistant Professor, Department of Philosophy () -present Assistant Professor, Department of Classics () -present Assistant Professor, European Union Center () -present Unit for Criticism & Interpretive Theory () -present Visiting Assistant Professor, Department of Political Science - CARLOS III JUAN MARCH INSTITUTE (Madrid, Spain) Visiting Research Scholar, Research and Postgraduate Centre in Social - Sciences NOTRE DAME DE NAMUR UNIVERSITY (Belmont, California) Lecturer, Department of Philosophy & Religion Studies - EDUCATION STANFORD UNIVERSITY Ph.D., Philosophy Areas of Specialization: Ancient Greek, Ethics & Political Philosophy Committee: Chris Bobonich, Alan Code, Josiah Ober, Eamonn Callan M.A., Graduate College of Education UNIVERSITY OF AUCKLAND M.A., Philosophy (first class honours) NORTHEASTERN UNIVERSITY B.S., Philosophy (magna cum laude) B.S., Psychology (magna cum laude) PUBLICATIONS . Miller, B. (forthcoming). Virtue, Knowledge, and Political Instability in Aristotle’s Politics: Lessons from the Eudemian Ethics. Polis. Miller, B. (). What Open-Mindedness Requires from Us. Educational Theory, (). Miller, B. (). Aristotle on citizenship and education: the central role of political participation. In A. Peterson, -
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. -
Law and the Metaethics of Discord
Katja Maria Vogt, katjavogt.com, Columbia University 1 Law and the Metaethics of Discord, NYU Colloquium in Legal, Political, and Social Philosophy, Draft 08-2020 For: Special issue on the Normativity of Law, Ancient Philosophy Today: Dialogoi Law and the Metaethics of Discord Plato’s Euthyphro, I argue, lays out a metaethics that responds to persistent and unresolved value disagreement, and that is a genuine contender for us today. With this proposal, I reject centuries of scholarship, not to speak of countless anthologies and syllabi in ethics and the philosophy of law.1 The Euthyphro begins with three cases of unresolved value disagreement. These cases are to be adjudicated by the law, which turns out to be difficult. Today if an author starts with three examples, we expect that the subsequent text is going to address them. This, I submit, is the structure of the Euthyphro. Against my reading, discussions of the Euthyphro tend to focus almost exclusively on a brief section in which Plato discusses what is now known as the Euthyphro Problem. Socrates asks whether the gods love the pious because it is pious, or whether the pious is pious because it is loved by the gods. In the idiom of contemporary metaethics, the puzzle may seem to be this: is value attitude-independent or is value conferred by attitudes?2 Alternatively, in the idiom of traditional Divine Command Theory, do the gods —or, does God, since Divine Command Theory tends to be monotheistic—recognize value, or is value conferred by divine approval?3 1 Much of the literature on the Euthyphro focuses on two out of fifteen pages of the dialogue, where the so- called Euthyphro Problem is discussed. -
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. -
Plato's Project for Education in the Early Socratic Dialogues
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1996 Plato's project for education in the early Socratic dialogues. Heather Lynne Reid University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Reid, Heather Lynne, "Plato's project for education in the early Socratic dialogues." (1996). Doctoral Dissertations 1896 - February 2014. 2285. https://scholarworks.umass.edu/dissertations_1/2285 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]. PLATO'S PROJECT FOR EDUCATION IN THE EARLY SOCRATIC DIALOGUES A Dissertation Presented by HEATHER LYNNE REID 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 1996 Department of Philosophy © Copyright by Heather Lynne Reid 1996 All Rights Reserved PLATO'S PROJECT FOR EDUCATION IN THE EARLY SOCRATIC DIALOGUES A Dissertation Presented by HEATHER LYNNE REID Approved as to style and content by: ca Gareth B. Matthews, Chair Robert Ackerman, Member J^n Robison, Department Head philosophy ACKNOWLEDGMENTS I would like to thank my dissertation director Gareth B. Matthews for his special balance of support and criticism throughout this project, as well as Bruce Aune and Marios Philippides for their comments on early stages of the manuscript. I also wish to thank the Department of Philosophy of the University of Southern California for providing library privileges and research support necessary to the completion of this dissertation. -
Philosophy 125 — Day 9: Overview Nominalism XVII: Metalinguistic
Branden Fitelson Philosophy 125 Lecture 1 Branden Fitelson Philosophy 125 Lecture 2 ' $ ' Philosophy 125 — Day 9: Overview $ Nominalism XVII: Metalinguistic Nominalism 2 • Administrative Stuff • Metalinguistic nominalists think that realists and austere nominalists make the same kind of mistake: thinking that there must be some non-lingusitic entities – Guest Lecture Thursday: Ed Zalta on Abstract Objects to which terms like “courage” (in, e.g., “Courage is a virtue”) refer. ∗ Introducing Ed — via iChatAV – First Paper Topics and S.Q.s announced last week (see website) • For realists, these entities are universals, for austere nominalists, the entities are concrete particulars (e.g., courageous persons). The metalingustic – Lectures should be up to date (sometimes I fiddle before lecture) nominalist thinks both the realist and the austere nominalist are incorrect. • Agenda: Nominalism • Carnap sketches how a systematic and precise metalinguistic nominalistic – Metalingusitc Nominalism theory might be worked out. Carnap proposes (roughly) that claims like ∗ Carnap’s Naive Proposal “Courage is a virtue” get unpacked as claims about predicates in languages: ∗ Sellars’ Refinement ∗ Residual Problems “Courage is a virtue” 7→ “ ‘Courageous’ is a virtue predicate”. “Trangularity is a shape” 7→ “ ‘Triangular’ is a shape predicate”. – Trope Theory ∗ The best of both worlds? • Problems: (1) Linguistic types vs linguistic tokens (trading new universals for ∗ Plus set theory? old ones?), (2) Language relativity (abs. claims don’t seem language relative). & Nominalism (Cont’d) 09/23%/03 & Nominalism (Cont’d) 09/23/03 % Y¿yellow[0pt]c Branden Fitelson Philosophy 125 Lecture 3 Branden Fitelson Philosophy 125 Lecture 4 ' Nominalism XIX: Metalinguistic Nominalism 4 $' Nominalism XX: Metalinguistic Nominalism 5 $ • Sellars addresses this first problem (for nominalism) of linguistic types/tokens • To address problem (2), Sellars introduces what he calls dot-quotation.