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A Political Interpretation of Plato's Protagoras and Gorgias
THE CATHOLIC UNIVERSITY OF AMERICA Self-Deception and the City: A Political Interpretation of Plato’s Protagoras and Gorgias A DISSERTATION Submitted to the Faculty of the School of Philosophy Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Philosophy by Mary Elizabeth Halper Washington, D.C. 2019 Self-Deception and the City: A Political Interpretation of Plato’s Protagoras and Gorgias Mary Elizabeth Halper, Ph.D. Director: V. Bradley Lewis, Ph.D. Sophistry and rhetoric possess the disturbing power to appear to be precisely what they under- mine. Sophistry passes itself off as education even as it subverts genuine ethical and intellectual formation; rhetoric looks like a particularly compelling form of communication even as it sub- verts the possibility of seeking truth in speech. This dissertation begins with the claim that Plato wrote his Protagoras and Gorgias to treat of this disturbing power and its political consequences. I argue that the Protagoras and the Gorgias, as representative treatments of sophistry and rhetoric, should be read together in order to gain insight into the genuine art of politics, of which sophistry and rhetoric together form a subversive imitation. First I undertake an exegesis of the Protagoras and the Gorgias, both as individual dialogues and as a composite whole. Then I present systematic and philosophical arguments to support my central thesis, which emerges from my interpreta- tions and is supported by my thematic investigations. This thesis asserts that self-deception isan inherent feature of political communities, whereby political communities both must rely on the efficacy of appearance and cannot acknowledge this very reliance. -
UNIVERSITY of CALIFORNIA, SAN DIEGO Democratic Education in The
UNIVERSITY OF CALIFORNIA, SAN DIEGO Democratic Education in the Works of Plato A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Political Science by Richard A. Barrett Committee in charge: Professor Tracy B. Strong, Chair Professor Page duBois Professor Fonna Forman Professor Marcel Hénaff Professor Gerry Mackie 2014 Copyright Richard A. Barrett, 2014 All rights reserved. The Dissertation of Richard A. Barrett is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ______________________________________________ ______________________________________________ ______________________________________________ Chair UNIVERSITY OF CALIFORNIA, SAN DIEGO 2014 iii DEDICATION To those who have shared conversations about our world with me. iv TABLE OF CONTENTS Signature Page……………………………………………………………………...…iii Dedication……………………………………………………………………………..iv Table of Contents……………………………………………………………………....v Vita…………………………………………………………………………………....vii Abstract of the Dissertation.………………………………………………………....viii Introduction: Plato and the Problem of Democratic Education ..................................... 1 Chapter 1 Reading Plato: Plato and Xenophon as Teachers and Poets ............. 7 1.1 Introduction ...................................................................................................... 7 1.2 Comparison of Apologies ................................................................................ 8 1.3 Plato on the Relationship of Philosophy, -
Copyright Acknowledgement Booklet
Copyright Acknowledgement Booklet For the January 2013 exam series This booklet contains the acknowledgements for third-party copyright material used in OCR assessment materials for 14 – 19 Qualifications. www.ocr.org.uk About the Copyright Acknowledgement Booklet Prior to the June 2009 examination series, acknowledgements for third-party copyright material were printed on the back page of the relevant exam papers and associated assessment materials. For security purposes, from that series onwards, OCR has created this separate booklet to put all of the acknowledgements, rather than including them in the exam papers or associated assessment materials. The booklet is published after each examination series, as soon as the assessment materials become available to the public. It is available online from the OCR website at: http://www.ocr.org.uk/i-want-to/prepare-and-practise/past-papers-finder/ The OCR Copyright Team can be contacted by post at 1 Hills Road, Cambridge, CB1 2EU, or by email at [email protected]. Where possible, OCR has sought and cleared permission to reproduce items of third-party owned copyright material. Every reasonable effort has been made by OCR to trace copyright holders, but if any items requiring clearance have unwittingly been included, please contact the Copyright Team at the addresses above and OCR will be pleased to make amends at the earliest possible opportunity. How to find an acknowledgement Each acknowledgement is filed firstly by subject and then under the unit number of the exam paper in which the copyright material appears. Where an exam paper has more than one document associated with it, each document is identified with its separate acknowledgements. -
1111 \Ill II Lllffii1mlll
ST. JOHN'S COLLEGE LIBRARY 1111 \Ill I II lllffii1mlll\~[31696 011381199llili1~ I II\~ II~ II' Volume 1 Issue 3 Annapolis, Md. and Santa Fs, N.M. February 1 • ard id 1 tes ' vzsz. The Board 'of Visitors and Governors 1s March 9 as the time for a · meeting to decide which of five ...,, ... .,,.,,.,will be selected as of its "''"'<!"'~"'"and Santa Fe camnuses. candidates are known on a weekly basis to the William W. whose community as they visit both campuses, presence, as one tutor obseved, has naa so the board's Search Committee decided much to do with the soul of the college, not to make a preliminary general release died in his sleep of an apparent heart of names on its long awaited "short list." attack in the early morning of January 6. James H. Frame, A '50, of New York He would have been 41 on February 13. City, Search Committee chairman; said A tutor for 15 years, he was eulogized the Search Committee and board's Exec during a memorial service by his asso utive Committee decided to take the pre ciates for his passion for learning and caution in order to protect the privacy of teaching, for his concern for the wisdom the four men and one woman on the list, of the heart, for his insights into the St. all of whom are employed. John's books, and for the care he gave "Our extremely tight security was the students. unanimous decision to proceed this way," One of St. John's most greatly loved he told a full board meeting at its January tutors, he was buried on a bright January 18 session in Santa Fe. -
Amend What You
Adults as examples for children – with agape and phronesis as aims If we want to learn something from earlier times, we have to question the concepts that govern our thinking today. The title of my paper contains two antique Greek words, agape and phronesis. I use these words throughout, also in English citations where the words have been translated as “charity” and “prudence”. Earlier charity and prudence had another and much richer meaning than “humanitarian aid” and “economic carefulness”. Better translations today are “unconditional love” and “practical judgement”. But then we have to use four words instead of two. So it is more precise and practical to use the Greek words. My paper has an introduction and three points. First, I propose that children need adults who themselves exemplify agape and phronesis. Second, I say something about the concepts agape and phronesis as they are defined in Summa theologiae by Thomas Aquinas. And third, I sketch how educators could be encouraged to confront themselves with these aims. Introduction A German philosopher of education, who died in 1997, Klaus Mollenhauer (1994, p. 17), contends that the most fundamental educational question is this: “Why do we want to have children?” His answer is thus: I will have children “because I want that the good in my life (even if it may be very little) should continue” (p. 17-18, my transl.)1. This statement generates two new questions: First, what in my pattern of life do I wish could also continue in the next generation? Second, are the life forms (“Lebensformen”) I choose to represent and the life I actually present to the child, really good for the child? These questions I think are fundamental for all who “bring up” children. -
The Confusion of Conditions a Sociological Look at the Television Series E.R.*
The Confusion of Conditions A Sociological Look at the Television Series E.R.* By Sabine Chalvon-Demersay Translated from the French by Teresa Lavender Fagan E.R. is an American television series that portrays the daily activities of a medical team in the emergency room of a hospital located in Chicago. The pilot episode was broadcast on NBC in September 1994. The series was bought by France 2, which aired the first episodes in July 1996, and has presented a new season every fall. Michael Crichton created E.R. He wrote the pilot episode, which was produced by John Wells and directed by Rod Holcomb; he continues to supervise the writing of subsequent episodes which are directed by different people. A graduate of Harvard, the author of 22 best-selling books, he has a medical degree, but has never practiced medicine. It was during medical school that Crichton thought of the original screenplay for E.R., which was produced twenty years later. He needed the authority that was granted to him by the success of his books and his film scripts (notably Disclosure, Jurassic Park, Congo, Rising Sun), as well as the support of Steven Spielberg, in order to be in a position to propose an original screenplay that in many respects went against much of what people expected in a television series, and concerning which he was not willing to make any concessions. The Research What is most striking when one questions viewers of the series is their sense of a true powerful relationship that is immediately established between the series and its audience and which develops throughout the seasons: violent rejection, strong enthusiasm, disgust, expectation, impatience, frustration, irritation, habit, weariness, (relief). -
2008 Sentinel Awards Ceremony and Panel
1 The Norman Lear Center 2008 Sentinel for Health Awards The Sentinel for Health Awards The Norman Lear Center The Sentinel for Health Awards recognize exemplary The Norman Lear Center achievements of television storylines that inform, educate is a nonpartisan research and motivate viewers to make choices for healthier and and public policy center safer lives. For many loyal viewers, television dramas and that studies the social, comedies provide both entertainment and information political, economic and about disease, injury and disability. A compelling storyline cultural impact of that demonstrates risky behavior and consequences, or entertainment on the world. The Lear Center translates shows how to avoid risk, can benefit millions of viewers its findings into action through testimony, journalism, and their loved ones. strategic research and innovative public outreach campaigns. On campus, from its base in the USC Each entry is screened by Hollywood, Health & Society Annenberg School for Communication, the Lear Center staff for eligibility. Qualifying entries are evaluated in two builds bridges between schools and disciplines whose rounds of judging. In the first round of judging, each sto- faculty study aspects of entertainment, media and ryline is reviewed for accuracy by a panel of topic experts culture. Beyond campus, it bridges the gap between who take the following into consideration: the entertainment industry and academia, and between them and the public. Through scholarship and research; * How the health problem can be prevented through its conferences, public events and publications; * How a character’s choices affect his/her health or safety and in its attempts to illuminate and repair the world, the * What causes the health problem and how it impacts the Lear Center works to be at the forefront of discussion and lives and relationships of characters practice in the field. -
From Marcus Welby, M.D. to the Resident: the Changing Portrayal of Physicians in Tv Medical Dramas
RMC Original JMM ISSN electrónico: 1885-5210 DOI: http://dx.doi.org/10.14201/rmc202016287102 FROM MARCUS WELBY, M.D. TO THE RESIDENT: THE CHANGING PORTRAYAL OF PHYSICIANS IN TV MEDICAL DRAMAS Desde Marcus Welby, M.D. hasta The resident: los cambios en las representaciones de los médicos en las series de televisión Irene CAMBRA-BADII1; Elena GUARDIOLA2; Josep-E. BAÑOS2 1Cátedra de Bioética. Universitat de Vic – Universitat Central de Catalunya.2 Facultad de Medicina. Universitat de Vic – Universitat Central de Catalunya (Spain). e-mail: [email protected] Fecha de recepción: 9 July 2019 Fecha de aceptación: 5 September 2019 Fecha del Avance On-Line: Fecha de publicación: 1 June 2020 Summary Over the years, the way medical dramas represent health professionals has changed. When the first medical dramas were broadcasted, the main characters were good, peaceful, intelligent, competent, empathic, and successful physicians. One of the most famous, even outside the US, was Marcus Welby M.D. (1969-1976) of David Victor –which this year marks 50 years since its first emission. This depiction began to change in the mid-1990s. While maintaining the over positive image of medical doctors, TV series started to put more emphasis on their negative characteristics and difficulties in their interpersonal relationships, such asER (TV) by Michael Crichton (United States) and House MD (TV) by David Shore (United States). In these series, physicians were portrayed as arrogant, greedy, and adulterous, and their diagnostic and therapeutic errors were exposed. The last two series are The Good Doctor (TV) by David Shore (United States), with a resident of surgery with autism and Savant syndrome, and The Resident (TV) by Amy Holden Jones, Hayley Schore and Roshan Sethi (United States), where serious institutional problems appear. -
Saving Lives: Why the Media's Portrayal of Nursing Puts Us All At
SAVING LIVES SAVING LIVES Why the Media’s Portrayal of Nursing Puts Us All at Risk Sandy Summers, RN, MSN, MPH Harry Jacobs Summers UPDATED SECOND EDITION 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Sandy Summers and Harry Jacobs Summers, 2015 Lyrics from Aimee Mann’s “Invisible Ink” used by permission of Aimee Mann/SuperEgo Records 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Summers, Sandy, author. -
Notes Endnotes for Chapter 1
1 Who Are Nurses and Where Have They Gone? • 21 Notes In these endnotes, The Truth About Nursing is abbreviated “TAN” and the Center for Nursing Advocacy as “CFNA.” Please see www.truthaboutnurs ing.org/references/ for live hyperlinks providing easy online access to virtually all of the references cited below. 1. TAN, “Q: Are You Sure Nurses Are Autonomous? Based on What I’ve Seen, It Sure Looks Like Physicians Are Calling the Shots,” accessed January 28, 2014, http:// tinyurl.com/7qfa8zu. 2. Hanne Dina Bernstein, “Reflections: Two Cups: The Healing Power of Tea,” American Journal of Nursing 104, no. 4 (April 2004): 39, http://tinyurl.com/ nqjbyez. 3. Cnet.com, “Biden: ‘Doctors Allow You to Live; Nurses Make You Want to Live’ ” (June 3, 2013), http://tinyurl.com/ks6jlgm. 4. Julie Thao, “Julie Thao’s Speech in Pasadena,” California, January 28, 2010, YouTube video, http://tinyurl.com/obtuutb. 5. International Council of Nurses, “About ICN” (June 14, 2013), http://tinyurl. com/ nxubwo4. 6. US Department of Labor, Bureau of Labor Statistics, “Occupational Employment Statistics: May 2012 National Occupational Employment and Wage Estimates,” http://tinyurl.com/q2ywzuv. 7. US Department of Health and Human Services, Health Resources and Services Administration (HRSA), “The Registered Nurse Population: Findings from the 2008 National Sample Survey of Registered Nurses” (2010), http://tinyurl. com/7zgyet7. 8. US Department of Labor, Bureau of Labor Statistics, “Physicians and Surgeons,” accessed January 8, 2014, http://tinyurl.com/77ghlzk. 9. David I. Auerbach, Douglas O. Staiger, Ulrike Muench, and Peter I. Buerhaus, “The Nursing Workforce: A Comparison of Three National Surveys,” Nursing Economic$ 30, no. -
Notes Endnotes for Chapter 6 Who Wants
210 • SAVInG LIVes Notes 1. TAN, “Ms. Goldberg Needs Some Helpers” (June 16, 2009), http://tinyurl.com/ jwaf3hs. 2. The Women’s Museum, Dallas, exhibit audio (visited April 2011). 3. Leslie Wagner, “Find Heroines in Texas History Thanks to Ruthe Winegarten and Ann Richards,” Dallas History Examiner (March 16, 2013), http://tinyurl.com/ muhprqp. 4. National Women’s History Museum, “About Us,” accessed March 26, 2014, http:// www.nwhm.org/about-nwhm/. 5. International Council of Nurses, “Position Statement: Socio-Economic Welfare of Nurses” (2009), http://tinyurl.com/kvl2dkp. 6. Mireille Kingma, “Nurses on the Move,” in Nurses—Past, Present, and Future: The Making of Modern Nursing, ed. Kate Trant and Susan Usher (London: Black Dog Publishing, 2010), 61. 7. Union Aid Abroad—APHEDA, “Global Nursing Industry Comparative,” accessed March 26, 2014, http://tinyurl.com/mbe8lp7. 6 Who Wants Yesterday’s Girl? • 211 8. Mireille Kingma, “Nurses on the Move,” in Nurses—Past, Present, and Future: The Making of Modern Nursing, ed. Kate Trant and Susan Usher (London: Black Dog Publishing, 2010), 81. 9. TAN, “Just How Undervalued and Underfunded Is Nursing?,” accessed March 26, 2014, http://tinyurl.com/k7m4wep. 10. Anne Busch and Elke Holst, “Gender-Specific Occupational Segregation, Glass Ceiling Effects, and Earnings in Managerial Positions,” Deutsches Institut für Wirtschaftsforschung (January 2011),http://tinyurl.com/kax6ek6 ; Paula England, Comparable Worth: Theories and Evidence (Aldine Transaction, 1992), http:// tinyurl.com/mlcaas5; Ronnie Steinberg, “Social Construction of Skill: Gender, Power and Comparable Worth,” Work and Occupations 17, no. 4 (1990): 449–482, http://tinyurl.com/m4al298; Liebeskind, U., “Arbeitsmarktsegregation und Einkommen: Vom Wert “weiblicher” Arbeit,” Kölner Zeitschrift für Soziologie und Sozialpsychologie 56, no. -
Joe Sachs a Lecture Given April 11, 1980
AN OUTLINE OF THE ARGUMENT OF ARISTOTLE'S METAPHYSICS Joe Sachs a lecture given April 11, 1980 When Aristotle articulated the central question of the group of writings we know as his Metaphysics, he said it was a question that would never cease to raise itself. He was right. He also regarded his own contributions to the handling of that question as belonging to the final phase of responding to it. I think he was right about that too. The Metaphysics is one of the most helpful books there is for contending with a question the aski·ng, .of which is one of the things that makes us human. In our time that question is for the most part hidden behind a wall of sophistry, and the book that could lead us to rediscover it is even more thoroughly hidden behind a maze of misunder standings. ~aul Shorey, a scholar whose not-too-bad translation of the Republic is in your collected Plato, has called the Metaphysics "a hopeless muddle" not to be made sense of by any "ingenuity of conjecture." I think it is safe to say that more people have learned important things from Aristotle than from Professor Shorey, but what conclusion other than his can one come to about a work that has two books numbered one, that descends from the sublime description of the life of the divine intellect in its twelfth book to end with two books full of endless quarreling over minor _details of the Platonic doctrine of forms, a doctrine Aristotle had already decisively refuted in early.parts of the book, those parts, that is, in which he is not defending it? The book was certainly