Plato on Measure and the Good: the Rank-Ordering of the Philebus
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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. -
The Roles of Solon in Plato's Dialogues
The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought. -
Phaedrus Plato
Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT ROMAN ROADS MEDIA Classical education, from a Christian perspective, created for the homeschool. Roman Roads combines its technical expertise with the experience of established authorities in the field of classical education to create quality video courses and resources tailored to the homeschooler. Just as the first century roads of the Roman Empire were the physical means by which the early church spread the gospel far and wide, so Roman Roads Media uses today’s technology to bring timeless truth, goodness, and beauty into your home. By combining excellent instruction augmented with visual aids and examples, we help inspire in your children a lifelong love of learning. Phaedrus by Plato translated by Benjamin Jowett This text was designed to accompany Roman Roads Media's 4-year video course Old Western Culture: A Christian Approach to the Great Books. For more information visit: www.romanroadsmedia.com. Other video courses by Roman Roads Media include: Grammar of Poetry featuring Matt Whitling Introductory Logic taught by Jim Nance Intermediate Logic taught by Jim Nance French Cuisine taught by Francis Foucachon Copyright © 2013 by Roman Roads Media, LLC Roman Roads Media 739 S Hayes St, Moscow, Idaho 83843 A ROMAN ROADS ETEXT Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT INTRODUCTION The Phaedrus is closely connected with the Symposium, and may be regarded either as introducing or following it. The two Dialogues together contain the whole philosophy of Plato on the nature of love, which in the Republic and in the later writings of Plato is only introduced playfully or as a figure of speech. -
The Highest Good for Plato Goodness Is an Abstract Concept That Is Very
The Highest Good for Plato Goodness is an abstract concept that is very difficult to define, and saying what counts as the highest good is perhaps even more so. In Republic, Plato attempts to say something about what makes things good, but his answer is very vague in the end. Still, we can get some clarity on what he would have answered if asked what the highest good is, from what he says in this text. What counts as the highest good for Plato can be said to be knowledge of the Form of the Good, because it is necessary for knowing and using the other Forms well. The nature of the Forms is not clear in Republic; Plato writes about them as if his audience already knows what they are. Still, we can get some sense of what forms are like from the text. In several places he says that when two or more things share the same name, then they share a form. For example, in Book IV Socrates and Glaucon talk about the form of justice: “…are things called by the same name, whether they are bigger or smaller than one another, like or unlike with respect to that to which the name applies? Alike. Then a just man won’t differ at all from a just city in respect to the form of justice; rather he’ll be like the city” (435 a-b). But what is a Form, exactly? We can start to get a sense of what Plato means by a Form by looking back at Euthyphro. -
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 Third Man Argument
Greek Philosophy (Essays) Theo Todman Does the Third Man Argument refute the theory of forms? Fine [1993] recognises four versions of the Third Man Argument (TMA). However, she argues persuasively that these are similar arguments with similar tacit premises, though with different emphases. Consequently, we will consider only that in Parmenides 132a1- b2. Fine’s translation runs as follows, with Parmenides speaking to Socrates: I suppose it is because of the following sort of thing that you think that (1) each form is one: (2) Whenever many things seem large to you, there perhaps seems to you to be, when you have looked at them all, some one and the same idea. Hence you think (3) the large is one. …. (4) What, then, if in the same way you look in your soul at all these – at the large itself and the other large things? (5) Will not some one large appear again, by which all these will appear large? …. So another form of largeness will appear besides the large itself and its participants. (6) And in addition to these, yet another, by which all these will be large. (7) And so each of the forms will no longer be one for you, but infinitely many. There are two things we need to address in this essay. Firstly, we need to understand the TMA itself, determining its premises, logical structure and validity. Secondly, we need to determine what Plato wants us to learn from it, and what its consequences are for his theory of Forms. The Argument Vlastos [1954] generalises Fine’s steps (2) and (5) as: (V2) If a number of things a, b, c, are all F, there must be a single Form F-ness, in virtue of which we apprehend a, b, c as all F. -
Plato's Hypothetical Inquiry in the Meno Naoya Iwata
Plato’s Hypothetical Inquiry in the Meno Naoya Iwata At Meno 86e2–4 Socrates proposes to Meno that they should consider the question whether virtue is teachable on a hypothesis. Partly because its concrete procedure is illustrated by a baffling geometrical example, there has still been wide disagreement among scholars as to how he actually carries out this hypothetical inquiry into virtue. The basic structure of the argument at 87b2–89a5 appears very simple: Socrates converts the original question whether virtue is teachable to the question whether it is knowledge, and then examines the latter on the basis of his agreement with Meno that virtue is good. Apart however from that agreement being, as it is explicitly called, a ‘hypothesis’, opinion is divided on what other hypothesis Socrates posited. Some think of it as the conditional ‘if virtue is knowledge, it is teachable’ or as ‘knowledge is teachable’ (Bedu-Addo 1984, 7–9; Wolfsdorf 2008, 44–6 and 58–60),1 and others as the bi-conditional ‘if virtue is knowledge, it is teachable, but if not, not’ or as ‘knowledge alone is teachable’ (Grgić 1999, 34–6; Weiss 2001, 131; Zyskind and Sternfeld 1976, 132). 2 But most scholars, in contrast, identify it with the simple proposition ‘virtue is knowledge’ (Bedu-Addo 1984, 7–9; Benson 2003, 107–25; Bluck 1961, 17–19 and 85–91; Bostock 1986, 165–6; Canto-Sperber 1991, 98–102; Cherniss 1947, 140; Hackforth 1955, 140–1; Kahn 1996, 310; Robinson 1953, 116–18; Rose 1970, 3–7; Sayre 1969, 29 n. 40; Scott 2006, 137–40 and 221–4; Sharples 1985, 167).3 It is also suggested that Socrates’ new philosophical tool does not involve any process of positing a hypothesis but only aims to establish the equivalence between teachability and knowledge (Ebrey 2013, 76 and 83–4). -
The Form of the Good in Plato's Timaeus
THANASSIS GKATZARAS | 71 One of the many philosophical problems The Form of the Good in that we face in the Timaeus is raised by the Plato’s Timaeus claim that the God who created the world (from now on we shall call him ‘Demiurge’)1 is good (Tim. 29d7-30a2). A satisfying explanation of Demiurge’s goodness is far from easy, and dif- ferent approaches have been proposed. How- ever, in this paper I’ll try to show that a clear, sufficient and relatively simple interpretation is possible, if we are based on the hypothesis that Timaeus follows the theory of causation in the Phaedo (including the distinction between ‘safe’ and ‘elegant’ cause) and the concept of the Thanassis Gkatzaras Form of the Good in the Republic.2 University of Ioannina [email protected] To be more specific, I’ll try to show that the Form of the Good of the Republic is also presupposed in the Timaeus and it plays the same role, and we should consider it as a first principle of platonic cosmology, independ- ent from the existence of Demiurge or even the Divine Paradigm (i.e. the model accord- ing to which the Demiurge creates the world). On first impression, this interpretation looks barely possible, since there is no direct refer- ence in the text to this particular Form, with the possible exception of what is said at Tim. 46c7-d1.3 In my opinion, this absence has to do ABSTRACT with specific purposes Timaeus serves, and not with the abandonment of the Good as a cause. -
The Routledge Handbook of Neoplatonism the Alexandrian
This article was downloaded by: 10.3.98.104 On: 25 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge Handbook of Neoplatonism Pauliina Remes, Svetla Slaveva-Griffin The Alexandrian classrooms excavated and sixth-century philosophy teaching Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315744186.ch3 Richard Sorabji Published online on: 30 Apr 2014 How to cite :- Richard Sorabji. 30 Apr 2014, The Alexandrian classrooms excavated and sixth-century philosophy teaching from: The Routledge Handbook of Neoplatonism Routledge Accessed on: 25 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9781315744186.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 3 The Alexandrian classrooms excavated and sixth-century philosophy teaching Richard Sorabji It was announced in 2004 that the Polish archaeological team under Grzegorz Majcherek had identifi ed the surprisingly well-preserved lecture rooms of the sixth-century Alexandrian school.1 Th is was a major archaeological discovery.2 Although the fi rst few rooms had been excavated twenty-fi ve years earlier, identifi cation has only now become possible. -
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 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.