Protagoras 330-1 David Wol£Sdorf
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SGR VERY Final Version
PLATO’S EXPLANATORY PREDICATION A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Saul Gordon Rosenthal January 2011 © 2011 Saul Gordon Rosenthal All rights reserved PLATO’S EXPLANATORY PREDICATION Saul Gordon Rosenthal, Ph. D. Cornell University 2011 One of the most classic puzzles in Plato’s metaphysics is how to interpret his apparently self-predicational language. Plato seems committed, at least in his middle dialogues, to the view that for all forms, the form of F “is F”. For instance, he seems to say that the form of largeness itself “is large”, and to generalize this claim to all forms. Commentators have struggled to find an interpretation of such claims that is consistent with Plato’s text and that attributes to Plato a view with some plausibility. One aim of this dissertation is to show that we have good reason to doubt all of the most influential interpretations offered by commentators. The views discussed include Narrow Self-Predication, the Tautologous Identity view, two Non- Tautologous Identity views, the Pauline Predication view, Broad Self-Predication, and a view distinguishing different kinds of predication. It is doubtful whether any of these interpretations correctly captures Plato’s self-predicational commitments. Another aim of the dissertation is to argue that the textual evidence most often thought to commit Plato to the Self-Predication Assumption (SP), that for all forms, the form of F is itself an F thing, is insufficient to establish such a commitment. One chapter focuses on Plato’s repeated discussion of the resemblance between form and participant. -
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. -
The Rationality of Plato's Theory of Good and Evil
Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 1979 The Rationality of Plato’s Theory of Good and Evil Allan A. Davis Wilfrid Laurier University Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Philosophy Commons Recommended Citation Davis, Allan A., "The Rationality of Plato’s Theory of Good and Evil" (1979). Theses and Dissertations (Comprehensive). 1508. https://scholars.wlu.ca/etd/1508 This Thesis is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. ABSTRACT Plato has been called the "father of rational theology." This thesis is an attempt to examine in the light of contemporary Platonic scholarship five of Plato's essentially religious doctrines insofar as they support the idea that Plato's theory of good and evil is rational. Chapters 1 and 2 examine the plausibility of Plato's theory of knowledge. Chapter 3 states briefly his theory of Forms, while Chapter 4 attempts to give this doctrine credence by analysing those aspects of it which seem least convincing. Chapters 5 and 6 consider Plato's theory of soul and conclude that, although some of his beliefs in this area lack credibility, his interpretation of the nature and function of soul is basically plausible. Chapters 7 and 8 examine the rationality of Plato's Idea of the Good. Chapter 9 sketches his notion of balance and proportion and, in conclusion, Chapter 10 attempts to show how this theory provides an underlying credibility not only to all the theories discussed but also to Plato's theory of good and evil in its entirety. -
Plato's Epistemology
Plato’s Epistemology: a Coherent Account in Meno , Phaedo and Theaetetus Chuanjie Sheng Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds Department of Classics August 2015 II The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. © 2015 The University of Leeds and Chuanjie Sheng The right of Chuanjie Sheng to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. III Acknowledgements I appreciate all the persons that helped me to complete this thesis. I would like to express my greatest gratitude to my supervisors, Dr. Elizabeth E. Pender and Professor Malcolm F. Heath. As an enlightened teacher, Dr. Pender has offered me valuable comments and suggestions for my dissertation. Working with her is a stimulating intellectual experience. She patiently suggested on the structure of my thesis and corrected all the chapters line by line. As a wonderful friend, she brings happiness, pleasure and fruitful experience into my life in Leeds. Professor Heath has read all the chapters of my thesis and has given me feedbacks on each of the chapters. During the supervisions, he has given me valuable academic advice and comments, which has saved me from a large number of mistakes and errors in this dissertation. -
The Ascent from Nominalism Philosophical Studies Series
THE ASCENT FROM NOMINALISM PHILOSOPHICAL STUDIES SERIES Editors: WILFRID SELLARS, University of Pittsburgh KEITH LEHRER, University of Arizona Board of Consulting Editors: J ON A THAN BENNETT, Syracuse University ALLAN GIBBARD, University of Michigan ROBERT STALNAKER, Cornell University ROBERT G. TURNBULL, Ohio State University VOLUME 37 TERR Y PENNER Department of Philosophy, The University of Wisconsin at Madison, U.S.A. THE ASCENT FROM NOMINALISM Some Existence Arguments in Plato's Middle Dialogues D. REIDEL PUBLISHING COMPANY ~~ A MEMBER OF THE KLUWER . ACADEMIC PUBLISHERS GROUP DORDRECHTj BOSTONj LANCASTERjTOKYO Library of Congress Cataloging in Publication Data Penner, Terry, 1936- The ascent from nominalism. (Philosophical studies series; v. 37) Bibliography: p. Includes indexes. 1. Plato. 2. Aristotle. 3. Metaphysics-History. 4. Nominalism-History. I. Title. II. Series. B395.P347 1987 111'.2'0924 86·31641 ISBN-13: 978-94-010-8186-3 e-ISBN-13: 978-94-009-3791-8 DOl: 10.1007/978-94-009-3791-8 Published by D. Reidel Publishing Company, P.O. Box 17, 3300 AA Dordrecht, Holland. Sold and distributed in the U.S.A. and Canada by Kluwer Academic Publishers, 101 Philip Drive, Assinippi Park, Norwell, MA 02061, U.S.A. In all other countries, sold and distributed by Kluwer Academic Publishers Group, P.O. Box 322, 3300 AH Dordrecht, Holland. All Rights Reserved © 1987 by D. Reidel Publishing Company, Dordrecht, Holland Softcover reprint of the hardcover I 5t edition 1987 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical induding photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner ACKNOWLEDGEMENTS Much of this work was conceived and executed between 1971 and 1975, though some of it was done much earlier, and a few bits are quite recent. -
This Course on Plato Provides an In-Depth Account of This Seminal Thinker’S Philosophy
PLATO PHILO 380(W) Dr. V. Adluri Sec. 001 [4921] Office: Hunter West, 12th floor, Room 1242 Spring 2009 Telephone: 973 216 7874 Prof. Adluri Email: [email protected] Monday/Wednesday, 4:10-5:25pm Office hours: Wednesdays, 6:00 – 7:00 P.M and by appointment DESCRIPTION: This course on Plato provides an in-depth account of this seminal thinker’s philosophy. Major themes such as the nature of knowledge, soul, universe, city, God, language, love, and art will be discussed based on selections from all of his dialogues. Plato’s relationship to Pre- Socratic philosophy, especially Parmenides and Heraclitus will be discussed. We will pay special attention to Plato’s use of the dialogic form and its main protagonist: Socrates. In the second half of the course, we will read the Republic in detail, with special attention to the legacy of Plato’s thought in the history of Western Philosophy. Required Text: Plato. Complete Works. Edited by John Cooper. Indianapolis: Hackett Publishing Company, 1997. $54. All textbooks are on order at Shakespeare & Co. Booksellers (939 Lexington Avenue between 68th and 69th streets; 212 570 0201). Shakespeare & Co. also has a limited number of used copies available at lower prices. COURSE OBJECTIVES: This course is intended to give students a basic familiarity with the Platonic corpus and an in-depth knowledge of the Republic. In the first half of the course, students will gain a basic familiarity with Platonic philosophy, including its method of argumentation, its ultimate aims, and its wider political and literary context. We will then apply these insights to a close- reading of the Republic. -
Nota Bene-- C:\USERS\ADMIN\DOCUME~1
The Priority of Definition Continuum Companion to Socrates Edd. Bussanich and Smith Hugh H. Benson Introduction One thing we seem to know about Socrates 1 is that he was preocuppied with questions of the form ‘What is F-ness?’. 2 Aristotle famously tells us that Socrates busied himself concerning the ethical virtues and was the first to seek to define them universally ... He was reasonable in seeking the what it is; for he sought to syllogize, and the what it is is the starting point of syllogisms... For Socrates may be fairly attributed two things, epagogic arguments and defining the universal ... [ Metaphysics 1078b17-29: Ross trans.] 3 According to Xenophon [Socrates’] own conversation was ever of human things. The problems he discussed were, What is godly, what is ungodly; what is beautiful, what is ugly; what is just, what is unjust; what is prudence, what is madness; what is courage, what is cowardice; what is a state, what is a statesman; what is government, and what is a governor;--these and others like them, of which the knowledge made a ‘gentleman,’ in his estimation, while ignorance should involve the reproach of ‘slavishness.’ [ Memorabilia I i 16; Marchant trans.] And of course, the Socratic dialogues 4 of Plato abound in such questions. Socrates and his interlocutor(s) focus on the question ‘What is piety (or holiness)?’ in the Euthyphro , ‘What is temperance (or moderation) in the Charmides , ‘What is courage (or bravery)?’ in the Laches , ‘What is fineness (or beauty)?’ in the Hippias Major , ‘What is a friend?’ in the Lysis ,5 ‘What is justice?’ in Republic I, ‘What is a sophist?’ in part of the Protagoras , ‘What is rhetoric?’ in part of the Gorgias , and ‘What is virtue?’ in the first third of the Meno . -
Hannan Dissertation Final Version
The Socratic Paradoxes and Plato’s Epistemology Natalie Hannan Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2021 © 2021 Natalie Hannan All Rights Reserved Abstract The Socratic Paradoxes and Plato’s Epistemology Natalie Hannan Plato’s “Socratic paradoxes” state that no one does wrong voluntarily and that virtue is knowledge. Outside of moral psychology, the importance of the Socratic paradoxes has been neglected. My dissertation defends two related proposals that showcase their importance in ancient epistemology. The first proposal is that they are a major motivation for Plato to develop a unique view of epistēmē (knowledge or understanding) as an infallible and robust cognitive power that is set over a special class of objects. The second proposal is that understanding the influence of the Socratic paradoxes can help us see how epistēmē improves our doxai (beliefs or opinions) about the world around us, solving a long-standing problem in Plato’s epistemology. I will start by examining the Hippias Minor, in which we see Plato seeking to embrace the Socratic paradoxes (rather than already assuming them) and looking to develop his notion of epistēmē as a result. I will then move to the Protagoras, in order to show Plato proceeding with this project by embracing epistēmē as something that produces good action and involves measurement. I will show the Protagoras’ picture to be fully developed in the Republic, in which epistēmē emerges as something that measures the truth of our doxai and has clear practical benefits as a result. -
Plato and Roman Ingarden
On the Several Modes of Being in Plato A widely accepted view of Plato’s metaphysics is that he held what may be characterized as a “degrees of reality” theory and that his metaphysics can be equated with the theory of forms (or ideas). In this paper, I argue that the “degrees of reality” model is flawed, that the theory of forms is held by Plato throughout the dialogues, and that a “modes of being” model is a better interpretative model because it retains the value of the theory of forms and shows the relation of the theory to his wider observations on being per se. Caveats In attempting to understand the work of a philosopher, especially when the writings are as rich and complex as those of Plato, one may find that the interpreter, no less than the translator, is a traitor, albeit a traitor unawares, a risk that applies also to the writer of the present paper. However, there are criteria for assessing the value of an interpretation. A good interpretation must consider various contexts of the writing, the historical period, the problems and audience addressed, the relation of the writing to the other works of the author, the writing style, and the writer’s terminology, especially when the central concepts are complex, technical, or newly introduced with highly specialized meanings. But perhaps the most important test for an interpretation is whether it provides a deeper, more coherent, and fruitful understanding of the work. In a certain sense, the interpreter should drop out the “I” in interpretation and attend to the work as the true lover attends to his beloved. -
The Wisdom of Noble Simplicity
The Εὐηθέστεροι Myth: the Wisdom of Noble Simplicity L. M. J. Coulson A Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy Department of Classics and Ancient History School of Philosophical and Historical Inquiry Faculty of Arts and Social Sciences The University of Sydney November 2016 Statement of Originality This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. L. M. J. Coulson November 2016 i Acknowledgements Throughout this undertaking it has been my great good fortune and privilege to have the gracious and generous support of my family, supervisors and colleagues. On November 5, 2012 Professor Eric Csapo and I met for the first time. At that meeting Eric suggested the apparently paradoxical use of εὐήθεια in Ancient Greece as a postgraduate research topic. This thesis is a direct consequence of his suggestion, encouragement and forbearance. Eric’s erudition in the Classics’ disciplines is extraordinary and gives constant cause for admiration. Professor Rick Benitez is officially designated as my auxiliary supervisor. However, he has been far more that that, especially in the last year of this project when the depth of his Platonic scholarship and generous support made an invaluable contribution to the completion of this thesis. I am grateful for the opportunity to have worked closely with these exceptional scholars. -
Plato's Introduction of Forms
This page intentionally left blank PLATO’S INTRODUCTION OF FORMS Scholars of Plato are divided between those who emphasize the liter- ature of the dialogues and those who emphasize the argument of the dialogues, and between those who see a development in the thought of the dialogues and those who do not. In this important book, Russell Dancy focuses on the arguments and defends a developmental pic- ture. He explains the Theory of Forms of the Phaedo and Symposium as an outgrowth of the quest for definitions canvased in the Socratic dialogues, by constructing a Theory of Definition for the Socratic dialogues based on the refutations of definitions in those dialogues, and showing how that theory is mirrored in the Theory of Forms. His discussion, notable for both its clarity and its meticulous schol- arship, ranges in detail over a number of Plato’s early and middle dialogues, and will be of interest to readers in Plato studies and in ancient philosophy more generally. r. m. dancy is Professor of Philosophy at Florida State University. He is the author of Sense and Contradiction: A Study in Aristotle (1975) and TwoStudies in the Early Academy (1991), and editor of Kant and Critique (1993). PLATO’S INTRODUCTION OF FORMS R. M. DANCY Florida State University, Tallahassee Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge , UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521838016 © R. M. Dancy 2004 This publication is in copyright. -
Plato's Response to the Third Man Argument in the Paradoxical
Plato’s Response to the Third Man Argument in the Paradoxical Exercise of the Parmenides Bryan Frances Penultimate version; final version published in Published in Ancient Philosophy v. 16 (1996), 47-64 For all these reasons, then, the One is and becomes older and younger than itself and the others, and neither is nor becomes older or younger than itself or the others (155d). The long second part of the Parmenides includes many fantastic, apparently contradiction-ridden statements similar to the one above. The problem of formulating a convincing interpretation of the dialogue that makes sense of these statements has proven so difficult that it has simply been ignored by most commentators on the third man argument (or arguments) found in the first part of the dialogue. This by itself may be a serious defect of these analyses of the third man argument given by these scholars. For Plato made it clear (135d) that he thought the truth regarding the problems of the first part of the dialogue—such as that of the third man—is to be found by undertaking the intellectual ‘exercise’ demonstrated by Parmenides in the second part of the dialogue. And it is also clear that after writing the Parmenides Plato continued to endorse a theory of Forms. Thus, he must have thought that the problems brought up in the first part of the dialogue were to be treated utilizing the considerations from the second—treated in such a way that the problems do not rule out a theory of Forms continuous with that presented in the earlier dialogues.