DOCSLIB.ORG

Competing Models of Paideia in Plato's Gorgias

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Competing Models of Paideia in Plato's Gorgias Méthexis ..IT (2007) p. 83-97 Artículos COMPETING MODELS OF PAIDEIA IN PLATO'S GORGIAS JOHN J. CLEARY INTRODUCTION In this paper my specific and limited purpose is to examine the competing models of paideia that I find to be implicit in the explicit contrast between rhet­ oric and dialectic, which is drawn by Plato through the dialogical encounters be­ tween Socrates, Gorgias, Polus, and Callicles. In dramatic terms, Gorgias and Polus represent the rhetorical tradition with its own particular paideia, while Socrates represents an altemative paideia that is promoted through dialectical in­ quiry. Indeed, throughout the dialogue, Plato underlines many differences be­ tween rhetorical display (ETTL8Elc;LS),1 which involves a long speech on a set topic, and the Socratic elenchus which involves short questions and answers. For instance, in the opening se ene ofthe dialogue (447a-b), Socrates and Chaerophon have just missed a rhetorical display by Gorgias. Significantly, CallicIes promises that it will be repeated at their pleasure because Gorgias is his house-guest? Socrates, however, wants to know (447c) ifGorgias is willing to engage in dial­ ectical discussion (8LaAExe~vm) about specific questions (but not rhetorical themes) such as: what is the power ofhis craft (TLS ~ 8úvallLS T~S TÉXVTjS) and what is it (TL EaTLv) that he professes and teaches. CallicIes confidently responds (447 e) that Gorgias is always willing to answer questions, and urges Socrates to ask the man himself. Of course, it soon becomes apparent that Socrates and Gor­ gias have very different ideas about what is involved in asking a question. With reference to the historical context for this competition between two quite different kinds of paideia, we must distinguish between the dramatic date for the Gorgias dialogue, which hovers around the end of the Peloponnesian War (perhaps 405 BC), and the date of composition which may be located somewhere in the first quarter of the 4th century BC Despite the fuzziness of this temporal perspective, 1 think we may assume that Plato wants his audience to bear in mind the disastrous Sicilian expedition and its contribution to the eventual defeat of Athens. The historical figure of Gorgias, as ambassador for Leontini, shared I The tenn Err(&El~lS" is not being used in the technical Aristotelian sense but rather in a more general sense that covers many kinds of public perfonnance by a speaker; cf. R. Thomas (2003). There are sorne good reasons for believing that the historical Gorgias may have applied rhetorical Err(&El~lS" in many different contexts, including the Assembly and the lawcourts. 2 By contrast with Socratic discussions, each of which is unique and tailored to the discussion partner, a Gorgianic rhetorical display can be repeated at will and it is also like an item of merchan­ dise which is available to those with the means to payo 84 John J. Cleary sorne responsibility for this disaster because it was he who first seduced the Athenians by means of his rhetoric to become involved in Sicilian politics. It is more difficult to establish any precise historical framework for the date of composition of the Gorgias dialogue but 1 find it plausible to assume that the figure of Isocrates is lurking somewhere in the background. A native of Athens, Isocrates founded a school of rhetoric which continued the tradition of Gorgias and which enjoyed considerable success in Plato's lifetime. Furthermore, from his polemical work Against the Sophists, we gather that Isocrates was critical of eristic dialecticians, while also describing his own rhetorical activity and mode of paideia in terms of 'philosophy,.3 Thus 1 claim that it is quite reasonable to treat Plato' s Gorgias as part of an ongoing debate in Athens about the best way to train young men for citizenship in the polis. Of course, Plato's explicit reference to Pericles and his speeches suggests that he may also be responding to Thucydides, who claimed that Pericles was one ofthe greatest politicalleaders and civic educ­ ators of Athens.4 From a general philosophical perspective, however, 1 want to draw attention to the importance of paideia for ancient political debates, since this topic has been rather neglected by modem scholars ever since Jaeger's work in the middle of the last century. As soon as we realize that the ancient debate about constitu­ tions also involves the question about the best way to live, we cannot avoid the issue of competing models of paideia that underlies such constitutional debates. 1 maintain that this is a crucial perspective which contemporary scholarship needs to recover in order to deal with the civic dimensions of ancient political thought. For instance, 1 want to suggest that it is within such an educational perspective that we should understand Socrates' ironic remark (448d) that Polus seems to be fully equipped for speeches (AÓYOUS) but that he has not yet fulfilled his promise to Chaerophon. Gorgias seems puzzled by this remark presumably because he doesn't see the difference between answering a question and making a speech. Socrates remarks (448d-e) that Polus has had more practice in rhetoric than in discussion (OWAÉYE(J8m), with the result that he has failed to answer the question. Socrates explains that, instead of saying what is the art of Gorgias, Polus had praised it by saying that it is the finest. But this represents an answer to a question about the quality (nola) of the art rather than what name we ought to call it; i.e. what it is. 5 3 Significantly enough, Isocrates criticizes (Againsl Ihe Sophisls 12 fr.) those who apply the craft analogy to the art of speaking where it is inappropriate because a speech must be appropriate for dif­ ferent occasions, whereas an art like grammar is the same for aH occasions. Here the Platonic craft analogy could be the target of his criticismo 4 Yunis (1996) makes a very convincing case for regarding Thucydides as one of Plato's targets in the Gorgias, even though he is not mentioned by name (any more than is Isocrates). Plato did not often identify his contemporary ideological rivals. 5 Logical priority of 'what is it' question over 'what is it like' (ÓTTO'iÓV Tl); cf. Meno 71b; Prol. 360e, 361c: teachability ofvirtue. .
Load more

Recommended publications
  • Refuting Polus (466–481)
    Γοργίας | Gorgias 8 Refuting Polus (466–481) 1. Genuine and Spurious Expertise (463d–465d)1 Mind (politikē) Body (sōmatos therapeias) regulative corrective regulative corrective true or genuine good state, legislative justice exercise medicine technē; leads to physical (nomothetikē) (dikaiosunē) (gumnastikē) (iatrikē) real being and mental health spurious pseudo- merely apparent technē, ‘good’ state; sophistry rhetoric cosmetics cookery appearance, forms of flattery (sophistikē) (rhetorikē) (kommōtikē) (opsopoiikē) simulacrum; (kolakeia), ‘fake’ being see 464c–d 2. Refuting Polus in Four Stages First Paradox. Rhetors are the least powerful members of society. (466b–468e) 1.1 Power is a good thing (agathon) for its possessor. 1.2 Rhetoric lacks logos (465a), and hence its aim cannot be our welfare (i.e. what is best for us: to beltiston). 1.3 Rhetors do not know what is best for them. 1.4 Rhetors only do what seems best for them. (This follows on from the flattery discussion; see table above.) 1.5 There is a difference between doing what one wants and doing what seems best (for one to do). (For those who know, these two things coincide—this is real power.) 1.6 Things are either good (agathon), bad (kakon), or indifferent (metaxu [= in between], adiaphora). We avoid what is bad, choose or seek what is good, and use indifferents as a means for good. 1.7 Everyone does things in pursuit of good. 1.8 We want (boulesthai) good things because they are in our interest (ōphelima). Only the good is best for us. 1.9 Actions that produce harm do not reflect one’s will: agents only do what seems best or beneficial, but they do not want these actions.
    [Show full text]
  • 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.
    [Show full text]
  • PHILOSOPHY & HUMAN SCIENCE Plato's Paideia
    PHILOSOPHY & HUMAN SCIENCE Plato’s Paideia: A Model of Formative Education Thomas Marwa Monchena, ALCP/OSS Department of Philosophy Jordan University College Introduction This essay is a follow-up to a 2015 philosophy conference constituted largely by lecturers and doctoral students of philosophy from various universities in Rome. The faculty of philosophy of the Lateran Pontifical University organized the conference and entitled it, La filosofia come formazione dell’uomo (lit., Philosophy as a Formation of the Man ). I myself was present as a participant. In the course of this essay, I intend to offer a brief elaboration of some important elements of Plato’s theory of education which came up during the conference. Plato’s views on education appear in many of his dialogues; but in this paper, I limit myself to the educational system which Plato designed for the city as discussed in the Republic , with an emphasis on the formative and integral nature of the educational system found there. It is to be kept in mind that Plato’s system of education makes a commitment to the formation of the whole human being, in all aspects: intellectual, spiritual, social and physical. In the Republic , Plato illustrates his conviction that the nature of the good human life, i.e., true happiness, cannot be determined independently of the place that human beings occupy within society, and that the nature of a just society depends on the education of its citizens. Therefore, he sets forth paideia as an educational system that will educate, form, and train individuals 12 Africa Tomorrow 20/1-2 (June/December 2018) who can serve as a virtuous ruling class.
    [Show full text]
  • American Paideia: Public and Private Leadership and the Cultivation of Civic Virtue
    [Expositions 8.2 (2014) 131–154] Expositions (online) ISSN: 1747–5376 American Paideia: Public and Private Leadership and the Cultivation of Civic Virtue JORDAN BARKALOW Bridgewater State University Critics of statesmanship in democracy make three arguments. First, scholars claim that the idea of democratic statesmanship is, itself, is a contradiction.1 Reasoning that there is an inherent tension between popular rule grounded on equality and liberty and the political requirement of decisive action, these scholars hold that elected political officials should simply execute the will of the people. Benjamin Barber makes the most dramatic argument on this front claiming that statesmanship undermines democratic politics.2 He contends that in an age such as ours, it is possible, safer, more fulfilling, and more just to allow citizens to exercise political judgment. Thus, any need democracy may have had for a statesman has run its course. Building on this argument, second, democratic theorists contend that statesmanship actually destabilizes democracies as statesmen become a source of factional conflict.3 The concern here is not just that statesmanship undermines the goal of political stability, but that statesmanship will degenerate into tyranny. Consequently, statesmanship is not a feature of democracy, but an alternative to democracy. Instead of relying on statesmen, all that is needed is effective citizenship which can be achieved by freeing citizens from the restrictions imposed by statesmen. Finally, scholars argue that statesmanship is
    [Show full text]
  • The Birth of Abortion: Ancient Views, Modern Interpretations, and Enduring Debates
    The Birth of Abortion: Ancient Views, Modern Interpretations, and Enduring Debates By Cody Kornack Classics, History, Politics Colorado College Bachelor of Arts May 2014 Kornack “Our society may allow women far greater control of their own destiny than the ancient world did, but women are still subject to political, social and personal restrictions, norms and rules that make motherhood not always desirable.” ~Konstantinos Kapparis, Abortion in the Ancient World Kornack Acknowledgements Foremost, I would like to thank the professors of the Classics, History, and Politics departments at Colorado College for creating an environment that cultivated my intellect, encouraged my curiosity, and imbued me with the determination to pursue this thesis topic. In particular, I am especially thankful for the guidance and encouragement of Sanjaya Thakur who helped me throughout the research and writing of this thesis. Likewise, I would like to thank Owen Cramer and Marcia Dobson for their enduring support with regards to teaching me Greek, as well as Dan Leon and Carol Neel for their helpful comments and suggestions in my editing process. I am endlessly thankful for the love, guidance, and support of my parents, Julie and Russ, and both of my brothers, Kyle and Jake. Honor Code Upheld Cody Kornack Kornack Table of Contents Introduction ........................................................................................................................ 1 Ancient Abortions Terminology ...........................................................................................................
    [Show full text]
  • Odyssey 2016: Dons in Greece
    Odyssey 2016: Dons in Greece Loyola Blakefield in partnership with The Paideia Institute © Paideia Institute for Humanistic Study, Inc. 2014 About the Paideia Institute The Paideia Institute for A Paideia student reads on We strive to surpass the ordinary Humanistic Study, Inc is a non- one of our site visits. study-abroad experience and put profit organization whose mission students into supervised but direct is to promoting the study of the contact with the cultures they visit, classical humanities through both ancient and modern. The goal innovative, experienced-based of all of our programs is to provide educational programming in the experiences that integrate history, U.S. and abroad. Founded in 2010, literature, and language with the the Institute currently attracts students’ direct experience of talented and motivated students foreign cultures. Paideia students from high schools across America can be found declaiming Cicero to its Living Latin and Greek in the Roman Forum or reading summer programs. Additionally, Pliny the Younger in the ruins the Institute partners with high of Pompeii. We take a personal schools and universities to design interest in every student we teach customized educational experiences and are committed to showing in Italy, Greece, and elsewhere them how a subtle appreciation of in Western Europe. Paideia the humanities can make their lives staff members all have advanced fuller and richer. degrees in Classics or related fields and extensive experience in the countries where we operate. The Paideia Institute is committed to providing American students with authentic experiences abroad. —2— Institute Staff for this Program This package includes 1 Paideia Teaching Assistant who will accompany your group for the duration of the program.
    [Show full text]
  • DOCUMENT RESUME AUTHOR Ediger, Marlow the Paideia
    DOCUMENT RESUME ED 407 657 CS 012 815 AUTHOR Ediger, Marlow TITLE The Paideia Reading Curriculum. (Developing a Love for Reading.) PUB DATE 97 NOTE 10p. PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Classics (Literature); Discussion (Teaching Technique); Elementary Education; *Literature Appreciation; *Reading Instruction; *Reading Programs; *Teacher Role IDENTIFIERS Great Books Curriculum; *Paideia ABSTRACT A major objective of the Paideia reading program is to develop within pupils a love for reading. Individual differences in reading achievement are provided for by having the teacher read the selection orally together with pupils so all have similar background experiences for discussion. If pupils can read the content by themselves and understand what has been read, they should be encouraged to do so. The literature read contains vital issues in classical content; content which has stood the test of time and arouses the interests of pupils. The Socratic method of teaching helps pupils to retain interest in the reading curriculum. With adequate background information, all pupils basically can read the selection individually, after it has been discussed. Teacher recommendations for a quality Paideia reading curriculum include: have students read simplified versions of the classics; diagnose what pupils do not understand from having read classical content; have high expectations for pupils in reading classical content; join a Great Books Club; and set personal goals for growth in the Paideia reading program.
    [Show full text]
  • Constructions of Childhood on the Funerary Monuments of Roman Athens Grizelda Mcclelland Washington University in St
    Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) Summer 8-26-2013 Constructions of Childhood on the Funerary Monuments of Roman Athens Grizelda McClelland Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation McClelland, Grizelda, "Constructions of Childhood on the Funerary Monuments of Roman Athens" (2013). All Theses and Dissertations (ETDs). 1150. https://openscholarship.wustl.edu/etd/1150 This Dissertation is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Classics Department of Art History and Archaeology Dissertation Examination Committee: Susan I. Rotroff, Chair Wendy Love Anderson William Bubelis Robert D. Lamberton George Pepe Sarantis Symeonoglou Constructions of Childhood on the Funerary Monuments of Roman Athens by Grizelda D. McClelland A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2013 St. Louis, Missouri © 2013, Grizelda Dunn McClelland Table of Contents Figures ...............................................................................................................................
    [Show full text]
  • Ancient Pedophilia
    Ancient Pedophilia A Senior Honors Thesis Presented in partial fulfillment of the requirement for graduation with distinction in Classics in the undergraduate colleges of the Ohio State University By James Gentry The Ohio State University May, 2009 Project Advisor: Dr. Richard Fletcher, Department of Greek and Latin 1 Abstract Despite the significance of ancient sexuality in modern debates, from the work of Michel Foucualt to Romer v. Evans, there has been little discussion of the use of ancient sources by certain modern groups, like the North American Man/boy Love Association (NAMBLA), to legitimize pedophilic practices as a form of modern pederasty. Although other movements have used these materials for legitimization, I argue that groups such as NAMBLA do so incorrectly both in regard to the ancient sources they claim to be reborn and in the context of modern society in which there are serious ramifications for their actions with, and their desire for, children. This argument is based around the definitions of both pederasty and pedophilia, the discourse of pederasty in antiquity, the impossibility of its existence in the modern world and the discussion of pedophilia in the modern world with its existence in antiquity. The conditioning factors which increase the prevalence of pederasty and/or pedophilia are also discussed in the context of ancient Greece, ancient Rome, and modern society; these factors include: the subjugation or rise in power of women, the process of citizenship, and the education of children in antiquity. In writing this paper I hope to disprove hereafter any claims by modern pedophiles that they are the pederasts of ancient Greece reborn.
    [Show full text]
  • Classical Tour to Greece May 28 - June 5, 2016
    Classical Tour to Greece May 28 - June 5, 2016 Thayer Academy in partnership with The Paideia Institute © Paideia Institute for Humanistic Study, Inc. 2014 About the Paideia Institute The Paideia Institute for A Paideia student reads on We strive to surpass the ordinary Humanistic Study, Inc is a non- one of our site visits. study-abroad experience and put profit organization whose mission students into supervised but direct is to promoting the study of the contact with the cultures they visit, classical humanities through both ancient and modern. The goal innovative, experienced-based of all of our programs is to provide educational programming in the experiences that integrate history, U.S. and abroad. Founded in 2010, literature, and language with the the Institute currently attracts students’ direct experience of talented and motivated students foreign cultures. Paideia students from high schools across America can be found declaiming Cicero to its Living Latin and Greek in the Roman Forum or reading summer programs. Additionally, Pliny the Younger in the ruins the Institute partners with high of Pompeii. We take a personal schools and universities to design interest in every student we teach customized educational experiences and are committed to showing in Italy, Greece, and elsewhere them how a subtle appreciation of in Western Europe. Paideia the humanities can make their lives staff members all have advanced fuller and richer. degrees in Classics or related fields and extensive experience in the countries where we operate. The Paideia Institute is committed to providing American students with authentic experiences abroad. —2— Institute Staff for this Program This package includes 1 Paideia Teaching Assistant who will accompany your group for the duration of the program.
    [Show full text]
  • The Differing Journeys Through Childhood in Ancient Athens and Sparta
    Growing up Greek: The differing journeys through childhood in ancient Athens and Sparta Elizabeth Ann Robertson Thesis presented in fulfilment of the requirements for the degree of Master of Arts in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Dr Samantha Masters March 2018 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work therein is my own, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: March 2018 Elizabeth Ann Robertson Copyright © 2017 Stellenbosch University All rights reserved Stellenbosch University https://scholar.sun.ac.za Abstract Athens and Sparta were the two most prominent city-states during the 6th and 5th centuries BCE, but their socio-political systems differed markedly. As a result of such radical differences it could be hypothesised that the childhoods and, in particular, the education and socialisation of children, would also differ. The aims of this thesis are: 1. to examine the extent and nature of the differences between the childhood experiences of each group of children from the two city-states, Athens and Sparta, in particular the type of education and socialisation system to which each was exposed; and 2. to discern to what extent and in what way the socio-political system of their respective state had an impact on their upbringing and their journey to adult citizen status.
    [Show full text]
  • Curriculum Vitae - ERMAN GÖREN (Last Updated April 26, 2016)
    Curriculum Vitae - ERMAN GÖREN (last updated April 26, 2016) Curriculum Vitae ERMAN GÖREN, Ph.D. (Visiting Scholar at Harvard Divinity School 2015-2016) Assistant Professor of Classics Department of Ancient Languages and Cultures Division of Ancient Greek Language and Literature Istanbul University, Faculty of Letters Harvard Divinity School, 45 Francis Avenue, Cambridge, Massachusetts 02138 E-mail : [email protected] Web : www.ermangoren.com.tr Phone : +1 (617) 386-9252 Place and date of birth : Istanbul, 23 August 1979 Languages : Turkish (native), English (fluent in word and writing), French (basic) EDUCATION July 2008 – June 2013 Istanbul University, Classics Ph.D. Dissertation: The Relations between Name, Naming, and Truth in Archaic Greek Poetry: (Re-)Naming in Pindar’s Victory Odes (summa cum laude) Oct. 2005 – June 2008 Istanbul University, Classics M.A. Thesis: “The Use of Tropes and Relations between Areta, Nika, and Alatheia in the Wake of Light-Darkness Metaphor in Bacchylides” (summa cum laude) Feb. 2001 – June 2005 Istanbul University, Faculty of Letters B.A.: Classics and Philosophy (Double Major) in Istanbul University (both summa cum laude) June 1999 – Nov. 1999 English Language Education – Toronto (ON), Canada EMPLOYMENT Sept. 2015 – Present “Visiting Scholar” – Harvard Divinity School Feb. 2014 – Present “Assistant Professor” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Jun. 2013 – Feb. 2014 “Research Assistant Doctor” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Dec. 2005 – Jun. 2013 “Research Assistant” – Division of Ancient Greek Language and Literature; Istanbul University, Faculty of Letters Oct. 2005 – Oct. 2006 “Specialist (Antiquity) Bookseller” on behalf of Zero Productions.
    [Show full text]