74 Diodorus Cronus and Hellenistic Philosophy §1
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Skepticism and Pluralism Ways of Living a Life Of
SKEPTICISM AND PLURALISM WAYS OF LIVING A LIFE OF AWARENESS AS RECOMMENDED BY THE ZHUANGZI #±r A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN PHILOSOPHY AUGUST 2004 By John Trowbridge Dissertation Committee: Roger T. Ames, Chairperson Tamara Albertini Chung-ying Cheng James E. Tiles David R. McCraw © Copyright 2004 by John Trowbridge iii Dedicated to my wife, Jill iv ACKNOWLEDGEMENTS In completing this research, I would like to express my appreciation first and foremost to my wife, Jill, and our three children, James, Holly, and Henry for their support during this process. I would also like to express my gratitude to my entire dissertation committee for their insight and understanding ofthe topics at hand. Studying under Roger Ames has been a transformative experience. In particular, his commitment to taking the Chinese tradition on its own terms and avoiding the tendency among Western interpreters to overwrite traditional Chinese thought with the preoccupations ofWestern philosophy has enabled me to broaden my conception ofphilosophy itself. Roger's seminars on Confucianism and Daoism, and especially a seminar on writing a philosophical translation ofthe Zhongyong r:pJm (Achieving Equilibrium in the Everyday), have greatly influenced my own initial attempts to translate and interpret the seminal philosophical texts ofancient China. Tamara Albertini's expertise in ancient Greek philosophy was indispensable to this project, and a seminar I audited with her, comparing early Greek and ancient Chinese philosophy, was part ofthe inspiration for my choice ofresearch topic. I particularly valued the opportunity to study Daoism and the Yijing ~*~ with Chung-ying Cheng g\Gr:p~ and benefited greatly from his theory ofonto-cosmology as a means of understanding classical Chinese philosophy. -
Teachers' Pay in Ancient Greece
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 5-1942 Teachers' Pay In Ancient Greece Clarence A. Forbes Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Teachers' Pay In Ancient Greece * * * * * CLARENCE A. FORBES UNIVERSITY OF NEBRASKA STUDIES Ma y 1942 STUDIES IN THE HUMANITIES NO.2 Note to Cataloger UNDER a new plan the volume number as well as the copy number of the University of Nebraska Studies was discontinued and only the numbering of the subseries carried on, distinguished by the month and the year of pu blica tion. Thus the present paper continues the subseries "Studies in the Humanities" begun with "University of Nebraska Studies, Volume 41, Number 2, August 1941." The other subseries of the University of Nebraska Studies, "Studies in Science and Technology," and "Studies in Social Science," are continued according to the above plan. Publications in all three subseries will be supplied to recipients of the "University Studies" series. Corre spondence and orders should be addressed to the Uni versity Editor, University of Nebraska, Lincoln. University of Nebraska Studies May 1942 TEACHERS' PAY IN ANCIENT GREECE * * * CLARENCE A. -
The Liar Paradox As a Reductio Ad Absurdum Argument
University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 3 May 15th, 9:00 AM - May 17th, 5:00 PM The Liar Paradox as a reductio ad absurdum argument Menashe Schwed Ashkelon Academic College Follow this and additional works at: https://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Schwed, Menashe, "The Liar Paradox as a reductio ad absurdum argument" (1999). OSSA Conference Archive. 48. https://scholar.uwindsor.ca/ossaarchive/OSSA3/papersandcommentaries/48 This Paper is brought to you for free and open access by the Conferences and Conference Proceedings at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. Title: The Liar Paradox as a Reductio ad Absurdum Author: Menashe Schwed Response to this paper by: Lawrence Powers (c)2000 Menashe Schwed 1. Introduction The paper discusses two seemingly separated topics: the origin and function of the Liar Paradox in ancient Greek philosophy and the Reduction ad absurdum mode of argumentation. Its goal is to show how the two topics fit together and why they are closely connected. The accepted tradition is that Eubulides of Miletos was the first to formulate the Liar Paradox correctly and that the paradox was part of the philosophical discussion of the Megarian School. Which version of the paradox was formulated by Eubulides is unknown, but according to some hints given by Aristotle and an incorrect version given by Cicero1, the version was probably as follows: The paradox is created from the Liar sentence ‘I am lying’. -
Plato's Euthydemus
PLATO’S EUTHYDEMUS: A STUDY ON THE RELATIONS BETWEEN LOGIC AND EDUCATION Plato’s Euthydemus is an unlucky dialogue. Few dealt with it in its own right, not just as part of a wider discussion of Plato, and fewer still saw in it more than a topic of sophistic fallacies. Some, of course, paid attention to the constructive sections of the dialogue, but only rarely do we come across a real attempt to unify its different aspects.1 In this paper I propose to show how, in the Euthydemus, Plato tries to distinguish between the Socratic and the Sophistic conceptions of education, by tracing them to their roots in the opposing views of the Sophists — and especially those of the second generation — and of Socrates about truth and about the role of logic. And although the eristic techniques of Euthydemus and Dionysodorus are obviously fallacious, they turn out to be developments of Protagoras’ views and follow from philosophical positions worthy of serious examination. The Euthydemus is a caricature, to be sure. But, as all good caricature, it has a serious intent. It sketches the degeneration of the Sophistic approach to education, in some of its aspects. More important ly, it distinguishes Socratic education from the methods and effects of its Sophistic counterpart. Euthydemus and Dionysodorus, the two sophist brothers, are reminis cent of the great Sophists of the Protagoras in more than one way. They are polymaths like Hippias, and at one time or another have taught a variety of arts, from forensic rhetoric to armed combat. Also, they have Prodicus’ penchant for linguistic analysis. -
Cambridge University Press 978-1-108-48147-2 — Scale, Space and Canon in Ancient Literary Culture Reviel Netz Index More Information
Cambridge University Press 978-1-108-48147-2 — Scale, Space and Canon in Ancient Literary Culture Reviel Netz Index More Information Index Aaker, Jennifer, 110, 111 competition, 173 Abdera, 242, 310, 314, 315, 317 longevity, 179 Abel, N. H., 185 Oresteia, 197, 200, 201 Academos, 189, 323, 324, 325, 337 papyri, 15 Academy, 322, 325, 326, 329, 337, 343, 385, 391, Persians, 183 399, 404, 427, 434, 448, 476, 477–8, 512 portraits, 64 Achilles Tatius, 53, 116, 137, 551 Ptolemaic era, 39 papyri, 16, 23 Aeschylus (astronomer), 249 Acta Alexandrinorum, 87, 604 Aesop, 52, 68, 100, 116, 165 adespota, 55, 79, 81–5, 86, 88, 91, 99, 125, 192, 194, in education, 42 196, 206, 411, 413, 542, 574 papyri, 16, 23 Adkin, Neil, 782 Aethiopia, 354 Adrastus, 483 Aetia, 277 Adrastus (mathematician), 249 Africa, 266 Adrianople, 798 Agatharchides, 471 Aedesius (martyr), 734, 736 Agathocles (historian), 243 Aegae, 479, 520 Agathocles (peripatetic), 483 Aegean, 338–43 Agathon, 280 Aegina, 265 Agias (historian), 373 Aelianus (Platonist), 484 agrimensores, 675 Aelius Aristides, 133, 657, 709 Ai Khanoum, 411 papyri, 16 Akhmatova, Anna, 186 Aelius Herodian (grammarian), 713 Albertus Magnus, 407 Aelius Promotus, 583 Albinus, 484 Aenesidemus, 478–9, 519, 520 Alcaeus, 49, 59, 61–2, 70, 116, 150, 162, 214, 246, Aeolia, 479 see also Aeolian Aeolian, 246 papyri, 15, 23 Aeschines, 39, 59, 60, 64, 93, 94, 123, 161, 166, 174, portraits, 65, 67 184, 211, 213, 216, 230, 232, 331 Alcidamas, 549 commentaries, 75 papyri, 16 Ctesiphon, 21 Alcinous, 484 False Legation, 22 Alcmaeon, 310 -
1 Argumentation in the Framework of Deliberation
1 ARGUMENTATION IN THE FRAMEWORK OF DELIBERATION DIALOGUE Douglas Walton, Katie Atkinson, Trevor Bench-Capon, Adam Wyner and Dan Cartwright According to argumentation theory, reasoning takes place in different types of dialogue: persuasion dialogue, negotiation, deliberation, information-seeking dialogue, inquiry, and eristic dialogue. These different dialogue types may be nested within one another. Current research in artificial intelligence is building formal models corresponding to each of these types of dialogue and showing how they can be implemented in, for example, multi-agent communications systems. In this paper, we (1) clarify the distinction between deliberation dialogue and persuasion dialogue, (2) survey some recent research in artificial intelligence studying formal properties of deliberation dialogue, (3) present a model of argumentation in deliberation dialogue that has proved to be useful in electronic democracy, and (4) argue that this model provides an attractive alternative to the dominant cost-benefit model of rational argumentation traditionally accepted in economics and other fields as the basis for evaluating argumentation of the kind used in policy decision making. One of the most important lessons of argumentation theory has been that arguments need to be analyzed and evaluated not only by identifying the logical form of an argument in abstraction from its context of use, but also by paying attention to the purpose for which an argument was supposedly used in a conversational setting. In particular, as we will show in this paper, it is vitally important to distinguish between two different types of conversational frameworks called persuasion dialogue and deliberation dialogue. As we will show, logical fallacies can easily be committed in the most common kinds of everyday reasoning by failing to take this distinction into account. -
Reading the Proemium of Plato's Theaetetus: Euclides in Action
Reading the Proemium of Plato’s Theaetetus: Euclides in Action Eleni Kaklamanou and Maria Pavlou HE FRAMES of the Platonic dialogues constitute a vexed and contentious issue and have been variously treated T by students of Plato throughout the centuries. Proclus classified Plato’s ancient commentators as those who pay little or no attention to the prefatory parts, those who acknowledge their moral aspect but deem them irrelevant to a dialogue’s subject-matter, and those who contend that they have a bear- ing on the main philosophical discussion.1 Modern scholars have adopted a similar stance: while some either completely ignore or attribute little philosophical significance to the proemia, others consider them to be an integral part of the dialogues and not merely ‘trimmings’ or decorative literary devices.2 This paper focuses on the opening of the Theaetetus, one of the most peculiar and paradoxical of the Platonic proemia.3 Two friends, the Megarians Euclides and Terpsion, acci- 1 Proclus In Prm. 658–659 (I 46 Steel); for comments see G. R. Morrow and J. M. Dillon, Proclus Commentary on Plato’s Parmenides (Princeton 1987) 11 and 47 n.40. For ancient views on the importance of Plato’s prologues in general see H. Tarrant, Plato’s First Interpreters (Cornell 2000) 39–40. 2 See e.g. D. Clay, “Plato’s First Words,” in F. M. Dunn and T. Cole (eds.), Beginnings in Classical Literature (Cambridge 1992) 115: “to write com- petently about the beginning of [any] Platonic Dialogue is to understand the other extremity of the dialogue, its middle, and the unity of the dialogue as a whole.” For further bibliography see W. -
74 Diodorus Cronus and Hellenistic Philosophy §1
74 DIODORUS CRONUS AND HELLENISTIC PHILOSOPHY §1. Introduction.1 During the last four decades historians of ancient logic have become increasingly aware of the importance of Diodorus Cronus and his pupil Philo as pioneers of the propositional logic which came to flourish in the Stoa.^ Their direct influence has so far been recognised in two main areas of Hellenistic controversy — the validity-criteria for conditional propo- sitions, and the definition of the modal terms 'possible' and 'necessary'. But some broader questions have not been satisfactorily answered. What were Diodorus' own philosophical allegiances and antecedents? What is his place in the history of Greek philosophy? How far-reaching was his influence on the post-Aristotelian philosophers? There was little chance of tackling these questions confidently until 1972, when Klaus Doring published for the first time the collected fragments of Diodorus, in his important volume Die Megariker. Meagre though they are, these fragments confirm my suspicion that Diodorus' philosophical background has not been fully explored, and also that his influence on the three emerging Hellenistic schools — the Stoics, Epicureans, and Sceptics — was far wider than has hitherto been recognised. There has been much discussion as to which earlier philoso- phers played the most decisive part in shaping Hellenistic philosophy, and the respective claims of the Platonists and of Aristotle have never lacked expert advocacy. In all this, the claims of so obscure a figure as Diodorus have been underrated. §2. Diodorus'school. Although Diodorus was not active before the last part of the fourth century, any discussion of his philosophical allegiances must begin with Euclides of Megara at the beginning of the century. -
A Unifying Field in Logics: Neutrosophic Logic
University of New Mexico UNM Digital Repository Faculty and Staff Publications Mathematics 2007 A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS - 6th ed. Florentin Smarandache University of New Mexico, [email protected] Follow this and additional works at: https://digitalrepository.unm.edu/math_fsp Part of the Algebra Commons, Logic and Foundations Commons, Other Applied Mathematics Commons, and the Set Theory Commons Recommended Citation Florentin Smarandache. A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS - 6th ed. USA: InfoLearnQuest, 2007 This Book is brought to you for free and open access by the Mathematics at UNM Digital Repository. It has been accepted for inclusion in Faculty and Staff Publications by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. FLORENTIN SMARANDACHE A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS (sixth edition) InfoLearnQuest 2007 FLORENTIN SMARANDACHE A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS (sixth edition) This book can be ordered in a paper bound reprint from: Books on Demand ProQuest Information & Learning (University of Microfilm International) 300 N. Zeeb Road P.O. Box 1346, Ann Arbor MI 48106-1346, USA Tel.: 1-800-521-0600 (Customer Service) http://wwwlib.umi.com/bod/basic Copyright 2007 by InfoLearnQuest. Plenty of books can be downloaded from the following E-Library of Science: http://www.gallup.unm.edu/~smarandache/eBooks-otherformats.htm Peer Reviewers: Prof. M. Bencze, College of Brasov, Romania. -
The Megarians’: a City and Its Philosophical School*
Chapter 11 MATTHIAS HAAKE – Westfälische Wilhelms-Universität, Münster [email protected] für Norbert Ehrhardt zum 26. März 2018 Megara and ‘the Megarians’: a City and its Philosophical School* When Plato left Athens after the death of Socrates, he first went, along with other members of Socrates’ former entourage, to Megara. More or less nothing is known about his stay there, yet it is possible to ascertain the motives for his decision to leave his native city and relocate to a place where, in the words of the Cynic Diogenes, the inhabitants 1 “feast as if to die tomorrow, and build as if they were never to die at all” . Aside from the * I would like to thank Hans Beck for the opportunity to contribute to this volume. The origins of this article relate back to a paper on “Philosophy and the Mediterranean Wide Web. Connecting Elites and Connections in the Upper-Classes of the Graeco-Roman World”, delivered at McGill in April 2017. I am grateful to Hans Beck and his team for the invitation and the splendid time I had during my stay at McGill University. Thanks are also due to Tiziano Dorandi (Paris), Benjamin Gray (London), Peter Liddel (Manchester), Katharina Martin (Düsseldorf), and Matthew Simonton (Tempe, AZ) who offered advice and input. Anna-Sophie Aletsee (Münster) also discussed the topic with me. I am indebted to all for their generous help. Translations are generally from the Loeb Classical Library, with occasional adjustments. 1 SSR² II Diogenes Sinopeus (= V B) fr. 285 (p. 341) apud Tert. Apol. 39.14: Megarenses obsonant quasi crastina die morituri, aedificant uero quasi numquam morituri. -
A Concise History of the Philosophy of Mathematics
A Thumbnail History of the Philosophy of Mathematics "It is beyond a doubt that all our knowledge begins with experience." - Imannuel Kant ( 1724 – 1804 ) ( However naïve realism is no substitute for truth [1] ) [1] " ... concepts have reference to sensible experience, but they are never, in a logical sense, deducible from them. For this reason I have never been able to comprehend the problem of the á priori as posed by Kant", from "The Problem of Space, Ether, and the Field in Physics" ( "Das Raum-, Äether- und Feld-Problem der Physik." ), by Albert Einstein, 1934 - source: "Beyond Geometry: Classic Papers from Riemann to Einstein", Dover Publications, by Peter Pesic, St. John's College, Sante Fe, New Mexico Mathematics does not have a universally accepted definition during any period of its development throughout the history of human thought. However for the last 2,500 years, beginning first with the pre - Hellenic Egyptians and Babylonians, mathematics encompasses possible deductive relationships concerned solely with logical truths derived by accepted philosophic methods of logic which the classical Greek thinkers of antiquity pioneered. Although it is normally associated with formulaic algorithms ( i.e., mechanical methods ), mathematics somehow arises in the human mind by the correspondence of observation and inductive experiential thinking together with its practical predictive powers in interpreting future as well as "seemingly" ephemeral phenomena. Why all of this is true in human progress, no one can answer faithfully. In other words, human experiences and intuitive thinking first suggest to the human mind the abstract symbols for which the economy of human thinking mathematics is well known; but it is those parts of mathematics most disconnected from observation and experience and therefore relying almost wholly upon its internal, self - consistent, deductive logics giving mathematics an independent reified, almost ontological, reality, that mathematics most powerfully interprets the ultimate hidden mysteries of nature. -
In Praise of Eristics
University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 4 May 17th, 9:00 AM - May 19th, 5:00 PM In Praise of Eristics Pedro Reygadas Col. Santa María La Ribera Follow this and additional works at: https://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Reygadas, Pedro, "In Praise of Eristics" (2001). OSSA Conference Archive. 102. https://scholar.uwindsor.ca/ossaarchive/OSSA4/papersandcommentaries/102 This Paper is brought to you for free and open access by the Conferences and Conference Proceedings at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. Title: In Praise of Eristics Author: Pedro Reygadas Response to this paper by: Mark Weinstein © 2001 Pedro Reygadas The international field of argumentation theory is dominated by the logical-dialectical approach. This approach is centered in a linear logical dimension: propositions and schemes of argument. The argumentative discourse is defined in terms of the ancient tradition: a dialogue game developed according to rational rules. Van Eemeren and Grootendorst describe this latter aspect in the principle of dialectification: If a language user advances a constellation of statements calculated either to justify or to refute an expressed opinion. ...The language user addresses another language user who is supposed to adopt the position of a rational judge and who reacts to the argumentation critically, so that a critical discussion ensues (van Eemeren and Grootendorst 1984, p. 15). The logical-dialectical approach is exemplified in several theories: Pragma-dialectics in Holland, Informal Logic and Critical Thinking in the United States and Canada, Logical Propaedeutic from the Erlangen School, Barth and Krabbe's Formal Dialectics, and Habermas' Communicative Action Theory in Germany.