'Digression' in Plato's Theaetetus
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Theory of Forms 1 Theory of Forms
Theory of Forms 1 Theory of Forms Plato's theory of Forms or theory of Ideas[1] [2] [3] asserts that non-material abstract (but substantial) forms (or ideas), and not the material world of change known to us through sensation, possess the highest and most fundamental kind of reality.[4] When used in this sense, the word form is often capitalized.[5] Plato speaks of these entities only through the characters (primarily Socrates) of his dialogues who sometimes suggest that these Forms are the only true objects of study that can provide us with genuine knowledge; thus even apart from the very controversial status of the theory, Plato's own views are much in doubt.[6] Plato spoke of Forms in formulating a possible solution to the problem of universals. Forms Terminology: the Forms and the forms The English word "form" may be used to translate two distinct concepts that concerned Plato—the outward "form" or appearance of something, and "Form" in a new, technical nature, that never ...assumes a form like that of any of the things which enter into her; ... But the forms which enter into and go out of her are the likenesses of real existences modelled after their patterns in a wonderful and inexplicable manner.... The objects that are seen, according to Plato, are not real, but literally mimic the real Forms. In the allegory of the cave expressed in Republic, the things that are ordinarily perceived in the world are characterized as shadows of the real things, which are not perceived directly. That which the observer understands when he views the world mimics the archetypes of the many types and properties (that is, of universals) of things observed. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
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. -
Plato's Theaetetus: Formation Over Forms?
Deron Boyles 229 Plato’s Theaetetus: Formation Over Forms? Deron Boyles Georgia State University INTRODUCTION Plato’s Theaetetus offers the opportunity to consider epistemology in ways that importantly explore the meaning of “student” and “teacher.” Specifically, this article argues that the dialogue’s characters—Theodorus, Theaetetus, Protagoras, and Socrates—perform functions that not only reveal competing philosophies of education but templates of and for student engagement as formation. As a text, Theaetetus provides a noteworthy means through which students not only read and think about elenchus (refutation) and aporia (perplexity) but experience it as participants in interlocution. Additionally, the dialogue itself represents formation insofar as it is an instance of Plato’s move away from the Theory of Forms and his further development of midwifery. Proceeding in three parts, this paper 1) provides a brief overview of the dialogue; 2) underscores the representational nature of the characters in the dialogue—and the part they play in student formation; and 3) explores the Socrates-as-midwife motif and the overall marginalization of Forms in the dialogue. In short, this paper argues for understanding the Theaetetus as an aporetic dialogue about formation over Forms.1 BRIEF OVERVIEW OF THE DIALOGUE Theaetetus begins with a prologue that takes place just before Socrates’ death, in 399 BCE, and begins with Socrates asking Theodorus if he knows of any young men he thinks have potential. Theodorus recommends Theaetetus and the dialogue proceeds with Socrates asking Theaetetus “What do you think knowledge is?” (146c).2 Initially, Theaetetus only offers examples of knowledge (ousia) rather than providing a definition of knowledge itself eidos( ). -
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. -
Culture War, Rhetorical Education, and Democratic Virtue Beth Jorgensen Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2002 Takin' it to the streets: culture war, rhetorical education, and democratic virtue Beth Jorgensen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Philosophy Commons, Rhetoric and Composition Commons, Social and Philosophical Foundations of Education Commons, and the Speech and Rhetorical Studies Commons Recommended Citation Jorgensen, Beth, "Takin' it to the streets: culture war, rhetorical education, and democratic virtue " (2002). Retrospective Theses and Dissertations. 969. https://lib.dr.iastate.edu/rtd/969 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, white others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. -
The Theaetetus Is a Dialogue Full of Puzzles, Not the Least of Which Is the Character of Socrates Himself
Portrait of a Philosopher: Defining Philosophy and Philosophers in the Theaetetus Harper Lyon Union College The Theaetetus is a dialogue full of puzzles, not the least of which is the character of Socrates himself. While often considered the face of wisdom and knowledge in all of Plato’s works, in this work Socrates constantly proposes bad arguments, goes on long tangents, and leaves us with no definition of knowledge. If Socrates himself cannot be relied on, how can anyone hope to effectively do philosophy? Furthermore, if Socrates is not a proper philosopher himself, is there even one present in the dialogue? I argue that by examining three different ways of practicing philosophy in the Theaetetus, Socrates is shown to represent a single specific faculty of the philosopher, therefore practicing only one part of philosophy, explaining his shortcomings and thereby intimating a more robust platonic philosophical method. Part 1: The Philosopher of the Digression In what is roughly the middle of the Theaetetus, Socrates briefly changes both topic and interlocutor to enter a section called the digression. In this digression we find a detailed description of the philosopher. Framed as a discussion between Theodorus and Socrates on the difference between a statesman or lawyer and a philosopher, the digression seeks to answer questions about the wisdom of philosophers, primarily to explain why they seem foolish or useless to non-philosophers. Socrates answers by exploring the differences between two types of people: the statesmen who are raised in the courts (often referred to as “slaves” of the court) who focus their intellectual efforts on persuading a judge or tribunal to a specific view (172d-e), and the philosophers who care only for the truth and are willing to push their reasoning and discussion towards it at all costs (173c). -
The Prometheus Trust Catalogue
The Prometheus Trust Catalogue www.PrometheusTrust.co.uk Welcome to the latest Prometheus Trust catalogue which is now the largest and most comprehensive catalogue of books concerning the Platonic tradition available in English. It includes details of the 33 volume Thomas Taylor Series – original works and translations from Taylor, the ‘English Platonist’, whose writings are illuminated by his position within the tradition. This beautiful series bound in purple library buckram with gold blocking to the spine is the centrepiece of our catalogue, and is highly recommended to students of philosophy who are seeking to discover the depths of Platonism Also to be found in this catalogue are the eight titles in our series Platonic Texts and Translations, which represents some of the finest of modern scholarly work on the writings of the later Platonists. As well as introductory paperbacks in our Students’ Editions series, the catalogue includes a wide range of books from poetry and books of daily meditations to studies on the Egyptian roots of Platonic philosophy, L J Rosan's survey of the philosophy of Proclus, M L West’s study of Orphic poems and much else besides. All in all, we believe that this catalogue has much to offer the serious student of Platonic philosophy, and especially those who are looking to truly understand it from within, rather than merely seeking to know about it. All our publications can be bought directly from the Trust at a 20% discount and free postage to customers in in the UK. For customers beyond the UK we try to keep our postage charges to a minimum - please go the Prometheus Trust website for overseas postage charges which are set according to weight. -
Buddy) Boren B.A., University of Alaska, Anchorage 2006
On Virtue, Value, and Epistemic Normativity by Ted (Buddy) Boren B.A., University of Alaska, Anchorage 2006 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Philosophy Ted (Buddy) Boren, 2015 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee On Virtue, Value, and Epistemic Normativity by Ted (Buddy) Boren B.A., University of Alaska, Anchorage 2006 Supervisory Committee Dr. Patrick Rysiew, Department of Philosophy Supervisor Dr. Margaret Cameron, Department of Philosophy Departmental Member iii Abstract Supervisory Committee Dr. Patrick Rysiew, Department of Philosophy Supervisor Dr. Margaret Cameron, Department of Philosophy Departmental Member Virtue epistemology is epistemological evaluation that gives ‘intellectual virtue’ a primary consideration in its analysis. This thesis is about how two types of virtue epistemology are related to each other, and how when taken broadly as a whole, virtue epistemology has theoretical and practical benefits for epistemic and epistemological evaluation. I begin by way of a quick historical review, and define epistemology as the study of good or bad ways of grasping reality. Part One is then devoted to describing the ‘virtue’ part of virtue epistemology. I posit a broad view of virtue: that human excellences come in the form of cognitive faculties and character traits. What binds them is a meta-epistemological commitment that epistemological analysis should focus on the whole of the person, which includes how the person relates to the environment, other persons, and importantly the values of the whole person. -
Augustine the Blackwell Great Minds Series Gives Readers a Strong
augustine The Blackwell Great Minds series gives readers a strong sense of the fundamental views of the great western philoso- edited by Steven Nadler blackwell great minds phers and captures the relevance of these philosophers to the way we think and live today. 1. Kant by Allen W. Wood 2. Augustine by Gareth B. Matthews Forthcoming Aristotle by Jennifer Whiting Descartes by Andre Gombay Nietzsche by Richard Schacht Plato by Paul Woodruff Sartre by Katherine J. Morris Spinoza by Don Garrett Wittgenstein by Hans Sluga blackwell great minds augustine gareth b. matthews © 2005 by Gareth B. Matthews blackwell publishing 350 Main Street, Malden, MA 02148-5020, USA 108 Cowley Road, Oxford OX4 1JF, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Gareth B. Matthews to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. 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, photo- copying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2005 by Blackwell Publishing Ltd Library of Congress Cataloging-in-Publication Data Matthews, Gareth B., 1929– Augustine / Gareth B. Matthews. p. cm. — (Blackwell great minds) Includes bibliographical references and index. ISBN 0-631-23347-4 (alk. paper) — ISBN 0-631-23348-2 (pbk. : alk. paper) 1. Augustine, Saint, Bishop of Hippo. I. Title. II. Series. B655.Z7M18 2005 189′.2–dc22 2004022247 A catalogue record for this title is available from the British Library. -
Plato's Later Metaphysics & Epistemology Phil 107B/207B
Plato’s Later Metaphysics & Epistemology phil 107b/207b – Syllabus Instructor: Willie Costello Autumn Quarter. Prerequisite: phil 80. Meetings on Tuesdays and Thursdays from 15:00 to 16:20 in Bldg 380 Rm 381u. Office hours on Mondays from 13:30 to 14:30 in Bldg 100Rm102m, or by appointment (email [email protected]). Course readings available from http://bit.ly/ phil107b. Course website available through http://canvas.stanford.edu. Course description This course is dedicated to a slow and close reading ofthe Theaetetus and the Parmenides, Plato’s mature works on the topics of knowledge and reality, respectively. These two dialogues showcase one of history’s great philosophical minds at the peak of his powers, tackling some of the most intractable philosophical questions, engaging with some of his most formidable philosophical opponents, and seeming even to cast a critical eye back on his own earlier thought. Both dialogues are also tightly woven literary masterpieces, suggestive in their dramatic staging and brimming with some of Plato’s most memorable images and metaphors. The dialogues are also surprisingly modern in their concerns, seeming to weigh in on such contemporary issues as sense-data theory, the “justified true belief” account of knowledge, and the problem of universals. It isthusno surprise that, in the twentieth century, the Theaetetus and the Parmenides were, more so than any other of the dialogues, responsible for securing Plato’s reputation as a “serious” philosopher in analytically minded philosophical circles of the Anglo-American world. Perhaps the most notable feature of this pair of dialogues, however, is that in each Plato seems to be starting, philosophically, from scratch, and to end without arriving at any positive conclusions about knowledge or reality. -
Lessons from the Theaetetus Jennifer F
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2007 Virtue and inquiry, knowledge and ignorance: Lessons from the Theaetetus Jennifer F. Ingle University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Ingle, Jennifer F., "Virtue and inquiry, knowledge and ignorance: Lessons from the Theaetetus" (2007). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/2227 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Virtue and Inquiry, Knowledge and Ignorance: Lessons From the Theaetetus by Jennifer F. Ingle A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: Joanne B. Waugh, Ph.D. Co-Major Professor: John P. Anton, Ph.D. Roger Ariew, Ph.D. Charles Guignon, Ph.D. Bruce Silver, Ph.D. P. Christopher Smith, Ph.D Date of Approval: April 9, 2007 Keywords: Plato, paideia, hermeneutic interpretation, epistemology, classical Greece © Copyright 2007, Jennifer F. Ingle For Jane, who gave me life, and for Joanne, who saved it. Table of Contents Dedication Abstract iii Chapter One: Situating Plato’s Dialogues