Justice As a Virtue
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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. -
Revised New Summary of Philebus
New Summary of Philebus REVISED 1. (11) Philebus maintains that pleasure, enjoyment, rejoicing, and their kind, are the best things for all animals, while Socrates maintains, for those able to partake of them, wisdom, mind, memory, and their kind, are the best. Each side must agree that it is a condition and disposition of soul that produces happiness. Stipulation: if some other life superior to both is found, then the victor will be he whose champion is closer to this hypothetical best life. a. (12c) Problem: are pleasure and likewise knowledge, both like and unlike themselves, because they each have various aspects and shapes? And are some of these shapes bad and some good? b. (14c) We must investigate this question with the aid of the principle that the one is many and the many are one. This is obvious and common property when applied to things that come to be and perish, but when applied to things like man, ox, beauty, and good, there are perplexities. i. (15b) The perplexities (there is unclarity about exactly what these three questions are): 1. Do such unities exist? 2. How do they, while remaining themselves, enter the domain of becoming? 3. How are they both one and many? ii. (15d) The identification of the one with the many arises everwhere from the nature of discourse itself—it entrances the young. iii. (16c) A gift of the gods: all things contain limit and the unlimited. We must not pass from the one to the infinite too quickly or slowly, but instead note all the intermediate numbers. -
ARISTOTLE and the IMPORTANCE of VIRTUE in the CONTEXT of the POLITICS and the NICOMACHEAN ETHICS and ITS RELATION to TODAY Kyle Brandon Anthony Bucknell University
Bucknell University Bucknell Digital Commons Honors Theses Student Theses 2010 ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY Kyle Brandon Anthony Bucknell University Follow this and additional works at: https://digitalcommons.bucknell.edu/honors_theses Part of the Philosophy Commons Recommended Citation Anthony, Kyle Brandon, "ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY" (2010). Honors Theses. 21. https://digitalcommons.bucknell.edu/honors_theses/21 This Honors Thesis is brought to you for free and open access by the Student Theses at Bucknell Digital Commons. It has been accepted for inclusion in Honors Theses by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Table of Contents Introduction 1 Chapter 1 What does it mean to live a good life? 7 The virtuous life 8 Ethical virtue 13 Bravery as an ethical virtue 20 Justice 22 Chapter 2 The Politics and the ideal polis 28 Development of a polis 29 Features of an ideal polis 32 What does it mean to be a citizen of a polis? 40 Aristotle’s views on education 42 Social groups in a polis who are not recognized as citizens 45 Non-ideal political systems 51 Chapter 3 Connections between the Politics and the Ethics 57 Chapter 4 Difficulties in applying Aristotle’s theories to a modern setting 68 Conclusion Where do we go from here? 87 Bibliography 89 iv Acknowledgements First off, I have to thank God, as He helped me endure this project and gave me the courage to press on when I became frustrated, angry, and ready to quit. -
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). -
Gregory Vlastos
Gregory Vlastos: A Preliminary Inventory of His Papers at the Harry Ransom Center Descriptive Summary Creator: Vlastos, Gregory, 1907-1991 Title: Gregory Vlastos Papers Dates: circa 1930s-1991 Extent: 100 document boxes (42.00 linear feet) Abstract: The papers of philosopher Gregory Vlastos, a scholar of ancient Greek philosophy who spent most of his career studying the thought of Plato and Socrates, document his studies, his writings, and his career as an educator at several American universities. Call Number: Manuscript Collection MS-4361 Language: English, with Ancient Greek, French, German, Italian, Latin, Modern Greek, and Spanish Access: Open for research Administrative Information Acquisition: Gifts, 1993-2010 (G9070, G9134, G9163, G9225, G9252, G9628, G9979, G9982, G10214, G10288, G11877, 10-03-014-G) Processed by: Hope Rider, 2006; updated by Joan Sibley, 2016 Repository: The University of Texas at Austin, Harry Ransom Center Vlastos, Gregory, 1907-1991 Manuscript Collection MS-4361 Scope and Contents The papers of philosopher Gregory Vlastos (1907-1991), a scholar of ancient Greek philosophy who spent most of his career studying the thought of Plato and Socrates, document his studies, his writings, and his career as an educator at several American universities, especially Cornell, Princeton, and The University of California at Berkeley. The papers are arranged in six series: I. Correspondence and Offprint Files, II. Study, Lecture, and Teaching Files, III. Works, IV. Works by Others, V. Miscellaneous, and VI. Offprints Removed from Manuscripts. The Correspondence and Offprint Files (35 boxes) in Series I. represent Vlastos' extensive correspondence with other philosophers, classicists, former students, academics, and others. The files are arranged alphabetically by correspondent name, and generally include not only letters received, but copies of Vlastos' responses. -
Plato's Phaedo As a Pedagogical Drama
Ancient Philosophy 33 (2013) ©Mathesis Publications 333 Plato’s Phaedo as a Pedagogical Drama Sarah Jansen The Phaedo has long been recognized as dramatic in nature (see, e.g., Jowett 1892, 193). Indeed, the dialogue’s dramatic portrayal of a Herculean Socrates attacking the heads of a hydra naturally invites this assessment (89c). At the out- set of the dialogue Socrates and the fourteen named companions are juxtaposed with Theseus and the fourteen Athenian youth, on their way to defeat the Mino- taur (58a-c).1 Also, Socrates’ death scene is particularly dramatic. Fifteen com- panions, the exact number of a tragic chorus, surround the dying Socrates and lament (117c-d).2 Reflection on this scene has prompted scholars to speculate that it is intended to ‘lend moving force’ to the tragic perspective and to ‘rouse’ readers’ emotions (see Halliwell 1984, 57-58 and Crotty 2009, 87, respectively). Despite these scholarly observations and compelling evidence that the dia- logues were treated as dramatic performance literature in antiquity (see Charal- abopoulos 2012), a number of key questions have yet to be satisfactorily and systematically answered: What is drama?; What is the Phaedo a drama about?; What is the function, if any, of the dramatic elements of the Phaedo? I undertake to answer these questions. I conclude with some thoughts about Plato’s purpose in writing dramatic dialogues and Plato’s attitude toward poetry. One of my aims throughout will be to demonstrate how a proper understanding of the literary dimension of the Phaedo sheds light on the philosophical content of the dialogue. -
The Semantic Development of Virtue
Hugvísindasvið The semantic development of virtue Philosophical comparison Ritgerð til B.A.–prófs í ensku Arnhildur G. Guðmundsdóttir Maí 2014 University of Iceland School of Humanities Department of English The semantic development of virtue Philosophical comparison B.A. Essay Arnhildur G. Guðmundsdóttir Kt.: 221069-3829 Supervisor: Þórhallur Eyþórsson May 2014 Abstract The concept of virtue is everywhere to be found in societies, from the ancient scriptures of yoga philosophy to Plato and Socrates, to modern day scrutiny. It has caused religious traditions, anthropologists and philosophers to have carefully contemplated what the term entails, its different aspects and how to interpret the virtues. The aim of this thesis is to illustrate and support the claim that the virtues are a part of the innate nature of human beings, and the key to happiness and prosperity in life. It examines the concept of virtue and its semantic development by studying and comparing the virtues of yoga philosophy, the yamas, to the ancient Greek philosophers, especially Socrates’s hypothesis of virtue being knowledge, and contemporary moral philosophy. History reveals that the semantic development of the concept of virtue remains relatively unchanged. It is therefore a reason to believe that the virtues are a subject to continual study and interpretation of good qualities in various societies because they are an internal natural part of human beings. They appear to be dormant until systematically awakened through practice where the aim is prosperity and lasting happiness in life. Only through an inner journey of self-scrutiny and dedication, which will lead to sharp objectivity and the willpower to practice the virtues, will they be activated and rendered a part of a person’s prosperous life and lasting happiness. -
On Perfect Friendship: an Outline and a Guide to Aristotle's Philosophy of Friendship
Colby College Digital Commons @ Colby Honors Theses Student Research 2010 On Perfect Friendship: An Outline and a Guide to Aristotle's Philosophy of Friendship Kristen Psaty Colby College Follow this and additional works at: https://digitalcommons.colby.edu/honorstheses Part of the Ethics and Political Philosophy Commons, Feminist Philosophy Commons, History of Philosophy Commons, and the Other Philosophy Commons Colby College theses are protected by copyright. They may be viewed or downloaded from this site for the purposes of research and scholarship. Reproduction or distribution for commercial purposes is prohibited without written permission of the author. Recommended Citation Psaty, Kristen, "On Perfect Friendship: An Outline and a Guide to Aristotle's Philosophy of Friendship" (2010). Honors Theses. Paper 589. https://digitalcommons.colby.edu/honorstheses/589 This Honors Thesis (Open Access) is brought to you for free and open access by the Student Research at Digital Commons @ Colby. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons @ Colby. ON PERFECT FRIENDSHIP: An Outline and a Guide to Aristotle’s Philosophy of Friendship By Kristen Psaty Honors Thesis Philosophy Department © 2010 1 For Megan The one who brings out the best in me. To Kyle My other self . & to the ∆ΠΠ 2 “This has always been a man's world, and none of the reasons that have been offered in explanation have seemed adequate.” -Simone de Beauvoir Special Thanks to Lydia Moland, Valerie Dionne, Holly Moore and Thanks also to readers Amy Holmen and Elise Breed. 3 Table of Contents INTRODUCTION ………………………………………………. 6 CHAPTER I. ……………………………………………………. 13 An Introduction to Aristotle on Friendship CHAPTER II. -
What's Justice Got to Do With
International Journal of Philosophy and Theology December 2014, Vol. 2, No. 4, pp. 45-59 ISSN: 2333-5750 (Print), 2333-5769 (Online) Copyright © The Author(s). 2014. All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/ijpt.v2n4a3 URL: http://dx.doi.org/10.15640/ijpt.v2n4a3 What’s Justice got to do with it? Douglas Langston1 Abstract Contrary to the common view that the four cardinal virtues are interconnected such that anyone possessing one must possess the others, I argue that there is an asymmetry betweenjustice and theother three. While temperance, fortitude, and prudence are required for justice, justice is not requiredfor any of the other three. This asymmetry occurs not only because justice is a motivational virtue while the other three are structural (or both structural and motivational) but also because justice must be seen in terms of right actions rather than good actions. While it is the case that prudence, temperance, and courage make an agent a good agent, one can be just without being good. Keywords: Justice; Cardinal Virtues; Structural Virtues; Motivational Virtues; Unity of the Virtues; Virtue Ethics Thomas Aquinas, among others, held that there are four cardinal virtues: prudence, justice, fortitude, and temperance. They are cardinal in the sense that the other virtues hang on them. Since ‘cardo’ in Latin translates as ‘hinge’, they are aptly named because Aquinas believes that the other virtues hinge on the four.1 That is to say, in order to possess any of the other moral virtues, one needs aspects of the four cardinal virtues. -
University of Oklahoma Graduate College
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SOCRATIC DEFINITION IN PLATO’S DIALOGUES: CONDITIONS ON AN ADEQUATE ANSWER TO “WHAT IS F-NESS?” A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By ELLIOT C. WELCH Norman, Oklahoma 2007 UMI Number: 3275085 UMI Microform 3275085 Copyright 2007 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 SOCRATIC DEFINITION IN PLATO’S DIALOGUES: CONDITIONS ON AN ADEQUATE ANSWER TO “WHAT IS F-NESS?” A DISSERTATION APPROVED FOR THE DEPARTMENT OF PHILOSOPHY BY ____________________________ Hugh H. Benson ____________________________ Monte Cook ____________________________ Reinaldo Elugardo ____________________________ Ellen Greene ____________________________ James Hawthorne © Copyright by ELLIOT C. WELCH 2007 All Rights Reserved. CONTENTS ABSTRACT. viii CHAPTER I. Introduction. .1 A. Socratic A.1. Stylometry A.2. Aristotle’s Testimony B. Definition B.1. Formal and Material Conditions C. In Plato’s Dialogues C.1. The Textual Objection C.2. The Cross-Dialogue Objection C.2.a. F-ness C.2.b. What is F-ness? C.2.c. Context D. Structure of the Dissertation II. An Overview of Socratic Definition. 34 A. Definitional Conditions to Which Socrates Is Committed A.1. The Unity Condition (UC) A.2. The Extensional Equivalence Condition (EE) A.3. The Property Sameness Condition (PS) A.4. The Non-difference Condition (ND) A.4.a. Relationship among UC, EE, PS A.4.b. -
Pleasure As the Standard of Virtue in Hume's Moral Philosophy
Running:left: PACIFIC PLEASURE PHILOSOPHICAL AS THE STANDARD QUARTERLY OF VIRTUE IN HUME’S PLEASURE AS THE STANDARD OF VIRTUE IN HUME’S MORAL PHILOSOPHY1 by JULIA DRIVER Abstract: David Hume provides several accounts of moral virtue, all of which tie virtue to the experience of pleasure in the spectator. Hume believed that the appropriate pleasure for determinations of virtue was pleasure corrected by “the general point of view.” I argue that common ways of spelling this out leave the account open to the charge that it cannot account adequately for mistaken judgments of virtue. I argue that we need to see Hume as offering both a metaphysics and an epistemology of virtue, and that Hume’s account of virtue can adequately account for mistakes if he is understood as offering a definition of virtue tied to pleasure, but pleasure understood externally. But in many orders of beauty, particularly those of the finer arts, it is requisite to employ much reasoning, in order to feel the proper sentiment; and a false relish may frequently be corrected by argument and reflection. There are just grounds to conclude, that moral beauty partakes much of this latter species, and demands the assistance of our intellectual faculties, in order to give it a suitable influence on the human mind (EPM, 173).2 David Hume provides several distinct definitions of moral virtue: (V1) “. whatever mental action or quality gives to a spectator the pleasing sentiment of approbation” (EPM, 289). And, (V2) “. virtue . is a quality of the mind agreeable to or approved of by every one, who considers or con- templates it” (EPM, 261n) Even more simply, (V3) “. -
Plato's Meno (2005)
PLATO’S MENO Given its brevity, Plato’s Meno covers an astonishingly wide array of topics: politics, education, virtue, definition, philosophical method, mathematics, the nature and acquisition of knowledge, and immor- tality. Its treatment of these, though profound, is tantalizingly short, leaving the reader with many unresolved questions. This book con- fronts the dialogue’s many enigmas and attempts to solve them in a way that is both lucid and sympathetic to Plato’s philosophy. Reading the dialogue as a whole, it explains how different arguments are related to one another, and how the interplay between characters is connected to the philosophical content of the work. In a new departure, this book’s exploration focuses primarily on the content and coherence of the dialogue in its own right, and not merely in the context of other dialogues, making it required reading for all students of Plato, be they from the world of classics or philosophy. dominic scott is Senior Lecturer in Philosophy at the University of Cambridge and a Fellow of Clare College. His previous publications include Recollection and Experience: Plato’s Theory of Learning and its Successors (Cambridge, 1995). cambridge studies in the dialogues of plato Series editor: Mary Margaret McCabe Plato’s dialogues are rich mixtures of subtle argument, sublime theorising and superb literature. It is tempting to read them piecemeal – by analysing the argu- ments, by espousing or rejecting the theories or by praising Plato’s literary expertise. It is equally tempting to search for Platonic views across dialogues, selecting pas- sages from throughout the Platonic corpus.