DOCSLIB.ORG

EROTIC PAIDEIA in PLATO's SYMPOSIUM Introduction It Is Generally Accepted That Erôs Is a Central Theme of Plato's Symposium

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
EROTIC PAIDEIA in PLATO's SYMPOSIUM Introduction It Is Generally Accepted That Erôs Is a Central Theme of Plato's Symposium EROTIC PAIDEIA IN PLATO’S SYMPOSIUM [33] Introduction It is generally accepted that Erôs is a central theme of Plato’s Symposium, but it is not so obvious that the topic of paideia is equally central to the dialogue, such that one can claim that ‘erotic paideia’ serves as one of its leitmotifs. Hence textual evidence combined with interpretive argument is required to make the case, and that is what I propose to do in this paper. Among the many functions which the symposium as an institution served within classical Greek society, a central one was the social initiation of young aristocratic males by older men. Pederasty was tolerated and even regulated in the ancient Greek polis because it promoted class solidarity, as well as being conducive to military valour. So it was no accident that the practice of pederasty was widespread within the military barracks in ancient Sparta, which was subsequently outdone by Thebes with its so-called ‘Sacred Band’. Thus within ancient Athens a primary locus for pederastic activity was the gymnasium, while another was the symposium as a social institution that provided a traditional kind of civic education.1 However, Plato was not an uncritical admirer of pederasty, as is clear from the Republic and Laws, but in the Symposium he tries to show how it can serve a higher purpose if it is directed in the right way towards more spiritual goals. I want to argue that describing such redirection is the chief purpose of Socrates’ report on the lesson of Diotima, which also involves a dialogue between teacher and student. This educational exchange succeeds because the preliminary refutation of Socrates helps to free him from mistaken assumptions about Erôs and thereby enables him to transcend his attachment to particular erotic objects. By contrast, I claim that the subsequent encounter between Alcibiades and Socrates is designed by Plato to show how erotic paideia can fail in the case of someone who is unable to transcend his erotic attachment to particular persons and his powerful desire 1 For the Greeks, the symposium served as a milieu for celebrating manly aretê. For instance, the educational maxims of Theognis (239) were composed to be sung at such banquets, while Xenophanes (Fr. 1 Diehl) says that the symposium is the place for keeping alive the memory of true aretê. 54 paideia for popular success. Just as Callicles in the Gorgias is in love with Demos, so also Alcibiades is in love with Socrates but yet is unable to make the ascent to the Good and the Beautiful that is described in the speech of Diotima. I. Questioning Agathon After Agathon’s ‘amazing’ (thaumastos) speech, Socrates confesses (198b– c) himself to be at a loss. He praises the beautiful language of the speech, [34] but he then exposes its contents | to refutation. In efect, Socrates reveals the speech of Agathon to be a typical rhetorical exercise in which style takes precedence over substance, so that it fails to say anything essential about the nature of Erôs. Socrates ironically confesses that he thought one should tell the truth about everything in an encomium, while picking out from these truths the most beautiful (kallista) things and arranging them in the best way. The rhetorical approach, by contrast, involves attributing the greatest and most beautiful characteristics possible to the thing being praised, irrespective of whether or not it is true. Consequently, Socrates invites Phaedrus to choose whether he wants to hear the truth (t’alêthê) being told about Erôs in whatever way seems right to Socrates. In this way, Socrates sets the terms for his own dialectical speech, which is clearly marked of from previous rhetorical speeches. With the permission of Phaedrus (the father of the logos), Socrates begins by questioning Agathon on the contents of his beautiful speech in which he had promised rst to show (epideixai) the sort of character which Erôs has (hopoios tis estin) and then to proceed to what it produces (ta erga). Socrates approves of this procedure of rst specifying the nature of something and then stating its efects. Here we nd some indications of the proper order of inquiry in dialectic. It is noteworthy that not only this part of Socrates’ contribution but also a signi cant portion of his report on Diotima’s teaching follows the question-and-answer format, in which Socrates replaces Agathon as the respondent. Indeed, we are presented with a younger Socrates who ostensibly had made the same mistaken assumptions about Erôs as did Agathon, and which were corrected by Diotima. In short, as Christopher Rowe (1998) has rightly noted, Socrates speaks his piece in a rather special way, which has more in common with his own preferred method of conversation (dialegesthai) than with the set speeches of the other contributors, even if it reaches a predetermined conclusion. But I want to show how the process of erotic paideia involves dialectical.
Load more

Recommended publications
  • PHILOSOPHY & HUMAN SCIENCE Plato's Paideia
    PHILOSOPHY & HUMAN SCIENCE Plato’s Paideia: A Model of Formative Education Thomas Marwa Monchena, ALCP/OSS Department of Philosophy Jordan University College Introduction This essay is a follow-up to a 2015 philosophy conference constituted largely by lecturers and doctoral students of philosophy from various universities in Rome. The faculty of philosophy of the Lateran Pontifical University organized the conference and entitled it, La filosofia come formazione dell’uomo (lit., Philosophy as a Formation of the Man ). I myself was present as a participant. In the course of this essay, I intend to offer a brief elaboration of some important elements of Plato’s theory of education which came up during the conference. Plato’s views on education appear in many of his dialogues; but in this paper, I limit myself to the educational system which Plato designed for the city as discussed in the Republic , with an emphasis on the formative and integral nature of the educational system found there. It is to be kept in mind that Plato’s system of education makes a commitment to the formation of the whole human being, in all aspects: intellectual, spiritual, social and physical. In the Republic , Plato illustrates his conviction that the nature of the good human life, i.e., true happiness, cannot be determined independently of the place that human beings occupy within society, and that the nature of a just society depends on the education of its citizens. Therefore, he sets forth paideia as an educational system that will educate, form, and train individuals 12 Africa Tomorrow 20/1-2 (June/December 2018) who can serve as a virtuous ruling class.
    [Show full text]
  • American Paideia: Public and Private Leadership and the Cultivation of Civic Virtue
    [Expositions 8.2 (2014) 131–154] Expositions (online) ISSN: 1747–5376 American Paideia: Public and Private Leadership and the Cultivation of Civic Virtue JORDAN BARKALOW Bridgewater State University Critics of statesmanship in democracy make three arguments. First, scholars claim that the idea of democratic statesmanship is, itself, is a contradiction.1 Reasoning that there is an inherent tension between popular rule grounded on equality and liberty and the political requirement of decisive action, these scholars hold that elected political officials should simply execute the will of the people. Benjamin Barber makes the most dramatic argument on this front claiming that statesmanship undermines democratic politics.2 He contends that in an age such as ours, it is possible, safer, more fulfilling, and more just to allow citizens to exercise political judgment. Thus, any need democracy may have had for a statesman has run its course. Building on this argument, second, democratic theorists contend that statesmanship actually destabilizes democracies as statesmen become a source of factional conflict.3 The concern here is not just that statesmanship undermines the goal of political stability, but that statesmanship will degenerate into tyranny. Consequently, statesmanship is not a feature of democracy, but an alternative to democracy. Instead of relying on statesmen, all that is needed is effective citizenship which can be achieved by freeing citizens from the restrictions imposed by statesmen. Finally, scholars argue that statesmanship is
    [Show full text]
  • The Birth of Abortion: Ancient Views, Modern Interpretations, and Enduring Debates
    The Birth of Abortion: Ancient Views, Modern Interpretations, and Enduring Debates By Cody Kornack Classics, History, Politics Colorado College Bachelor of Arts May 2014 Kornack “Our society may allow women far greater control of their own destiny than the ancient world did, but women are still subject to political, social and personal restrictions, norms and rules that make motherhood not always desirable.” ~Konstantinos Kapparis, Abortion in the Ancient World Kornack Acknowledgements Foremost, I would like to thank the professors of the Classics, History, and Politics departments at Colorado College for creating an environment that cultivated my intellect, encouraged my curiosity, and imbued me with the determination to pursue this thesis topic. In particular, I am especially thankful for the guidance and encouragement of Sanjaya Thakur who helped me throughout the research and writing of this thesis. Likewise, I would like to thank Owen Cramer and Marcia Dobson for their enduring support with regards to teaching me Greek, as well as Dan Leon and Carol Neel for their helpful comments and suggestions in my editing process. I am endlessly thankful for the love, guidance, and support of my parents, Julie and Russ, and both of my brothers, Kyle and Jake. Honor Code Upheld Cody Kornack Kornack Table of Contents Introduction ........................................................................................................................ 1 Ancient Abortions Terminology ...........................................................................................................
    [Show full text]
  • Odyssey 2016: Dons in Greece
    Odyssey 2016: Dons in Greece Loyola Blakefield in partnership with The Paideia Institute © Paideia Institute for Humanistic Study, Inc. 2014 About the Paideia Institute The Paideia Institute for A Paideia student reads on We strive to surpass the ordinary Humanistic Study, Inc is a non- one of our site visits. study-abroad experience and put profit organization whose mission students into supervised but direct is to promoting the study of the contact with the cultures they visit, classical humanities through both ancient and modern. The goal innovative, experienced-based of all of our programs is to provide educational programming in the experiences that integrate history, U.S. and abroad. Founded in 2010, literature, and language with the the Institute currently attracts students’ direct experience of talented and motivated students foreign cultures. Paideia students from high schools across America can be found declaiming Cicero to its Living Latin and Greek in the Roman Forum or reading summer programs. Additionally, Pliny the Younger in the ruins the Institute partners with high of Pompeii. We take a personal schools and universities to design interest in every student we teach customized educational experiences and are committed to showing in Italy, Greece, and elsewhere them how a subtle appreciation of in Western Europe. Paideia the humanities can make their lives staff members all have advanced fuller and richer. degrees in Classics or related fields and extensive experience in the countries where we operate. The Paideia Institute is committed to providing American students with authentic experiences abroad. —2— Institute Staff for this Program This package includes 1 Paideia Teaching Assistant who will accompany your group for the duration of the program.
    [Show full text]
  • DOCUMENT RESUME AUTHOR Ediger, Marlow the Paideia
    DOCUMENT RESUME ED 407 657 CS 012 815 AUTHOR Ediger, Marlow TITLE The Paideia Reading Curriculum. (Developing a Love for Reading.) PUB DATE 97 NOTE 10p. PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Classics (Literature); Discussion (Teaching Technique); Elementary Education; *Literature Appreciation; *Reading Instruction; *Reading Programs; *Teacher Role IDENTIFIERS Great Books Curriculum; *Paideia ABSTRACT A major objective of the Paideia reading program is to develop within pupils a love for reading. Individual differences in reading achievement are provided for by having the teacher read the selection orally together with pupils so all have similar background experiences for discussion. If pupils can read the content by themselves and understand what has been read, they should be encouraged to do so. The literature read contains vital issues in classical content; content which has stood the test of time and arouses the interests of pupils. The Socratic method of teaching helps pupils to retain interest in the reading curriculum. With adequate background information, all pupils basically can read the selection individually, after it has been discussed. Teacher recommendations for a quality Paideia reading curriculum include: have students read simplified versions of the classics; diagnose what pupils do not understand from having read classical content; have high expectations for pupils in reading classical content; join a Great Books Club; and set personal goals for growth in the Paideia reading program.
    [Show full text]
  • Constructions of Childhood on the Funerary Monuments of Roman Athens Grizelda Mcclelland Washington University in St
    Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) Summer 8-26-2013 Constructions of Childhood on the Funerary Monuments of Roman Athens Grizelda McClelland Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation McClelland, Grizelda, "Constructions of Childhood on the Funerary Monuments of Roman Athens" (2013). All Theses and Dissertations (ETDs). 1150. https://openscholarship.wustl.edu/etd/1150 This Dissertation is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Classics Department of Art History and Archaeology Dissertation Examination Committee: Susan I. Rotroff, Chair Wendy Love Anderson William Bubelis Robert D. Lamberton George Pepe Sarantis Symeonoglou Constructions of Childhood on the Funerary Monuments of Roman Athens by Grizelda D. McClelland A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2013 St. Louis, Missouri © 2013, Grizelda Dunn McClelland Table of Contents Figures ...............................................................................................................................
    [Show full text]
  • Ancient Pedophilia
    Ancient Pedophilia A Senior Honors Thesis Presented in partial fulfillment of the requirement for graduation with distinction in Classics in the undergraduate colleges of the Ohio State University By James Gentry The Ohio State University May, 2009 Project Advisor: Dr. Richard Fletcher, Department of Greek and Latin 1 Abstract Despite the significance of ancient sexuality in modern debates, from the work of Michel Foucualt to Romer v. Evans, there has been little discussion of the use of ancient sources by certain modern groups, like the North American Man/boy Love Association (NAMBLA), to legitimize pedophilic practices as a form of modern pederasty. Although other movements have used these materials for legitimization, I argue that groups such as NAMBLA do so incorrectly both in regard to the ancient sources they claim to be reborn and in the context of modern society in which there are serious ramifications for their actions with, and their desire for, children. This argument is based around the definitions of both pederasty and pedophilia, the discourse of pederasty in antiquity, the impossibility of its existence in the modern world and the discussion of pedophilia in the modern world with its existence in antiquity. The conditioning factors which increase the prevalence of pederasty and/or pedophilia are also discussed in the context of ancient Greece, ancient Rome, and modern society; these factors include: the subjugation or rise in power of women, the process of citizenship, and the education of children in antiquity. In writing this paper I hope to disprove hereafter any claims by modern pedophiles that they are the pederasts of ancient Greece reborn.
    [Show full text]
  • Classical Tour to Greece May 28 - June 5, 2016
    Classical Tour to Greece May 28 - June 5, 2016 Thayer Academy in partnership with The Paideia Institute © Paideia Institute for Humanistic Study, Inc. 2014 About the Paideia Institute The Paideia Institute for A Paideia student reads on We strive to surpass the ordinary Humanistic Study, Inc is a non- one of our site visits. study-abroad experience and put profit organization whose mission students into supervised but direct is to promoting the study of the contact with the cultures they visit, classical humanities through both ancient and modern. The goal innovative, experienced-based of all of our programs is to provide educational programming in the experiences that integrate history, U.S. and abroad. Founded in 2010, literature, and language with the the Institute currently attracts students’ direct experience of talented and motivated students foreign cultures. Paideia students from high schools across America can be found declaiming Cicero to its Living Latin and Greek in the Roman Forum or reading summer programs. Additionally, Pliny the Younger in the ruins the Institute partners with high of Pompeii. We take a personal schools and universities to design interest in every student we teach customized educational experiences and are committed to showing in Italy, Greece, and elsewhere them how a subtle appreciation of in Western Europe. Paideia the humanities can make their lives staff members all have advanced fuller and richer. degrees in Classics or related fields and extensive experience in the countries where we operate. The Paideia Institute is committed to providing American students with authentic experiences abroad. —2— Institute Staff for this Program This package includes 1 Paideia Teaching Assistant who will accompany your group for the duration of the program.
    [Show full text]
  • The Differing Journeys Through Childhood in Ancient Athens and Sparta
    Growing up Greek: The differing journeys through childhood in ancient Athens and Sparta Elizabeth Ann Robertson Thesis presented in fulfilment of the requirements for the degree of Master of Arts in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Dr Samantha Masters March 2018 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work therein is my own, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: March 2018 Elizabeth Ann Robertson Copyright © 2017 Stellenbosch University All rights reserved Stellenbosch University https://scholar.sun.ac.za Abstract Athens and Sparta were the two most prominent city-states during the 6th and 5th centuries BCE, but their socio-political systems differed markedly. As a result of such radical differences it could be hypothesised that the childhoods and, in particular, the education and socialisation of children, would also differ. The aims of this thesis are: 1. to examine the extent and nature of the differences between the childhood experiences of each group of children from the two city-states, Athens and Sparta, in particular the type of education and socialisation system to which each was exposed; and 2. to discern to what extent and in what way the socio-political system of their respective state had an impact on their upbringing and their journey to adult citizen status.
    [Show full text]
  • Curriculum Vitae - ERMAN GÖREN (Last Updated April 26, 2016)
    Curriculum Vitae - ERMAN GÖREN (last updated April 26, 2016) Curriculum Vitae ERMAN GÖREN, Ph.D. (Visiting Scholar at Harvard Divinity School 2015-2016) Assistant Professor of Classics Department of Ancient Languages and Cultures Division of Ancient Greek Language and Literature Istanbul University, Faculty of Letters Harvard Divinity School, 45 Francis Avenue, Cambridge, Massachusetts 02138 E-mail : [email protected] Web : www.ermangoren.com.tr Phone : +1 (617) 386-9252 Place and date of birth : Istanbul, 23 August 1979 Languages : Turkish (native), English (fluent in word and writing), French (basic) EDUCATION July 2008 – June 2013 Istanbul University, Classics Ph.D. Dissertation: The Relations between Name, Naming, and Truth in Archaic Greek Poetry: (Re-)Naming in Pindar’s Victory Odes (summa cum laude) Oct. 2005 – June 2008 Istanbul University, Classics M.A. Thesis: “The Use of Tropes and Relations between Areta, Nika, and Alatheia in the Wake of Light-Darkness Metaphor in Bacchylides” (summa cum laude) Feb. 2001 – June 2005 Istanbul University, Faculty of Letters B.A.: Classics and Philosophy (Double Major) in Istanbul University (both summa cum laude) June 1999 – Nov. 1999 English Language Education – Toronto (ON), Canada EMPLOYMENT Sept. 2015 – Present “Visiting Scholar” – Harvard Divinity School Feb. 2014 – Present “Assistant Professor” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Jun. 2013 – Feb. 2014 “Research Assistant Doctor” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Dec. 2005 – Jun. 2013 “Research Assistant” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Oct. 2005 – Oct. 2006 “Specialist (Antiquity) Bookseller” on behalf of Zero Productions.
    [Show full text]
  • Jewish Paideia in the Hellenistic Diaspora: Discussing Education, Shaping Identity
    Jewish Paideia in the Hellenistic Diaspora: Discussing Education, Shaping Identity by Jason M. Zurawski A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Near Eastern Studies) in the University of Michigan 2016 Doctoral Committee: Professor Gabriele Boccaccini, Chair Professor Sara Ahbel-Rappe Associate Professor Brian B. Schmidt Professor Raymond H. Van Dam Professor Benjamin G. Wright III, Lehigh University For my parents, who taught me the value of paideia and encouraged me to peak my head out of the cave ii Acknowledgements This project owes a great debt to many people, no one more so than my advisor, Gabriele Boccaccini, who has been a constant presence and guide in my development as a scholar and a teacher and has shown me the benefits of collegiality and academic collaboration. I am also grateful to the other members of my dissertation committee: Sara Ahbel-Rappe, Brian Schmidt, Ray Van Dam, and Benjamin Wright. They have challenged me with their sage counsel and provided encouragement through their steadfast belief in this project. The idea to explore Jewish paideia would likely have never arisen had it not been for my early obsession with the Greek language, and I would like to thank those teachers who first helped to foster this fascination, in particular Ben Acosta-Hughes, Netta Berlin, and Traianos Gagos. Traianos was a teacher, a friend, and a mentor, and I learned as much from him over pints at Ashley’s as I ever did in the classroom. He taught me not only about Greek and papyrology, but about being a teacher and an academic, valued guidance I still strive to follow today.
    [Show full text]
  • Satire, Social Identity, and Classical Tradition: Paideia in Lucian Lynn Gallogly Wellesley College, [email protected]
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Wellesley College Wellesley College Wellesley College Digital Scholarship and Archive Honors Thesis Collection 2012 Satire, Social Identity, and Classical Tradition: Paideia in Lucian Lynn Gallogly Wellesley College, [email protected] Follow this and additional works at: https://repository.wellesley.edu/thesiscollection Recommended Citation Gallogly, Lynn, "Satire, Social Identity, and Classical Tradition: Paideia in Lucian" (2012). Honors Thesis Collection. 57. https://repository.wellesley.edu/thesiscollection/57 This Dissertation/Thesis is brought to you for free and open access by Wellesley College Digital Scholarship and Archive. It has been accepted for inclusion in Honors Thesis Collection by an authorized administrator of Wellesley College Digital Scholarship and Archive. For more information, please contact [email protected]. Satire, Social Identity, and Classical Tradition: Paideia in Lucian Lynn Gallogly Submitted in Partial Fulfillment of the Prerequisite for Honors In the Classical Studies Department April 2012 copyright 2012 Lynn Gallogly 2 Introduction This thesis deals with the representation of paideia in Lucian, which I approach as a focused snapshot of a broad and complex topic. Education, culture, and identity are highly charged terms in any context, but certainly in the Greek literary period that is known to modern scholars as the Second Sophistic. My aim is to offer an interpretation of a selection of Lucian’s works based on a close reading that is informed by the historical context of the Second Sophistic. I will begin with a brief explanation of the terms which underlie my inquiry. The Greek word paideia (παιδεία) translates most simply as “education,” the process by which a child (pais) is brought up and trained.
    [Show full text]