Dialogue and Dialectic
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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 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. -
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. -
False Pleasures, Appearance and Imagination in the "Philebus" Author(S): Sylvain Delcomminette Source: Phronesis, Vol
False Pleasures, Appearance and Imagination in the "Philebus" Author(s): Sylvain Delcomminette Source: Phronesis, Vol. 48, No. 3 (2003), pp. 215-237 Published by: BRILL Stable URL: http://www.jstor.org/stable/4182729 Accessed: 21-03-2015 17:53 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. BRILL is collaborating with JSTOR to digitize, preserve and extend access to Phronesis. http://www.jstor.org This content downloaded from 159.149.103.9 on Sat, 21 Mar 2015 17:53:03 UTC All use subject to JSTOR Terms and Conditions False Pleasures, Appearance and Imagination in the Philebus SYLVAIN DELCOMMINETTE ABSTRACT This paper examines the discussion about false pleasures in the Philebus (36 c3- 44 al ). After stressing the crucial importanceof this discussion in the economy of the dialogue, it attempts to identify the problematiclocus of the possibility of true or false pleasures. Socrates points to it by means of an analogy between pleasure and doxa. Against traditional interpretations,which reduce the distinc- tion drawn in this passage to a distinction between doxa and pleasure on the one hand and their object on the other, it is argued that, rather,Socrates distinguishes between the mere fact of having a doxa or a pleasure, on the one hand, and the content of these acts, on the other hand. -
UNIVERSITY of CALIFORNIA, SAN DIEGO Democratic Education in The
UNIVERSITY OF CALIFORNIA, SAN DIEGO Democratic Education in the Works of Plato A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Political Science by Richard A. Barrett Committee in charge: Professor Tracy B. Strong, Chair Professor Page duBois Professor Fonna Forman Professor Marcel Hénaff Professor Gerry Mackie 2014 Copyright Richard A. Barrett, 2014 All rights reserved. The Dissertation of Richard A. Barrett is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ______________________________________________ ______________________________________________ ______________________________________________ Chair UNIVERSITY OF CALIFORNIA, SAN DIEGO 2014 iii DEDICATION To those who have shared conversations about our world with me. iv TABLE OF CONTENTS Signature Page……………………………………………………………………...…iii Dedication……………………………………………………………………………..iv Table of Contents……………………………………………………………………....v Vita…………………………………………………………………………………....vii Abstract of the Dissertation.………………………………………………………....viii Introduction: Plato and the Problem of Democratic Education ..................................... 1 Chapter 1 Reading Plato: Plato and Xenophon as Teachers and Poets ............. 7 1.1 Introduction ...................................................................................................... 7 1.2 Comparison of Apologies ................................................................................ 8 1.3 Plato on the Relationship of Philosophy, -
MINEOLA BIBLE INSTITUTE and SEMINARY Philosophy II Radically
MINEOLA BIBLE INSTITUTE AND SEMINARY Page | 1 Philosophy II Radically, Biblical, Apostolic, Christianity Bishop D.R. Vestal, PhD Larry L Yates, ThD, DMin “Excellence in Apostolic Education since 1991” 1 Copyright © 2019 Mineola Bible Institute Page | 2 All Rights Reserved This lesson material may not be used in any manner for reproduction in any language or use without the written permission of Mineola Bible Institute. 2 Contents Introduction ................................................................................................................................. 7 Alexander the Great (356-323 B.C.) ........................................................................................... 8 Philip II of Macedonia (382-336 B.C.) ....................................................................................... 12 Page | 3 “Olympias the mother of Alexander was an evil woman. .......................................... 13 Philip II (of Macedonia) (382-336 BC) .............................................................................. 13 Aristotle (384-322 BC) ............................................................................................................... 15 Works .................................................................................................................................... 16 Methods ............................................................................................................................... 17 Doctrines ............................................................................................................................ -
Plato's Defence of the Forms in the Parmenides
1 Plato’s defence of the Forms in the Parmenides In Plato’s Parmenides we find objections against the Forms which Aristotle in the Metaphysics presents as arguments that refute the theory of Forms. Plato does not refute those objections. This led many philosophers to suppose that the Parmenides initiated a new, critical phase in Plato’s thought, in which he radically revised the theory of Forms presented in the Republic.i I shall argue that Plato in the Parmenides defends the Forms by pointing to his presentation of them in the Republic. Parmenides reflects on his criticism of the Forms in the Parmenides as follows: ‘And yet, these difficulties and many more still in addition necessarily hold of the characters (anankaion echein ta eidȇ), if these characteristics of things that are exist (ei eisin hautai hai ideai tȏn ontȏn), and one is to distinguish each character as something by itself (kai horieitai tis auto hekaston eidos). The result is that the hearer is perplexed and contends that they do not exist, and that even if their existence is conceded, they are necessarily unknowable by human nature. In saying this, he thinks he is saying something significant (kai tauta legonta dokein ti legein) and, as we just remarked (kai, ho arti elegomen), it’s astonishingly hard to convince him to the contrary. Only a man of considerable natural gifts will be able to understand that there is a certain kind of each thing, a nature and reality alone by itself, and it will take a man more remarkable still to discover it and be able to instruct someone else who has examined all these difficulties with sufficient care.’ (134e-135b, tr. -
Socrates and Plato
M01_JOHN0380_04_SE_C01.qxd 1/7/11 5:05 PM Page 17 1 Socrates and Plato Time Line for Socrates 470 BC Is born in Athens, Greece, the son of Sophroniscus, a stonemason, and Phaenarete, a midwife. 470–400 Grows up during the “golden age” of Greece—his father, an intimate friend of the son of Aristides the Just, provides Socrates an acquaintanceship with the members of the Pericles circle. Serves with valor in the Peloponnesian War. Marries Xanthippe. They have seven or eight children. Is declared the wisest man by the Oracle at Delphi. Is put on trial for corrupting the minds of the youth of Athens. 399 Is found guilty and forced to drink hemlock. Socrates wrote nothing. All that we know of him is from the writings of Aristophenes (The Clouds), Plato, and Xenophon. Time Line for Plato 427 BC Is born in Athens, Greece, to a prominent family. Following his father’s death, his mother marries Pyrilampes, a close friend of Pericles. 405–400 Studies with Socrates. 399 Attends the trial and execution of Socrates. 387 Establishes the Academy. Later, Eudoxius, respected mathematician, unites his school, located at Cyzicus, with the Academy. 367 Accepts Aristotle into the Academy. 347 Dies in Athens. Although scholars continue to debate the time frame of Plato’s writings, the following are generally attributed to each period: Early Period Works, usually referred to as Socratic dialogues, focus on ethics. Included in this period are Apology, Crito, Charmides, Laches, Euthyphro, Euthydemus, Cratylus, Protagoras, and Gorgias. 17 M01_JOHN0380_04_SE_C01.qxd 1/7/11 5:05 PM Page 18 18 Chapter 1 • Socrates and Plato Middle Period Works focus on theory of ideas and metaphysical doctrines. -
Brainy Quote ~ Plato 002
Brainy Quote ~ Plato 002 “Courage is knowing what not to fear.” ~ Plato 002 "Keberanian adalah mengetahui apa yang tidak perlu ditakuti." ~ Plato 002 Anda pernah memiliki rasa takut terhadap sesuatu? Takut datang ke sekolah pertama sekali, takut bertemua orang baru, atau takut meninggalkan kampung halaman? Takut menghadapi wawancana kerja atau takut berbicara di depan orang banyak? Pada akhirnya, Anda berani menghadapinya. Mengapa? Apa yang membuat keberanian Anda tumbuh? Apakah Anda berani karena kemampuan Anda bertambah atau karena Anda menyadari tidak ada yang perlu ditakuti? Sesungguhnya, rasa takut selalu ada. Namun, ketika kita mengetahui bahwa tidak perlu ada rasa takut, maka pada saat itu, keberanian kita muncul. Demikianlah apa yang pernah diutarakan Plato, seorang penulis dan filsuf berkebangsaan Yunani, hidup dalam rentang tahun 428-348 BC, lewat quote-nya, ‘Courage is knowing what not to fear.’ Secara bebas diterjemahkan, ‘Keberanian adalah mengetahui apa yang tidak perlu ditakuti.’ Kita memiliki keberanian akan sesuatu karena kita memiliki pengetahuan terhadap apa yang kita hadapi. Ketika kita memilik cukup ‘senjata’ saat menghadapi sesuatu yang baru atau sesuatu yang asing pada mulanya, kita tidak akan merasa khawatir terhadap apapun yang akan terjadi. Bila kita memiliki persiapan yang cukup, pengalaman yang mumpuni, atau wawasan yang relevan terhadap apa yang akan kita hadapi, keberanian kita otomatis akan muncul. Milikilah keberanian! Walaupun rasa takut selalu ada. Rasa takut tetap diperlukan agar kita mawas diri dan waspada senantiasa, andai sesuatu terjadi diluar bayangan kita. Dengan persiapan yang cukup serta pengetahuan yang layak, kita akan mampu mengatasi rasa takut yang menghantui. Kita tidak sendiri. Sesungguhnya, setiap orang memiliki ketakutan yang sama dengan kadar yang berbeda. -
On the Daimonion of Socrates
SAPERE Scripta Antiquitatis Posterioris ad Ethicam REligionemque pertinentia Schriften der späteren Antike zu ethischen und religiösen Fragen Herausgegeben von Heinz-Günther Nesselrath, Reinhard Feldmeier und Rainer Hirsch-Luipold Band XVI Plutarch On the daimonion of Socrates Human liberation, divine guidance and philosophy edited by Heinz-Günther Nesselrath Introduction, Text, Translation and Interpretative Essays by Donald Russell, George Cawkwell, Werner Deuse, John Dillon, Heinz-Günther Nesselrath, Robert Parker, Christopher Pelling, Stephan Schröder Mohr Siebeck e-ISBN PDF 978-3-16-156444-4 ISBN 978-3-16-150138-8 (cloth) ISBN 987-3-16-150137-1 (paperback) The Deutsche Nationalbibliothek lists this publication in the Deutsche Natio- nal bibliographie; detailed bibliographic data is availableon the Internet at http:// dnb.d-nb.de. © 2010 by Mohr Siebeck Tübingen. This book may not be reproduced, in whole or in part, in any form (beyond that permitted by copyright law) without the publisher’s written permission. This applies particularly to reproductions, translations, microfilms and storage and processing in electronic systems. This book was typeset by Christoph Alexander Martsch, Serena Pirrotta and Thorsten Stolper at the SAPERE Research Institute, Göttingen, printed by Gulde- Druck in Tübingen on non-aging paper and bound by Buchbinderei Spinner in Ottersweier. Printed in Germany. SAPERE Greek and Latin texts of Later Antiquity (1st–4th centuries AD) have for a long time been overshadowed by those dating back to so-called ‘classi- cal’ times. The first four centuries of our era have, however, produced a cornucopia of works in Greek and Latin dealing with questions of philoso- phy, ethics, and religion that continue to be relevant even today. -
The Republic of Plato
THE REPUBLIC OF PLATO 'I'IlANSLATBD WInI INTJtODUCTlON AND NOTES BY FRANCIS MACDONALD CORNFORD LrrrD., F.B.A. Fellow of Trinity CoI1ege, Cambric:Igc OXFORD UNIVERSITY PRESS LONDON OXFORD NEW YORK OXFORD UN IVERSITY PRESS Oxford london New York Glasgow Toronto Melbourne Wellington Cape Town Salisbury Ibadan Nairobi lusaka Addis Ababa Bombay Calcutta Madras Karachi lahore Dacca Kuala lumpur Hong Kong Tokyo First published by Oxford University Press, london, 1941 First issued as an Oxford University Press paperback, 1945 This reprint, 1970-3 Printed in the United States of America CONTENTS Page xv PART I (Book I). SOME CURRENT VIEWS OF JUSTICE CHAP. I (i. 32?-33I D). Cephalus. Justice as Honesty in word and darl 2 II (331 E-336 A). Polemarchus. Justice as Helping Friends and Harming Enemies • 7 III (336 B-347 E). Thrasymachus. Justice as the Interest of the Stronger 14 IV (347 E-354 c). Thrasymachus. Is Injustice more profitable than Justice? 30 PART II (Books II-IV, 445 B). JUSTICE IN THE STATE AND IN THE INDIVIDUAL V (ii. 357 A-367 E). The Problem stated 41 VI (367 E-372 A). The Rudiments of Social Organization 53 VII (372 A-374 E). The Luxurious State 59 VIII (375 A-376 E). The Guardian's Temperament 63 IX (376 E-iii. 412 B). Primary Education of the Guardians 66 § 1 (376 E-iii. 392 c). Censorship of Literature for School Use 67 § 2 (392 c-398 B). The Influence of Dramatic Recitation 80 § 3 (398 c-4°O c). Musical Accompaniment and Metre 85 § 4 ("00 c-403 c). -
Plato's Introduction of Forms
This page intentionally left blank PLATO’S INTRODUCTION OF FORMS Scholars of Plato are divided between those who emphasize the liter- ature of the dialogues and those who emphasize the argument of the dialogues, and between those who see a development in the thought of the dialogues and those who do not. In this important book, Russell Dancy focuses on the arguments and defends a developmental pic- ture. He explains the Theory of Forms of the Phaedo and Symposium as an outgrowth of the quest for definitions canvased in the Socratic dialogues, by constructing a Theory of Definition for the Socratic dialogues based on the refutations of definitions in those dialogues, and showing how that theory is mirrored in the Theory of Forms. His discussion, notable for both its clarity and its meticulous schol- arship, ranges in detail over a number of Plato’s early and middle dialogues, and will be of interest to readers in Plato studies and in ancient philosophy more generally. r. m. dancy is Professor of Philosophy at Florida State University. He is the author of Sense and Contradiction: A Study in Aristotle (1975) and TwoStudies in the Early Academy (1991), and editor of Kant and Critique (1993). PLATO’S INTRODUCTION OF FORMS R. M. DANCY Florida State University, Tallahassee Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge , UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521838016 © R. M. Dancy 2004 This publication is in copyright.