Thrasymachus and the Order of Pleonexia
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Philosophy in Literature
Syracuse University SURFACE Syracuse University Press Libraries 1949 Philosophy in Literature Julian L. Ross Follow this and additional works at: https://surface.syr.edu/supress Part of the Philosophy Commons Recommended Citation Ross, Julian L., "Philosophy in Literature" (1949). Syracuse University Press. 3. https://surface.syr.edu/supress/3 This Book is brought to you for free and open access by the Libraries at SURFACE. It has been accepted for inclusion in Syracuse University Press by an authorized administrator of SURFACE. For more information, please contact [email protected]. OU_168123>3 ib VOOK t'l hvtent <J/ie tyovevnment //te ^United cf ai o an f.r^^fnto iii and yccdwl c/ tie llnited faaart/* *J/ie L/eofile of jf'ti OSMANIA UNIVERSITY LIBRARY CallNo. 9ol//k?/^ Accession No. < Author ""jj^vv JLj. This book should be returned on or before the date last marked below. PHILOSOPHY IN LITERATURE PHILOSOPHY IN LITERATURE JULIAN L. ROSS Professor of English, Allegheny College SYRACUSE UNIVERSITY PRESS IN COOPERATION WITH ALLEGHENY COLLEGE Copyright, 1949 SYRACUSE UNIVERSITY PRESS Only literature can describe experience, for the excellent reason that the terms of experience are moral and literary from the beginning. Mind is incorrigibly poetical: not be- cause it is not attentive to material facts and practical exigencies, but because, being intensely attentive to them, it turns them into pleasures and pains, and into many-colored ideas. GEORGE SANTAYANA TO CAROL MOODEY ROSS INTRODUCTION The most important questions of our time are philosoph- ical. All about us we see the clash of ideas and ideologies. Yet the formal study of philosophy has been losing rather than gaining ground. -
Clitophon's Challenge and the Aporia of Socratic Protreptic* Teruo Mishima
Clitophon’s Challenge and the Aporia of Socratic Protreptic* Teruo Mishima Before I discuss the text in detail, I would like to briefly sketch the main line of arguments in the Clitophon which I am going to take up, just for the sake of anamnēsis of the readers : In the opening scene Socrates speaks to Clitophon in the third person and tells him that he heard from somebody else that Clitophon, in his conversation with Lysias, has criticised Socratic diatribai (pursuits), whereas he has lavishly praised his synousia (association) with Thrasymachus. Taking Socrates’ words as a sort of disguised criticism or complaint, Clitophon answers that the story was only half true, because although he did on the one hand criticise Socrates, he also on the other hand highly praised him. Then, he explains to Socrates why he must take such an ambiguous attitude towards him. In the first half of his speech he focuses on the aspect of Socratic teaching which he admires unreservedly, namely Socrates’ protreptic speech towards virtues. Here he refers to a lot of Socratic dicta which remind us of well known passages in the early dialogues of Plato. By contrast, in the latter half Clitophon explains where his deep frustration with Socrates lies. He says that, being already converted by Socratic protreptic and resolved to pursue virtues, what he expects now from Socrates is “what comes next”, that is a detailed account of the essence of virtues to be acquired and a piece of concrete advice on how to acquire them. But to these - Clitophon complains - neither Socrates’ company nor Socrates himself gives any convincing answer. -
Teachers' Pay in Ancient Greece
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 5-1942 Teachers' Pay In Ancient Greece Clarence A. Forbes Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Teachers' Pay In Ancient Greece * * * * * CLARENCE A. FORBES UNIVERSITY OF NEBRASKA STUDIES Ma y 1942 STUDIES IN THE HUMANITIES NO.2 Note to Cataloger UNDER a new plan the volume number as well as the copy number of the University of Nebraska Studies was discontinued and only the numbering of the subseries carried on, distinguished by the month and the year of pu blica tion. Thus the present paper continues the subseries "Studies in the Humanities" begun with "University of Nebraska Studies, Volume 41, Number 2, August 1941." The other subseries of the University of Nebraska Studies, "Studies in Science and Technology," and "Studies in Social Science," are continued according to the above plan. Publications in all three subseries will be supplied to recipients of the "University Studies" series. Corre spondence and orders should be addressed to the Uni versity Editor, University of Nebraska, Lincoln. University of Nebraska Studies May 1942 TEACHERS' PAY IN ANCIENT GREECE * * * CLARENCE A. -
Rethinking Athenian Democracy.Pdf
Rethinking Athenian Democracy A dissertation presented by Daniela Louise Cammack to The Department of Government in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Political Science Harvard University Cambridge, Massachusetts January 2013 © 2013 Daniela Cammack All rights reserved. Professor Richard Tuck Daniela Cammack Abstract Conventional accounts of classical Athenian democracy represent the assembly as the primary democratic institution in the Athenian political system. This looks reasonable in the light of modern democracy, which has typically developed through the democratization of legislative assemblies. Yet it conflicts with the evidence at our disposal. Our ancient sources suggest that the most significant and distinctively democratic institution in Athens was the courts, where decisions were made by large panels of randomly selected ordinary citizens with no possibility of appeal. This dissertation reinterprets Athenian democracy as “dikastic democracy” (from the Greek dikastēs, “judge”), defined as a mode of government in which ordinary citizens rule principally through their control of the administration of justice. It begins by casting doubt on two major planks in the modern interpretation of Athenian democracy: first, that it rested on a conception of the “wisdom of the multitude” akin to that advanced by epistemic democrats today, and second that it was “deliberative,” meaning that mass discussion of political matters played a defining role. The first plank rests largely on an argument made by Aristotle in support of mass political participation, which I show has been comprehensively misunderstood. The second rests on the interpretation of the verb “bouleuomai” as indicating speech, but I suggest that it meant internal reflection in both the courts and the assembly. -
Silencing the Female Voice in Longus and Achilles Tatius
Silencing the female voice in Longus and Achilles Tatius Word Count: 12,904 Exam Number: B052116 Classical Studies MA (Hons) School of History, Classics and Archaeology University of Edinburgh B052116 Acknowledgments I am indebted to the brilliant Dr Calum Maciver, whose passion for these novels is continually inspiring. Thank you for your incredible supervision and patience. I’d also like to thank Dr Donncha O’Rourke for his advice and boundless encouragement. My warmest thanks to Sekheena and Emily for their assistance in proofreading this paper. To my fantastic circle of Classics girls, thank you for your companionship and humour. Thanks to my parents for their love and support. To Ben, for giving me strength and light. And finally, to the Edinburgh University Classics Department, for a truly rewarding four years. 1 B052116 Table of Contents Acknowledgments………………………………………………………………………….1 List of Abbreviations………………………………………………………………………3 Introduction ……………………………………………………………………………….4 Chapter 1: Through the Male Lens………………………………………………………6 The Aftertaste of Sophrosune……………………………………………………………….6 Male Viewers and Voyeuristic Fantasy.…………………………………………………....8 Narratorial Manipulation of Perspective………………………………………………….11 Chapter 2: The Mythic Hush…………………………………………………………….15 Echoing Violence in Longus……………………………………………………………….16 Making a myth out of Chloe………………………………………………………………..19 Leucippe and Europa: introducing the mythic parallel……………………………………21 Andromeda, Philomela and Procne: shifting perspectives………………………………...22 Chapter 3: Rupturing the -
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. -
Plato's Critique of Injustice in the Gorgias and the Republic
Plato's critique of injustice in the Gorgias and the Republic Author: Jonathan Frederick Culp Persistent link: http://hdl.handle.net/2345/972 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2008 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College The Graduate School of Arts and Sciences Department of Political Science PLATO’S CRITIQUE OF INJUSTICE IN THE GORGIAS AND THE REPUBLIC a dissertation by JONATHAN FREDERICK CULP submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2008 © Copyright by JONATHAN FREDERICK CULP 2008 Plato’s Critique of Injustice in the Gorgias and the Republic Jonathan Frederick Culp Advisor: Professor Christopher Bruell No rational decision can be made concerning how to live without confronting the problem of justice—both what it is and whether it is good to be just. In this essay I examine Plato’s articulation of these problems in the Gorgias and the Republic. Through detailed analyses of Socrates’ exchanges with several interlocutors, I establish, first, that despite some real and apparent differences, all the interlocutors share the same fundamental conception of justice, which could be called justice as fairness or reciprocal equality (to ison). The core of justice lies in refraining from pleonexia (seeking to benefit oneself at the expense of another). Second, according to this view, the practice of justice is not intrinsically profitable; it is valuable only as a means to the acquisition or enjoyment of other, material goods. This conception thus implies that committing successful injustice is often more profitable than being just. -
The Spell of Achilles Tatius: Magic and Metafiction in Leucippe and Clitophon
The Spell of Achilles Tatius: Magic and Metafiction in Leucippe and Clitophon ASHLI J.E. BAKER Bucknell University Eros is “…δεινὸς γόης καὶ φαρμακεὺς καὶ σοφιστής…” (Plato, Symposium 203d) Introduction In the beginning of Book Two of Achilles Tatius’ Leucippe and Clitophon, the clever but thus far failed lover Clitophon witnesses a remarkable – and useful – scene. He passes by just as Clio, Leucippe’s slave, is stung on the hand by a bee. He sees Leucippe soothe Clio’s pain by singing incantations (ἐπᾴδω) she says she learned from an Egyptian woman.1 When Clitophon, determined to woo Leu- cippe, finds himself alone with her on the following day, he pretends that he too has been stung by a bee. Leucippe approaches, asking where he has been stung. In reply, Clitophon says, ————— 1 παύσειν γὰρ αὐτὴν τῆς ἀλγηδόνος δύο ἐπᾴσασαν ῥήματα· διδαχθῆναι γὰρ αὐτὴν ὑπό τινος Αἰγυπτίας εἰς πληγὰς σφηκῶν καὶ μελιττῶν. Καὶ ἅμα ἐπῇδε· καὶ ἔλεγεν ἡ Κλειὼ μετὰ μικρὸν ῥᾴων γεγονέναι. (2.7 - “…she would, she said, stop her pain by chanting two spells; she had been taught by an Egyptian woman how to deal with wasp- and bee-stings. As she had chanted, Clio had said that the pain was gradually relieved.”). All Greek text of Leu- cippe and Clitophon is that of Garnaud 1991. All translations are cited, with occasional alterations, from Whitmarsh 2001. I want to give special thanks to Catherine Connors for her insightful comments throughout the drafting of this paper. Thanks too to Alex Hollmann and Stephen Trzaskoma for feedback on earlier versions of this project. -
Euanthes and the World of Rhetoric in Achilles Tatius' Leucippe And
Euanthes and the World of Rhetoric in Achilles Tatius’ Leucippe and Cleitophon KATHERINE A. MCHUGH The University of Edinburgh In Book Three of Achilles Tatius’ Leucippe and Cleitophon there is an ekphrasis of a painting, one of three within the entirety of the novel. The description takes place after the protagonists’ arrival at Pelusium, as they happen upon the Temple of Zeus and come across “double images” (εἰκόνα διπλῆν, 3,6,3) which have been signed by the artist Euanthes (3,6,3).1 The main aim of this article is to consider the name of this artist, as opposed to the painting itself; it seeks to prove that Euanthes was not a real figure, but a name created by Achilles which is imbued with rhetorical references in keeping with the intellectual climate of 2nd Century AD Greek literature. The name Euanthes and its possible rhetorical connotations will be explored in conjunction with a detailed consideration of Achilles’ use of ekphrasis throughout Leucippe and Cleitophon and his interest in rhetorical edu- cation in order to assert that some of the author’s playful in-jokes have been un- derstudied, and that they can provide us with a clearer picture of how the author strives to appeal to his reader; that is, a reader who is steeped in a rhetorical edu- cation himself. The article also considers the other two ekphraseis of paintings in Leucippe and Cleitophon (which occur in Books One and Five) in order to aid with an understanding of Achilles’ use of the rhetorical technique and how sig- nificant rhetoric is to his novel as a whole. -
Clitophon and Socrates in the Platonic Clitophon
Ancient Philosophy 32 (2012) ©Mathesis Publications 1 Clitophon and Socrates in the Platonic Clitophon Christopher Moore The Clitophon shows us a man similar to Socrates in analytic skill, social ease, frankness, and avowed interest in justice. He praises Socrates for bringing people to desire to be just, but criticizes Socrates for not helping them be just, the object of their desire. H gives his experience as an example: having listened to Socrates he desires justice, but does not know how to be just. Readers have often accepted both the cogency of and warrant for Clitophon’s criticism. But details of the dia - logue undermine both. Its characterization of Socrates shows that desiring to be just, considered robustly—recognizing one’s ignorance, listening to other views, and trying to learn about the good—is much the same as being just, and so Socrates cannot be faulted for merely inculcating the desire. And though Cli - tophon has heard Scorates speak and is interested in justice—especially in find - ing some apt formula—he has not listened closely to Socrates, and therefore has not allowed himself to be brought fully into desiring to be just. Therefore, he fails, both theoretically and personally, to understand Socrates’ efforts, and so his criticism fails too. The dialogue begins with Socrates reporting a rumor. He heard that Clitophon disparaged their time together but raved about his time with Thrasymachus. Cli - tophon calls this rumor mistaken. Far from disparaging their time together, Cli - tophon says, he lauded much about Socrates. He asks leave to speak frankly. He wants to give a fuller report about what he actually said to Lysias, the source of the rumor. -
The Bogus Hedonism of Plato's Protagoras DRAFT the Hedonistic
The Bogus Hedonism of Plato’s Protagoras DRAFT The hedonistic theory that is energetically presented by Socrates in the Protagoras raises both exegetical and philosophical questions. The central exegetical question are whether or not Socrates sincerely endorses hedonism, and what exactly he’s trying to say if he doesn’t. The central philosophical question is whether the hedonism he advocates (seriously or otherwise) makes sense. My main interest here will be the second question. I will try to show that the Socratic hedonism ultimately fails, but in a philosophically informative way. My suspicion is also that Plato knows that the argument fails, and so does his character Socrates, and I will revisit some aspects of the exegetical question in the course of examining the argument. We will begin by making some general points about the relationship as it was conceived in Greek philosophy between hedonism and morality, then by looking again at whether or not we have reason to doubt Socrates’ sincerity. The point of these preliminaries is to help us to see what we should be looking for as we track the argument from its premises to its surprising conclusion, that the ethical virtues can be derived from a hedonic calculus. * The toughest question to ask of any hedonistic theory is how it accommodates the virtues. Hedonism commits us to the view that the only intrinsically good thing in life is our own pleasure, and that everything else that has value only in so far as it gives us pleasure in some form. This is to be distinguished from the much weaker claim — which almost no ethical theory rejects — that pleasure is one of the things we value, and that we want our lives to be enjoyable. -
Ancient & Medieval Philosophy Study Guide 1 Presocratics Heraclitus
Ancient & Medieval Philosophy Study Guide 1 Presocratics Heraclitus makes two statements about a river. What are they, and what is he trying to show by it? Give Parmenides’ argument that there can only be one thing in the world. Give one of Zeno’s arguments. What is Zeno trying to show by giving the argument? What does Protagoras’ motto? How does Protagoras think we come to the truth? Why? Socrates/Plato Briefly describe Socrates’ life, the accusations of the court, and how Socrates’ life led to these accusations. Phaedo Give Socrates’ argument that we should not fear death. What premise do his interlocutors reject? What are forms? Why does Socrates think they exist? Using the theory of recollection, say why Socrates thinks we are a soul that exists before our birth. Why does Socrates think the soul exists after our death? (See the first objection to his view of the soul and his reply about the soul not having parts.) Why doesn’t Socrates think the soul is just the way a person is organized? Euthyphro Why does Socrates’ ask people for definitions? Why doesn’t Euthypro’s last definition satisfy Socrates? What is Euthyphro’s dilemma? What problems does it create in contemporary theology? Meno What is the problem of the criterion? When exactly is it a problem? What is the Meno problem? Does Socrates think virtue can be taught? If so, what is his reason? If not, how does he think people can become virtuous, and why? Theaetetus Give three reasons Socrates thinks knowledge is not whatever you make it to be.