A Christian Plato-Scholar Stops to Look at What He's Doing, and Why

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A Christian Plato-Scholar Stops to Look at What He's Doing, and Why Volume 32 Number 4 Article 1 June 2004 Truth of Love and the Love of Truth: A Christian Plato-Scholar Stops to Look at What He's Doing, and Why Aron Reppmann Follow this and additional works at: https://digitalcollections.dordt.edu/pro_rege Part of the Christianity Commons, and the Higher Education Commons Recommended Citation Reppmann, Aron (2004) "Truth of Love and the Love of Truth: A Christian Plato-Scholar Stops to Look at What He's Doing, and Why," Pro Rege: Vol. 32: No. 4, 1 - 8. Available at: https://digitalcollections.dordt.edu/pro_rege/vol32/iss4/1 This Feature Article is brought to you for free and open access by the University Publications at Digital Collections @ Dordt. It has been accepted for inclusion in Pro Rege by an authorized administrator of Digital Collections @ Dordt. For more information, please contact [email protected]. Editor’s Note: This paper was presented by Aron Reppmann, Assistant Professor of Philosophy at Trinity Christian College, for Trinity’s Faculty Orientation, August 2002. The Truth of Love and the Love of Truth: A Christian Plato-Scholar Stops to Look at What He’s Doing, and Why appears as a speaking character in these dramas, and, unlike some philosophers who also wrote dia- logues, he left us no companion text in which he says, speaking for himself, what the fictional texts are attempting to portray. Plato does not say any- thing, in the conventional sense, but he shows many things in indirect, suggestive, and exploratory ways. Interpreting Plato requires discerning the coherence among various elements that might seem, at first glance, to be unrelated: for example, between one topic that is discussed and another; or between what the characters in a particular dialogue say and what they do or enact; or between what is said and done by Aron Reppmann in one of the dialogues and what is said and done in another dialogue that shares some of the same themes, concerns, or characters but portrays them in a different light. My current project is to explore a web of such interconnected elements regarding two kinds of Plato is unusual among the writers normally recog- interpersonal relationship or attachment as they are nized as major contributors to the western philo- discussed and depicted in three of Plato’s dialogues sophical tradition. What’s so unusual about him is in which they play a central role. Those dialogues that he never tells us what he thinks; or at least he are entitled Lysis, Phaedrus, and Symposium, and the doesn’t tell us in the direct, propositional way we two kinds of interpersonal relationship or attachment tend to associate with thinkers who want to be sure I’m talking about are er¯os and philia. Er¯os is often that they get their point across. Plato wrote a loose- translated as “love” or “passionate desire”; in every- ly connected set of dramas, which we traditionally day use, it means just what we mean when we talk call “dialogues,” although they frequently involve about “eroticism.” Philia, on the other hand, is often multiple characters and include elements that are translated as “friendship” or “friendly feeling.” not strictly covered by the term “dialogue,” such as Now, if it sounds as though I’m being especially considerable amounts of dramatic action. Plato never careful to qualify these translations (with phrases Aron Reppmann is Assistant Professor of Phlosophy and like “is often translated as”), you’re already begin- Director of the Honors Program at Trinity Christian ning to perceive what my work on Plato is about. College, Palos Heights, Illinois. For Plato’s contemporaries, just as for our own, there Pro Rege—June 2004 1 were assumed to be clear differences, boundaries of simply to unfold some of those controversies separation, between er¯os and philia; to put the mat- expressing my work as a scholar. I’ll begin by ter roughly, we could say that we would expect er¯os talking about Christian identity and scholarly and philia to be distinct “topics.” However, my pro- practice, and then offer two specific examples of ject is to demonstrate that in the three dialogues of controversies in which my approach as a Christian Plato in which er¯os or philia constitutes the major scholar helps me to contribute to the larger scholarly focal point of the discussion, matters seem to be discussion on Plato. deliberately more complicated: in both the concepts discussed and the action depicted, the possible rela- Christian identity and scholarly practice: tionships between er¯os and philia are constantly who am I in my scholarship, and what explored in ways that seem to make the meanings of difference does it make? both continually shift in relation to one another. To I need to begin this section of my remarks with complicate matters even further, Plato’s depiction of an important disclaimer: as a Christian scholar, I the dynamics of er¯os and philia seems to have an have worked more in an exploratory way—discov- effect much larger and more profound than we might ering both the field and myself, including aspects of expect. Although the discussions and enactments of my identity as a Christian, along the way—than in er¯os and philia in these dialogues certainly have a programmatic, deductive way. I did not first get something to do with the ethics of interpersonal my Christian scholarly perspective fully in order, relations, there is also a lot of exploration about and then apply it as a preformulated pattern for the deeper significance of these forms of devotion or encountering the history of philosophy; rather, as a attachment. We often think of ethics as a “secondary” person with my intellectual habits somewhat subdiscipline of philosophy: on that conventional formed, but not perfected or finalized, by the tradi- model, it is the “primary” considerations of meta- tions and practices of the Christian communities in physics or ontology, the grand, abstract theories of which I have spent my entire life (including an the structure of everything, that lay the groundwork, undergraduate education at Trinity), I set out to and what’s left for ethics is just practical application discover what attracted me and what made me of metaphysical principles. Plato’s representation of suspicious, and to find out whether careful the dynamics of er¯os and philia, I’m happy to say, research, as well as living with the consequences of turns that conventional model upside down. At key the ideas I embraced, would prove my attractions points in these dialogues, Plato seems to be experi- and suspicions to have been trustworthy or not. This menting, at once seriously and playfully, with the experiment with myself is not finished, but our dis- possibility that, if people could just understand what cussion today is a chance for me to stop for a er¯os and philia are really about—their ultimate sig- breather along the way and to look back. Please nificance—and would conduct themselves in ways keep in mind, then, that when I reflect on the coher- that are attuned to that ultimate significance, they ence between my identity as a Christian and my would achieve the highest and most comprehensive practice as a scholar, you are hearing a report on understanding possible for humans, and they would retrospection, on hindsight. I hope that my hind- lead the most fully achieved life possible for sight is clear and accurate, but it will also necessar- humans. To put it another way, getting rightly ori- ily be reflective and interpretive. I do not offer you ented with regard to one’s understanding and prac- absolute principles of Christian scholarship with tice of er¯os and philia is portrayed as philosophy which I consciously began and which I kept firmly itself, not “philosophy” as the peculiar academic dis- in front of me all along; if you can trace your own cipline that we are familiar with, but “philosophy” as scholarly path that way, then God has blessed you philosophia, the love of wisdom, an all-encompass- differently from me. Instead, I offer you some of ing and harmonious way of life. the patterns I can see now that I look back on the That’s a quick survey of the area I’m working in, steps I’ve taken, patterns that have more to do with with a good deal left out and much unargued for. In communally formed habits than they do with my fact, almost none of what I have said so far about own reasoning and choosing. Let me point out two Plato is uncontroversial. What I’d like to do is such patterns. 2 Pro Rege—June 2004 (1) Awareness of limits and of the necessity of possession of that tribe. assumptions. The communities in which I was Let me describe the experience of reading that I’m formed as a Christian, indeed as a person, empha- talking about. When I approach an old text that peo- sized and blessed the finitude of human life, its lim- ple whom I trust have assured me is important, I tend its. It’s important that I say that our finite character to do so both with eager anticipation that it has was not just emphasized but also blessed: I was “something for me” and with a cautious awareness taught early and in many ways (most of them that I will only perceive that “something” well (and not focused in intellectual statements) that being a not just see reflections of my own face) if I approach limited human creature was not the same thing as that text as wholistically as possible, trying to under- being a sinful, broken human creature—I was and stand its historical context, characterization, narra- am both, but my damnable brokenness cries out for tive voice, dramatic action, rhetorical devices, use of healing, whereas my limitation just means that I’m a particular words, associations of words, and so on.
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