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How to Find Free, Reusable Content Online Rhode Island Library
Open Everything: How to find free, reusable content online Rhode Island Library Association Conference 2016, “Color Outside the Lines” Andrée Rathemacher • Julia Lovett • Angel Ferria University of Rhode Island Open Culture General Resources: Sites, Portals & Guides Digital Public Library of America — http://dp.la/ Aims to be a national digital library for the USA. Harvests metadata and content in all formats from other digital libraries and databases (HathiTrust, Internet Archive, state/consortium repositories, govt repositories etc. full partner list here http://dp.la/partners) Does not yet allow searching/filtering by rights information. Europeana — http://www.europeana.eu/portal/ Europe’s portal to cultural collections: “Explore 52,219,831 artworks, artefacts, books, videos and sounds from across Europe.” Can filter search results by reuse rights. Internet Archive — http://archive.org Founded in 1996. A “nonprofit library of millions of free books, movies, software, music, and more.” Searchable by Creative Commons license or Public Domain: See https://archive.org/about/faqs.php#1069 Open Culture — http://www.openculture.com/ Founded in 2006. Brings together free/open resources from around the web. Geared for a popular audience, with frequent blog posts and active social media presence. OpenGLAM Open Collections — http://openglam.org/opencollections/ A searchable index of open cultural her itage collections with freely reusable content. Shared Shelf Commons — http://www.sscommons.org Freely available images and oth er digital content from libraries, archives, and museums participating in Shared Shelf by Artstor. Copyright restrictions vary. Creative Commons Search — https://search.creativecommons.org/ Search CClicensed content from multiple sites such as Flickr, Google, and YouTube. -
Glaucon's Dilemma. the Origins of Social Order
[Working draft. Please do not circulate or cite without author’s permission] Glaucon’s Dilemma. The origins of social order. Josiah Ober Chapter 2 of The Greeks and the Rational (book-in-progress, provisional title) Draft of 2019.09.20 Word count: 17,200. Abstract: The long Greek tradition of political thought understood that cooperation among multiple individuals was an imperative for human survival. The tradition (here represented by passages from Plato’s Republic, Gorgias, and Protagoras, and from Diodorus of Sicily’s universal history) also recognized social cooperation as a problem in need of a solution in light of instrumental rationality and self-interest, strategic behavior, and the option of free riding on the cooperation of others. Ancient “anthropological” theories of the origins of human cooperation proposed solutions to the problem of cooperation by varying the assumed motivations of agents and postulating repeated interactions with communication and learning. The ways that Greek writers conceived the origins of social order as a problem of rational cooperation can be modeled as strategic games: as variants of the non-cooperative Prisoners Dilemma and cooperative Stag Hunt games and as repeated games with incomplete information and updating. In book 2 of the Republic Plato’s Glaucon offered a carefully crafted philosophical challenge, in the form of a narrative thought experiment, to Socrates’ position that justice is supremely choice-worthy, the top-ranked preference of a truly rational person. Seeking to improve the immoralist argument urged by Thrasymachus in Republic book 1 (in order to give Socrates the opportunity to refute the best form of that argument), Glaucon told a tale of Gyges and his ring of invisibility.1 In chapter 1, I suggested that Glaucon’s story illustrated a pure form of rational and self-interested behavior, through revealed preferences when the ordinary constraints of uncertainty, enforceable social conventions, and others’ strategic choices were absent. -
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. -
Plato's Symposium: the Ethics of Desire
Plato’s Symposium: The Ethics of Desire FRISBEE C. C. SHEFFIELD 1 Contents Introduction 1 1. Ero¯s and the Good Life 8 2. Socrates’ Speech: The Nature of Ero¯s 40 3. Socrates’ Speech: The Aim of Ero¯s 75 4. Socrates’ Speech: The Activity of Ero¯s 112 5. Socrates’ Speech: Concern for Others? 154 6. ‘Nothing to do with Human AVairs?’: Alcibiades’ Response to Socrates 183 7. Shadow Lovers: The Symposiasts and Socrates 207 Conclusion 225 Appendix : Socratic Psychology or Tripartition in the Symposium? 227 References 240 Index 249 Introduction In the Symposium Plato invites us to imagine the following scene: A pair of lovers are locked in an embrace and Hephaestus stands over them with his mending tools asking: ‘What is it that you human beings really want from each other?’ The lovers are puzzled, and he asks them again: ‘Is this your heart’s desire, for the two of you to become parts of the same whole, and never to separate, day or night? If that is your desire, I’d like to weld you together and join you into something whole, so that the two of you are made into one. Look at your love and see if this is what you desire: wouldn’t this be all that you want?’ No one, apparently, would think that mere sex is the reason each lover takes such deep joy in being with the other. The soul of each lover apparently longs for something else, but cannot say what it is. The beloved holds out the promise of something beyond itself, but that something lovers are unable to name.1 Hephaestus’ question is a pressing one. -
Plato the ALLEGORY of the CAVE Republic, VII 514 A, 2 to 517 A, 7
Plato THE ALLEGORY OF THE CAVE Republic, VII 514 a, 2 to 517 a, 7 Translation by Thomas Sheehan THE ALLEGORY OF THE CAVE SOCRATES: Next, said I [= Socrates], compare our nature in respect of education and its lack to such an experience as this. PART ONE: SETTING THE SCENE: THE CAVE AND THE FIRE The cave SOCRATES: Imagine this: People live under the earth in a cavelike dwelling. Stretching a long way up toward the daylight is its entrance, toward which the entire cave is gathered. The people have been in this dwelling since childhood, shackled by the legs and neck..Thus they stay in the same place so that there is only one thing for them to look that: whatever they encounter in front of their faces. But because they are shackled, they are unable to turn their heads around. A fire is behind them, and there is a wall between the fire and the prisoners SOCRATES: Some light, of course, is allowed them, namely from a fire that casts its glow toward them from behind them, being above and at some distance. Between the fire and those who are shackled [i.e., behind their backs] there runs a walkway at a certain height. Imagine that a low wall has been built the length of the walkway, like the low curtain that puppeteers put up, over which they show their puppets. The images carried before the fire SOCRATES: So now imagine that all along this low wall people are carrying all sorts of things that reach up higher than the wall: statues and other carvings made of stone or wood and many other artifacts that people have made. -
Peitho12.1-2
Volume 12 Issue 1/2 SPRING/FALL 2010 Peitho www.cwshrc.org a publication of the coalition of women scholars in the history of rhetoric and composition In this issue: Editor’s Letter Holding Hands and Shaking Hands Intentional Mentoring Mentoring, an Incantation Women in Digital Spaces Roundtable Report A Selection of Secondary Texts Concerning Ancient Women Historical Methodology: Past and “Presentism”? Editor’s Letter Peitho fleeing the seduction of Dear all Leda appearing on an Apulian red I am pleased to present to you the combined Spring/Fall 2010 issues of figure vase, ca. 350-340 B.C.E. Peitho. Much of this combined issue focuses on the topic of the Coalition Wednesday night session at the 2010 C’s. Based on feedback from the 2009 J. Paul Getty Museum Used with permission session in San Francisco, the 2010 Louisville session attempted to examine new ways of mentoring and professional development—the remix, revisit, rethink, revise, renew of the conference’s call for papers. We are pleased to present here a number of the presentations from that Coalition Officers session. Marcy Tucker’s “Holding Hands and Shaking Hands: Learning to Profit from the Professional Mentor-Mentee Relationship” argues for looking President Nancy Meyers (Continued on page 5) University of North Carolina at Greensboro Holding Hands and Shaking Hands: Vice-President Elizabeth Tasker Learning to Profit from the Professional Stephen F. Austin State University Mentor-Mentee Relationship Treasurer Lisa Mastrangelo Marcy Tucker College of St. Elizabeth Secretary Scholars and students of feminist movement understand that we should Jenn Fishman never assume that anything is natural to any particular group; however, those University of Tennessee-Knoxville of us who teach rhetoric and composition, and especially those of us who are Member-at-Large female and who support interactive pedagogies, have long contended with Lynée Lewis Gaillet the assumption that we are (or should be) nurturing. -
Queen Arsinoë II, the Maritime Aphrodite and Early Ptolemaic Ruler Cult
ΑΡΣΙΝΟΗ ΕΥΠΛΟΙΑ Queen Arsinoë II, the Maritime Aphrodite and Early Ptolemaic Ruler Cult Carlos Francis Robinson Bachelor of Arts (Hons. 1) A thesis submitted for the degree of Master of Philosophy at The University of Queensland in 2019 Historical and Philosophical Inquiry Abstract Queen Arsinoë II, the Maritime Aphrodite and Early Ptolemaic Ruler Cult By the early Hellenistic period a trend was emerging in which royal women were deified as Aphrodite. In a unique innovation, Queen Arsinoë II of Egypt (c. 316 – 270 BC) was deified as the maritime Aphrodite, and was associated with the cult titles Euploia, Akraia, and Galenaië. It was the important study of Robert (1966) which identified that the poets Posidippus and Callimachus were honouring Arsinoë II as the maritime Aphrodite. This thesis examines how this new third-century BC cult of ‘Arsinoë Aphrodite’ adopted aspects of Greek cults of the maritime Aphrodite, creating a new derivative cult. The main historical sources for this cult are the epigrams of Posidippus and Callimachus, including a relatively new epigram (Posidippus AB 39) published in 2001. This thesis demonstrates that the new cult of Arsinoë Aphrodite utilised existing traditions, such as: Aphrodite’s role as patron of fleets, the practice of dedications to Aphrodite by admirals, the use of invocations before sailing, and the practice of marine dedications such as shells. In this way the Ptolemies incorporated existing religious traditions into a new form of ruler cult. This study is the first attempt to trace the direct relationship between Ptolemaic ruler cult and existing traditions of the maritime Aphrodite, and deepens our understanding of the strategies of ruler cult adopted in the early Hellenistic period. -
Murphy Ch1&2
ffiw&wwffiKK Educationin the Early Cultures ducation is, in its broadestsense, the processof transmissionof culture from one generationto the next.l what is culture but the way the membersof the group think, believe,and live; what they do, say,and hold as values.There has been some sort of education ever since human beings existecl.First was the qreat human achieve- ment of spoken language,followed by learning how to muke anJ use rools. hunt and gather food, and make fire. Then the first societiesdeveloped and humans lived in yil- lages,farming, and making pottery and things from copper and bronze.2 Education in primitive society was informal. It consisted of teaching the young to survive by hunting for food and (eventually) by planting crops; to secureshelter; to ,ouk. tools and other utensils; and to learn the tribes' values and rules. Boys learned to make tools, to hunt, and fish. Girls learned to gather and prepare foocl. primitive education knew nothing of books and schools.It was motivated by the ,reedfor self,preservation;it was direct and effective;and it was carried on by the active participation of the learner as he imitated adult activities or was shown how to make tooli, engagein the hunt, or fish. Parents were, from the beginning, the primary educators of theli children. They were helped by other members of their tribe who taughr children the practical skills needed, , and who told them stories that explained the customs (mores) of the tribe.r Moral educa- tion was thus an integral part of the educativeprocess from the beginning. -
Creating Literary Analysis
Creating Literary Analysis v. 1.0 This is the book Creating Literary Analysis (v. 1.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This book was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. ii Table of Contents About the Authors................................................................................................................. 1 Acknowledgments................................................................................................................. 2 Dedications............................................................................................................................ -
1 Foreigners As Liberators: Education and Cultural Diversity in Plato's
1 Foreigners as Liberators: Education and Cultural Diversity in Plato’s Menexenus Rebecca LeMoine Assistant Professor of Political Science Florida Atlantic University NOTE: Use of this document is for private research and study only; the document may not be distributed further. The final manuscript has been accepted for publication and will appear in a revised form in The American Political Science Review 111.3 (August 2017). It is available for a FirstView online here: https://doi.org/10.1017/S0003055417000016 Abstract: Though recent scholarship challenges the traditional interpretation of Plato as anti- democratic, his antipathy to cultural diversity is still generally assumed. The Menexenus appears to offer some of the most striking evidence of Platonic xenophobia, as it features Socrates delivering a mock funeral oration that glorifies Athens’ exclusion of foreigners. Yet when readers play along with Socrates’ exhortation to imagine the oration through the voice of its alleged author Aspasia, Pericles’ foreign mistress, the oration becomes ironic or dissonant. Through this, Plato shows that foreigners can act as gadflies, liberating citizens from the intellectual hubris that occasions democracy’s fall into tyranny. In reminding readers of Socrates’ death, the dialogue warns, however, that fear of education may prevent democratic citizens from appreciating the role of cultural diversity in cultivating the virtue of Socratic wisdom. Keywords: Menexenus; Aspasia; cultural diversity; Socratic wisdom; Platonic irony Acknowledgments: An earlier version of this paper was presented at the 2012 annual meeting of the Association for Political Theory, where it benefitted greatly from Susan Bickford’s insightful commentary. Thanks to Ethan Alexander-Davey, Andreas Avgousti, Richard Avramenko, Brendan Irons, Daniel Kapust, Michelle Schwarze, the APSR editorial team (both present and former), and four anonymous referees for their invaluable feedback on earlier drafts. -
Plato's Theory of Justice
Department of political science b. a. ii semester iii paper I history of western political thought unit I Plato Plato’s theory of justice “Justice in the life and conduct of the State is possible only if it first resides in the hearts and souls of the citizens.” -Plato - Ms Nimisha Singh Assistant Professor Different views/theories of justice Traditional theory of Cephalus:- “Justice consists in speaking the truth and paying one’s debt.” This theory of Cephalus is criticised by Plato and discarded. He gives the analogy of gun and insane man. In this case, adhering to the definition said above would violate the righteousness. Therefore, this can’t be taken as universally sound definition. Improvement by Polemarchus:- “Justice is giving everyone his due.” By this Polemarchus meant- Doing good to friends and bad to enemies. Plato asks how can one know that a friend is a real friend and not an enemy? Also, justice (any morality) will produce virtue only and not vice. This definition can only be applied individually not socially and according to Plato, justice is a social service. Radical Theory of Thrasymachus:- “Justice is the interest of the stronger” “might is right” is what is meant by Thrasymachus. Two views are taken by Thrasymachus here:- 1. Government governs for its own benefit. 2. Injustice is better than Justice. (because unjust man is stronger, wiser and happier than just man.) Plato retorts to this by saying that Governance is an Art and any Art aims at the advantage of its recipient. Therefore, how can government ignore its citizens? It can’t act selfishly. -
Religion and Globalization
Religion and Globalization Edited by Ronald A. Simkins and Zachary B. Smith 5. Refugees, Exiles, and Stoic Cosmopolitanism William O. Stephens, Creighton University Abstract The Roman imperial Stoics were familiar with exile. This paper argues that the Stoics’ view of being a refugee differed sharply from their view of what is owed to refugees. A Stoic adopts the perspective of a cosmopolitēs, a “citizen of the world,” a rational being everywhere at home in the universe. Virtue can be cultivated and practiced in any locale, so being a refugee is an “indifferent” that poses no obstacle to happiness. Other people are our fellow cosmic citizens, however, regardless of their language, race, ethnicity, customs, or country of origin. Our natural affinity and shared sociability with all people require us to help refugees and embrace them as welcome neighbors. Failure to do so violates our common reason, justice, and the gods’ cosmic law. Keywords: exile, refugee, Stoic, cosmopolitanism, citizen Introduction One of the earliest stories about refugees in Western literature is told by the Roman epic poet Vergil. His Aeneid offers a heart-rending account of the hero Aeneas carrying his aged 73 Religion and Globalization father Anchises on his back, while leading his little son Ascanius by the hand, from the burning ruins of Troy. Few Trojans escape both death and enslavement at the hands of the Greek soldiers sacking their city, but Aeneas gathers together the few survivors and leads them on a long, perilous voyage across the Mediterranean Sea to distant Italy. There, after much more blood is shed, the refugee Aeneas finally prevails, establishes a new home for his transplanted people, and becomes the ancestor of the Romans.