In Plato's Lysis, Socrates' conversation with Lysis features logical fallacies and questionable premises and closes with a blatantly eristic trick. I show how the form and content of these arguments make sense if we interpret them from the perspective of Socrates' pedagogical goals. Lysis is a competitive teenager who, along with his friend Menexenus, enjoys the game of eristic disputation. Socrates recognizes Lysis' predilections, and he constructs his arguments to engage Lysis' interests and loves, while also drawing the boy (...) into thinking philosophically about the issues that the arguments raise about love, freedom, and happiness. (shrink)

When experimental participants are given the chance to reflect and revise their initial judgments in a dynamic conversational context, do their responses to philosophical scenarios differ from responses to those same scenarios presented in a traditional static survey? In three experiments comparing responses given in conversational contexts with responses to traditional static surveys, we find no consistent evidence that responses differ in these different formats. This aligns with recent findings that various manipulations of reflectiveness have no effect on participants’ (...) judgments about philosophical scenarios. Although we did not find a consistent quantitative effect of format (conversation vs. static survey), conversational experiments still provide qualitative insights into debates about how participants are understanding (or misunderstanding) the scenarios they read in experimental studies, whether they are replacing difficult questions with questions that are more easily answered, and how participants are imagining the scenarios they read in ways that differ from what is explicitly stated by experimenters. We argue that conversational experiments—"Socratic questionnaires"—help show what is going on “under the hood” of traditional survey designs in the experimental investigation of philosophical questions. (shrink)

For Socrates, philosophy is not like Christian conversion from error to truth, but rather it is like the pagan process whereby a young man is initiated into cult mysteries by a more experienced man - the mystagogos - who prepares him and leads him to the sacred precinct. In Greek cult religion, the mystagogos prepared the initiate for the esoteric mysteries revealed by the hierophant. Socrates treats traditional wisdom with scepticism, and this makes him appear ridiculous or dangerous (...) in the eyes of cultural conservatives. Nevertheless, his scepticism is not radical: custom is not something on which we must turn our backs if we are to pursue the truth. Socrates assumes an epistemology and employs a method by which he induces his companions to begin the critical and self-critical process of philosophical inquiry, not ignoring conventional wisdom, but thinking through and reinterpreting it as they make constructive progress towards the truth. He provides conclusive and convincing arguments in support of controversial answers to some of the most important moral questions he poses. (shrink)

_Philosophical Conversations_ is a light, informal, and contemporary introduction to the study of philosophy. Using a dialogue format, Robert M. Martin delves into the traditional questions of philosophy in a manner that readers will find engaging. These substantive yet entertaining conversations emphasize that philosophical questions are contested and open-ended. The characters in each dialogue advocate different answers to questions on religion, ethics, personal identity, and other topics equitably and without naming any clear winners. Philosophic positions are presented with (...) maximum clarity and persuasiveness, so that readers can appreciate all sides of an issue and make their own choices. An excellent tool for newcomers to philosophy, _Philosophical Conversations_ provides the necessary background for further study while vividly portraying the back-and-forth argument that is essential to the philosophical method. (shrink)

In 1967, the American Geographical Society awarded Marston Bates with one of its highest honors, the Charles P. Daly medal. In giving this award, they noted that Marston Bates wears an almost bewildering variety of scholarly hats, and all of them become him. He is at one and the same time biologist, zoologist, medical ecologist, naturalist, humanist, and, unquestionably, also geographer manqué.... He possesses a gift of clear and literate exposition; his style displays a philosophic bent, an acuity of perception, (...) and a spark of humor that together make for delightful reading. Bates was an early bioethicist, in the sense that he was one of the first thinkers in the 20th century to... (shrink)

Xenophon's portrait is the only one other than Plato's to survive, and while it offers a very personal interpretation of Socratic thought, it also reveals much about the man and his philosophical views.

This study addresses the interpretative problem of how Plato ought to be read and orients itself within the debate between Hellenists, on the one hand, who treat the dialogues as works of literary and dramatic art, and philosophers, on the other hand, who concentrate on the arguments and their logic. Stokes argues for a model of interpretation that takes both Plato the philosopher and the dialogue form seriously. He then systematically applies this method to three whole conversations or dialogues: the (...) Laches, the conversation between Socrates and Agathon in the Symposium, and the Protagoras. (shrink)

Analysis of online mathematics forums can help reveal how explanation is used by mathematicians; we contend that this use of explanation may help to provide an informal conceptualization of simplicity. We extracted six conjectures from recent philosophical work on the occurrence and characteristics of explanation in mathematics. We then tested these conjectures against a corpus derived from online mathematical discussions. To this end, we employed two techniques, one based on indicator terms, the other on a random sample of (...) comments lacking such indicators. Our findings suggest that explanation is widespread in mathematical practice and that it occurs not only in proofs but also in other mathematical contexts. Our work also provides further evidence for the utility of empirical methods in addressing philosophical problems. (shrink)

Based on the ostensible fact that truly Socratic dialogue entails a considerable inequality between participants, Parens explores Socrates’s reasons for conversing dialectically with those who are manifestly his philosophic inferiors. Contrary to many Plato scholars who emphasize Socrates’s self-reported ignorance and, hence, the “Sisyphean” character of his philosophic activity, Parens intends to show—with the help of Maimonides—that Socrates is an “overflowing” philosopher, who cannot help but share his wisdom with others.

Can we trust our intuitive judgments of right and wrong? Are moral judgements objective? What reason do we have to do what is right and avoid doing what is wrong? In Conversations on Ethics, Alex Voorhoeve elicits answers to these questions from eleven outstanding philosophers and social scientists: -/- Ken Binmore; Philippa Foot; Harry Frankfurt; Allan Gibbard; Daniel Kahneman; Frances Kamm; Alasdair MacIntyre; T. M. Scanlon; Peter Singer; David Velleman; Bernard Williams. -/- The exchanges are direct, open, and sharp, and (...) give a clear account of these thinkers' core ideas about ethics. They also provide unique insights into their intellectual development - how they became interested in ethics, and how they conceived the ideas for which they became famous. Conversations on Ethics will engage anyone interested in moral philosophy. (shrink)

African-American Philosophers brings into conversation seventeen of the foremost thinkers of color to discuss issues such as Black existentialism, racism, Black women philosophers within the academy, affirmative action and the conceptual parameters of African-American philosophy.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the (...) imperfections in the preservation process, and hope you enjoy this valuable book. (shrink)

What makes a good leader? This paper takes Socrates in Plato’s early dialogues as the starting point for developing three leadership skills that are still relevant today: being on a mission, thinking in questions, and thinking like a beginner. I arrive at these Socratic leadership skills through an interdisciplinary approach to Plato’s early dialogues that puts Socrates in conversation with a diversity of thinkers: modern-day business leaders and leadership coaches, educators, Zen Buddhists, and art historians. I show that Socratic leadership (...) skills are valued in today’s business world, and I propose concrete exercises that can help anyone acquire these skills. In contrast to Platonic leadership—the leadership skills of the philosopher king—Socratic leadership skills have not been the focus of much investigation. This paper aims to advance a scholarly conversation about Socrates as a leadership model. (shrink)

Mike Coxhead and James Chamberlain on the transformative potential of philosophical conversations in prison.

In this paper, I explore three autobiographical narratives that Plato’s Socrates tells: his report of his conversations with Diotima, his account of his testing of the Delphic oracle, and his description of his turn from naturalistic philosophy to his own method of inquiry.1 This Platonic Socrates shows his auditors how to philosophize for the future through a narrative recollection of his own past. In these stories, Plato presents us with an image of a Socrates who prepares others to do philosophy (...) without him. In doing so, Plato’s Socrates exhibits philosophical care for his students. In the first part of the paper, I briefly discuss Socrates’ overall narrative style as Plato depicts it in the five dialogues that Socrates narrates. I then analyze each of these autobiographical accounts with an eye toward uncovering what they reveal about Plato’s presentation of Socrates’ philosophical practice.2 Finally, I offer a brief description of what it might mean to practice philosophy as care for self and care for others in a Socratic fashion. (shrink)

Socrates: A Life Worth Living traces the life and ideas of one of Western Civilization's founding philosophers, whose influence is still felt more than two thousand years later. Socrates is famous for how he died, executed by the Athenian government for corrupting the youth of Athens, but his most important contribution was to challenge the people around him to test their ideas and beliefs in conversation with each other, in the belief that in this way we could become a society (...) that knows the difference between truth and falsehood, and find what makes a life worthwhile. He did not claim to have definitive answers, but he knew that knowledge was the key to finding them, and he invited everyone he met to join him in his quest. (shrink)

How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore (...) what it means to call a theory “true.” Unlike an elective model, my approach ensures that all students benefit from philosophy during their secondary education. I conclude the paper with suggestions for implementation. (shrink)

Although John Black Grant (1890-1962) is well known among historians of public health and an older generation of public health practitioners, he has not received the wider recognition that he deserves, especially as the solutions that he proposed to public health problems some 70 to 80 years ago still apply. Several factors inhibited Grant from being recognized as a public health leader. To begin with, the general policy of the Rockefeller Foundation's International Health Division (IHD), where he worked for more (...) than 40 years (1917-62), was that its employees should keep a low profile and not advertise their accomplishments. More importantly, the Foundation itself was unsure of Grant's place in their history, as .. (shrink)

Errett Bishop's work in constructive mathematics is overwhelmingly regarded as a turning point for mathematics based on intuitionistic logic. It brought new life to this form of mathematics and prompted the development of new areas of research that witness today's depth and breadth of constructive mathematics. Surprisingly, notwithstanding the extensive mathematical progress since the publication in 1967 of Errett Bishop's Foundations of Constructive Analysis, there has been no corresponding advances in the philosophy of constructive mathematics Bishop style. The aim (...) of this paper is to foster the philosophical debate about this form of mathematics. I begin by considering key elements of philosophical remarks by Bishop, especially focusing on Bishop's assessment of Brouwer. I then compare these remarks with ``traditional'' philosophical arguments for intuitionistic logic and argue that the latter are in tension with Bishop's views. ``Traditional'' arguments for intuitionistic logic turn out to be also in conflict with significant recent developments in constructive mathematics. This rises pressing questions for the philosopher of mathematics, especially with regard to the possibility of offering alternative philosophical arguments for constructive mathematics. I conclude with the suggestion to look anew at Bishop's own remarks for inspiration. (shrink)

This article focuses on the book Vida de Socrates (Life of Socrates; 1947) by Antonio Tovar Llorente (1911–1985), a Naziphile during World War II, loyal to the ideals of the Falange (a Spanish fascist organization) for many years until he publicly shifted to more liberal positions during the 1960s. The essay examines why Socrates was chosen as the book’s subject, how he is linked to the author’s political ideology in the 1940s, and the author’s relationship to his book when it (...) was reprinted in 1966 and 1984. The article explores the difference between scholars’ intellectual ideas, scientific output, and political positions, as well as the social, cultural, political, and biographical determinations and contradictions that inform the ideological and imaginary texture of a book. (shrink)

1 Introduction1 In the 1980s, hermeneutics was often incorporated into deconstructionism and literary theory. Rather than focus on authorial intentions, the nature of writing itself including codes used to construct meaning, socio-economic contexts and inequalities of power,2 Gadamer introduced a different perspective; the interplay between effects of history on a reader’s understanding and the tradition(s) handed down in writing. This interplay in which a reader’s prejudices are called into question and modified by the text in a fusion of (...) understanding and topic revitalized the study of the printed word. Gadamer’s turn to language for understanding the meaning of Being also appealed to the post-modern antipathy toward modernity and metaphysics.3 If the truth and validity of interpretations are limited to communities of language, then our mode of being in history cannot but be historical. This point of view rendered Gadamer’s phenomenological hermeneutics vulnerable to the critique of moral and epistemological relativism. However, Gadamer’s theory of interpretation also stems from re-examination of the beginning of knowledge in the Pre-Socratics and Plato, and on this basis, is receptive to another dimension of inquiry than that which was trending in North America. -/- At the East-West Center, University of Hawai’i at Manoa in 1982, Chung-ying Cheng for the first time introduced onto-hermeneutics to an audience of esteemed philosophers including Li Zehou, Ren Jiyu, Feng Youlan, and Zhang Liwen.4 In contrast to schools of deconstruction and literary theory that had disengaged the interpreter from trans-historical sources of meaning and truth, Cheng explained that interpreters exist within a cosmological order inextricable from responsibility to harmonize Heaven and Earth in creative acts of interpretation. By integrating Chinese cosmology into hermeneutics through ontology, he tacitly challenged philosophers in the West to re-examine assumptions about humanity’s place in nature and by implication, Gadamer’s recovery of the beginnings of knowledge in Western philosophy. -/- Cheng’s Neo-Confucianism is inspired by the method and goals of Thomé H. Fang. The following words by Fang seem to prefigure, although in an indistinct and bundled way, aspects of Cheng’s philosophy including a Mencian theory of human nature, comprehensive observation, and creativity: “In the very process of living in concord with creative Nature, Man is charged with an ideal to be fully realized in the light of the principle of comprehensive harmony.”5 Like Fang, Cheng reinvigorates Chinese culture and language, but not solely in order to vindicate the insights of Neo-Confucianism. He has studied Western thought, from pragmatism and the analytic school to German idealism and phenomenology, to unlock and clarify philosophical concepts within the Yijing tradition and thereby render them intelligible to Anglophones. The result has been an awakening of Western scholars to the moral and cultural consequences of decoupling their thought from metaphysical foundations that are neither dogmatic nor doctrinal. -/- Not unlike the dialectic of Gadamer’s dialogue form, onto-generative hermeneutics integrates contrary positions on the same topic in order to blend both sides into a world philosophy, or as Cheng says, a “totalizing or integrative theory,”6 not to be confused with a theoretical rewording of a theory. On the contrary, the universal scope and relevance of hermeneutics stems from personal experience. Just as Gadamer, in response to faction and strife, immersed himself in Plato during the war years, and developed a method with which to harmonize opposites, so too, according to On-cho Ng, was Cheng moved by faction, strife and political persecution to develop a path toward unity.7 Gadamer taught at McMaster University in Hamilton, Ontario, and Cheng at the University of Hawai’i at Manoa among other institutions in North America. They facilitated trans-continental educational and cultural ties. Similar experiences yield similar insights irrespective of differences of time and place. Hence, authors in this issue who reside in Europe, China and North America, delineate the differences between Gadamer and Cheng, yet also, in light of Cheng’s onto-generative method and cosmology, develop integrative theories. Due to the page-budget restriction of the publisher, certain articles of this special theme will be subsequently published in the next issue. -/- 2 Integrative Theory This special issue of The Journal of Chinese Philosophy confirms a dimension of hermeneutics that Cheng has both motivated and inspired. The contributors do not abide by the conviction that since thought is mediated by language, interpretations cannot transcend culture. On the contrary, their research exemplifies the fruits of trans-historical onto-dialogical hermeneutics within limits defined by their field inquiry, organized into Parts I and II, around three themes: language, the philosophy of history and ethics. -/- Andrew Fuyarchuk introduces the theme of ontology in relation to Gadamer’s turn to language. Fuyarchuk argues that Chung-ying Cheng’s criticism of Gadamer’s hermeneutics is informed by Heidegger’s concept of Dasein and thereby overlooks how Gadamer’s Platonic-Pythagorean problem of the division between the One and Many is harmonized in the event of language, which in turn positions Gadamer in proximity to the presupposed grounds of receptivity in Cheng’s onto-generative hermeneutics. Lauren Pfister’s contributing article addresses the year 2000 meeting between Cheng and Gadamer in Heidelberg and expands the transhistorical grounds of meaning in Gadamer to matters of theology. Pfister’s summary of the written Chinese record of their conversation indicates that Cheng does not address the role of Christian philosophy and hence, the role of the inner word in Gadamer’s hermeneutics. This is important not only for detecting changes in Cheng’s philosophical development, but also for modifying his hermeneutics along the lines of a living conversation, possibilities explored by Pfister in a sequel to the article submitted to this issue. Nevertheless, by raising the issue of how Gadamer’s turn to language for understanding the meaning of Being extends possibilities in Cheng’s thought, Pfister anticipates the article by Katarina Gajdosova. She returns to the roots of Chinese thought during the Warring States period and broadens the meaning of names in recently excavated texts. Contrary to the conventions about how to understand terms, she appeals to both Heidegger’s ontology and Cheng’s notion of receptivity and creativity to reinterpret naming in relation to cosmology. Along the same lines, insofar as the event of Being is lingual, Jay Goulding captures its emergent structure in an evolving community of scholars and scholarship. He recalls his philosophical journey toward Cheng’s philosophy that begins in conversations with Gadamer at McMaster University in Hamilton, leads to Heidegger and Asian thought, expands into turning points with teachers and colleagues from various backgrounds that by increments contributed to Goulding’s formulation of “Daoist phenomenology.” -/- Although differing traditions guide their inquiries and research, Cheng and Gadamer recall the wisdom of the past to ameliorate the fragmentation in contemporary life. This leads them to re-examine the origins of philosophy; historical roots and thus sources of creative re-interpretations East and West whose affinities are developed in contributions by Hyun Höchsmann and Friederike Assandri. Höchsmann assesses convergences and divergences in the origins of Chinese and Western philosophy (Confucius and Socrates, the Yijing and Pre-Socratics) that culminates in pairing Gadamer’s understanding of paideia in the context of Plato’s political cosmology in the Timaeus with moral and social cultivation in The Western Inscription. She delineates the limits of this comparison which in turn justifies introducing Vattimo’s notion of locality. Assandri’s comparative analysis moves between India and China, Buddhism and Tang Daoism. Based on Gadamer’s argument that writing detaches concepts from their cultural moorings, she defines and applies three levels of understanding in onto-generative hermeneutics to Buddhist terms that were assimilated into the Benji Jing and in so doing clarifies essential dimensions of Daoism. -/- Contributions by Stephen Palmquist and Nicholas Brasovan position Cheng in relation to Kant and Gadamer by way of Aristotle’s ethics respectively. On the one hand, Palmquist plots Cheng’s evolving criticism of Kant’s moral philosophy and draws on crucial dimensions of Gadamer’s hermeneutics to reposition that criticism in a constructive relation to Kant’s emphasis on the philosophical conditions of morality while also indicating how religious dimensions of his thought answer Cheng’s concerns for lived moral action. For Palmquist, Gadamer enables a constructive criticism of Cheng. On the other hand, Brasovan compares Cheng’s Yijing-based account of moral deliberation with Gadamer’s Aristotelian-based ethics and reasons that in contrast to Cheng, Gadamer’s hermeneutical consciousness is disengaged from practical knowledge. For Brasovan, Cheng is a constructive critic of Gadamer. Palmquist and Brasovan’s divergent angles on Gadamer and Cheng map onto a dialectic of contrast and complementarity that constitutes the inner logic of Cheng’s philosophy. In other words, Gadamer and Cheng ought to be read alongside one another for the sake of removing discrepancies and contradictions, which constitutes the organic structure of their thinking. -/- 3 Our Mode of Being in History Is Not Historical The conversations between Cheng and Gadamer in this issue of The Journal of Chinese Philosophy pivot on language, philosophy of history and ethics within a comparative framework of analysis, but also explore the grounds that make the comparisons possible. Those grounds are informed by Chinese cosmology, and function to wrest Gadamer from the shadow of Heideggerian facticity and reposition him within the range of Cheng’s ideas about our place in nature that is embedded in his question about how mind emerges from inorganic matter.8 -/- For Gadamer scholars of Heidegger, human finitude, our ownmost individuating death ensures that hermeneutics is always open to the other as other, always on the way toward understanding the meaning of Being. To arrest the process in a concept of “the Absolute” cannot but represent someone’s point of view, and thereby render hermeneutics indistinguishable from ideology. However, insofar as finitude is defined by them in terms of an onto-theological concept of immorality, finitude is a metaphysical concept consistent with epistemologies and confuse beings with the meaning of Being. As a result, the celebrated political value of hermeneutics to always be on the way toward an understanding of the meaning of Being admits subtle variations on the same worldview that are insufficiently self-critical. -/- Gadamer scholars of Heidegger are right. A transformation in ethos and opening to the meaning of Being depends on awareness of finitude. Yet this awareness does not yield openness to more of the same, i.e., discourse structurally incapable of coming to unity but instead, for both Gadamer and Cheng, openness to a distinctly different ontological dimension of reality. As Sandra Wawrytko and So-Seong Park indicate,9 this ontological dimension is prefigured in the experience of being-as-a-whole or the totality of all possible relations in both Chinese totemic shamanistic rituals,10 and Greek Dionysian festivals.11 Through these religious experiences human ethos and therefore consciousness is expanded and elevated from being centered on one’s ownmost concerns toward an affinity with all sentient beings from insects and plants to animals. The channel for this affinity is an auditory disposition and hence, the emotions, compassion, and feeling response. -/- The capacity for an auditory disposition, or as Gadamer calls it, listening consciousness to respond to the inter-relationality and therefore inherent balance of nature is developed through music, song and dance of the religious rituals and festivals. They facilitate the unity of mind with nature. This use of music, that transforms ordinary consciousness, explains Cheng’s emphasis on the receptivity of feeling response in comprehensive observation, and Gadamer’s emphasis on openness to the other in attunement. However, an auditory disposition characteristic of pre-literate oral cultures that reveals the “All” need not rely on religion. As theorists about the evolution of language have explained,12 modern languages preserve their pre-historical past in music or prosody. That is to say, the song and dance that revealed the totality of inter-related beings to an ethos of comprehensive observation and attunement toward beings in classical civilizations is retained in the back-and-forth movement or rhythm of the dialogue form. Our mode of being in history is a mode of being in nature – through the music of language. -/- While alerting the reader to the limits of a nominalist interpretation, Gadamer expresses the inner law of the nature as follows: “in perishing there is always becoming, and in becoming there is always perishing.”13 Considered in process, opposites generate and blend into each other. This law of nature applies to everything.14 Hence, in a manner comparable to Pfister’s concluding insights, onto-dialogical hermeneutics is not only open to discrete events of otherness but moreover, to the moving structure of reality expressed, as Gajdosova suggests, in the existential moment of naming. Considered as interplay of tension and resolution with a life of its own, the dialectic of a dialogue is self-similar to the way in which an organism grows (by instinct). There is, therefore, a sense in which the art of interpretation extends the human mind into the eternal cycles of nature such that we participate in the articulation of the inner telos/homeostasis toward which all beings strive and importantly for Gadamer scholars of Heidegger, within the material limits of energy to which our embodied minds are self-evidently subject. In mortality there is always immortality. (shrink)

Conversions: A Philosophic Memoir belongs to the tradition of Augustine and Rousseau: the "confession" of a life that is a quest for truth. It is in large part the story of two major episodes from Abigail Rosenthal's early adulthood, bought putting personal identity dramatically at risk. As a young Fulbright scholar in Paris, Rosenthal met and entered reluctantly into a love affair with a young Greek communist philosopher who believed (along with many Parisian intellectuals of that era) that force (...) and deception were justified by a utopian vision of world history. In the inevitable collision of values—between Jew and Greek, liberal and revolutionary, theist and atheist, woman and man in unequal truggle—they separated. Suffering in the aftermath, she at last turned for help to a young African American woman graduate student whom she met in London. This woman's Gnostic Christian rejection of personal and cultural history eventually left Rosenthal without defense against her new mentor's remarkable use of charisma, ridicule, and moralistic reproach to usurp the author's life story. These stratagems of mind control reached a climactic phase in Portugal, where the two went—Rosenthal to paint the other woman to write—in what would turn out to be the terrifying reverse of a summer idyll. With the U.S. State Department, the Portuguese Policía Internacional devised an extraordinary rescue. This arresting narrative, which deals with relations between blacks and whites, Christians and Jews, and men and women, delivers its own philosophic theory of the individual in history. Author note: Abigail L. Rosenthal is Professor of Philosophy at Brooklyn College of The City University of New York and the author of A Good Look at Evil (Temple). (shrink)

Socrates' last words are a microcosm of the riddle his character poses to the philosophical reader. Are they sincere or ironic? Do they represent an afterthought prompted by a belated sense of familial responsibility or a death–bed epiphany? Are we to determine their reference in relation to the surface logic of the Phaedo or take them as the sign of a concealed discursive depth? In what follows, I will argue that the answer to these questions depends upon acknowledgement and (...) clarification of the pedagogical challenge Socrates faces in conversation with Simmias and Cebes. What I have to say is prompted, in large measure, by Glenn Mosts recent article which both undertakes substantial analysis of the riddles treatment by the tradition and develops a plausible solution. I do not accept this solution. But the struggle to articulate my misgivings about his argument was indispensible to the development of my own. In view of this, it seems prudent to begin with a brief summary of the position he takes. (shrink)

A collection of interviews with such French philosophers as Jacques Derrida, Luce Irigaray and Emmanuel Levinas. Each thinker represents one or more strand of the Parisian philosophical scene and feminism, literature, phenomenology and semiotics are subjects covered within this book.

Socrates On Trial tells of Socrates's return to a modern city that is plagued by prejudice, privilege and populism. On resuming his questioning in the agora he is arrested, interrogated by his prosecutors, questioned by his Judge, and confessed to by his inquisitor. On a Festival Day, he explores a new model for the just city --a city based not on mastery but on learning --before offering a new apology to the court that will, once again, decide his fate. This (...) new/old Socrates offers the city a renewed vision of justice by reconceptualizing the meaning and significance of thinking and education. From the force of Socratic questioning, he unfolds a different logic of truth, freedom, and justice. His conversations exert a gravitational force that draws key cultural elements of the city -- property, wealth, money, family, essence, gendered and racialized identities, production, distribution and consumption -- into its educational orbit. At stake here is the vulnerability of modern democracy to authoritarian leaders and their sponsors. Influenced by sophisticated propaganda people's frustration with democracy is channeled into visceral anger on the one hand, and into disillusioned scepticism and cynicism on the other. Belief in truth and education collapses in exhaustion and fatigue, caught in the headlights of seemingly irresolvable and petrifying rational paradoxes that block all paths to social justice. Socrates On Trial, describing the return of Socrates to the modern city, heralds a new education for such a city. (shrink)

What good is logic? -- Seventeen ways this book is different -- The two logics -- All of logic in two pages : an overview -- The three acts of the mind -- I. The first act of the mind : understanding -- Understanding : the thing that distinguishes man from both beast and computer -- Concepts, terms and words -- The problem of universals -- The comprehension and extension of terms -- II. Terms -- Classifying terms -- Categories -- (...) Predicables -- Division -- III. Material fallacies -- Fallacies of language -- Fallacies of diversion -- Fallacies of oversimplification -- Fallacies of argumentation -- Inductive fallacies -- Procedural fallacies -- Metaphysical fallacies -- Short story : love is a fallacy -- IV. Definition -- The nature of definition -- The rules of definition -- The kinds of definition -- The limits of definition -- V. Second act of the mind : judgment -- Judgments, propositions, and sentences -- What is truth? -- The four kinds of categorical propositions -- Logical form -- Euler's circles -- Tricky propositions -- The distribution of terms -- VI. Changing propositions -- Immediate inference -- Conversion -- Obversion -- Contraposition -- VII. Contradiction -- What is contradiction? -- The square of opposition -- Existential import -- Tricky propositions on the square -- Some practical uses of the square of opposition -- VIII. The third act of the mind : reasoning -- What does reason mean? -- The ultimate foundations of the syllogism -- How to detect arguments -- Arguments vs. explanations -- Truth and validity -- IX. Different kinds of arguments -- Three meanings of because -- The four causes -- A classification of arguments -- Simple argument maps -- Deductive and inductive arguments -- Combining deduction and induction : socratic method -- X. Syllogisms -- The structure and strategy of the syllogism -- The skeptics objection to the syllogism -- The empiricist's objection to the syllogism -- Demonstrative syllogisms -- How to construct convincing syllogisms -- XI. Checking syllogisms for validity -- By Euler's circles -- By Aristotle's six rules -- Barbara Celarent : mood and figure -- Venn diagrams -- XII. More difficult syllogisms -- Enthymemes : abbreviated syllogisms -- Sorites : chain syllogisms -- Epicheiremas : multiple syllogisms -- Complex argument maps -- XIII. Compound syllogisms -- Hypothetical syllogisms -- Reductio ad absurdum arguments -- The practical syllogism : arguing about means and ends -- Disjunctive syllogisms -- Conjunctive syllogisms -- Dilemmas -- XIV. Induction -- What is induction? -- Generalization -- Causal induction : Mill's methods -- Scientific hypotheses -- Statistical probability -- Arguments from analogy -- A fortiori and a minore arguments -- XV. Some practical applications of logic -- How to write a logical essay -- How to write a socratic dialogue -- How to have a socratic debate -- How to use socratic method on difficult people -- How to read a book socratically -- XVI. Some philosophical applications of logic -- Logic and theology -- Logic and metaphysics -- Logic and cosmology -- Logic and philosophical anthropology -- Logic and epistemology -- Logic and ethics. (shrink)

The twelve contributors to this volume embody the best in ancient philosophical scholarship from America and Europe. Each author presents a carefully-wrought argument that adds substantially to the literature in their chosen topics.Carlo Natali’s “Socrates’ Dialectic in Xenophon’s Memorabilia” argues for the internal coherence of Xenophon’s conceptions of dialegesthai and dialektikos, and shows how Xenophon portrays elenchos as one method among several Socrates used to encourage his interlocutors to become better citizens. In the eclectic “If You Know What Is (...) Best, You Do It,” Gerhard Seel argues for a weak form of moral intellectualism, the possibility of a deontological Socratic ethics, and for the restriction of “Socratic” knowledge to meta-ethical claims. Charles H. Kahn briefly shows how Plato wrestled with the popular acceptance of hedonism. The strange acceptance of hedonism in the Protagoras is said to be neither straightforwardly ironical nor exactly a thesis Plato himself outright rejected at that time. Terrence Irwin, in “Socrates and Euthyphro,” examines the difference between “god-beloved” and “pious” in terms of a. (shrink)

There is a wide consensus among scholars that Plato’s Socrates is wrong to trust in reason and argument as capable of converting people to the life of philosophy. In this paper, I argue for the opposite. I show that Socrates employs a more sophisticated strategy than is typically supposed. Its key component is the use of philosophical argument not to lead an interlocutor to rationally conclude that he must change his way of life but rather to cause a certain (...) affective experience, one that can be effective at changing his beliefs about how best to live. (shrink)

This brief and engaging introductory text treats philosophy as a dramatic and continuous story--a conversation about humankind's deepest and most persistent concerns, in which students are encouraged to participate. Tracing the exchange of ideas between history's key philosophers, Philosophical Conversations: A Concise Historical Introduction demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. The book addresses the fundamental questions of human life: Who are we? What can we know? How should (...) we live? and What sort of reality do we inhabit? Throughout, author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable with his lucid explanations. Extensive cross-references highlight the organizing themes and show students how philosophers have responded to each other's arguments. A more concise edition of Norman Melchert's The Great Conversation: A Historical Introduction to Philosophy, Fifth Edition, Philosophical Conversations is designed to be especially accessible and visually attractive to first- and second-year college students in introduction to philosophy courses. Enhanced by numerous pedagogical features, it offers: * Shorter and/or simplified presentations of much of the material * A second color that enlivens the text and makes it more visually interesting * An expanded art program featuring more than 100 photographs, illustrations, and cartoons * Classic art at the opening of each chapter * Numerous brief quotations from poets, politicians, and thinkers that underscore philosophical points and stimulate thought * Explanatory footnotes and basic study questions throughout * "Questions for Further Thought" at the end of each chapter * Key terms, boldfaced at their first appearance and collected at the end of each chapter and in a detailed glossary at the back of the book * "Sketches"--which provide glimpses of the ideas of various philosophers not already discussed in detail in the narrative--and "Profiles," which offer more in-depth looks at several thinkers, philosophical schools, and movements including Taoism, Zen, Jean-Paul Sartre, and Iris Murdoch * An Instructor's Manual and Test Bank on CD that highlights essential points and offers numerous exam questions. (shrink)

A series of eight fictional conversations offer an introduction to ethics, providing critical discussion of the definition and value of ethics and of ethical theories.

Kitcher's philosophical approach has moved from the reflection on the nature of mathematical knowledge to an explicit social concern about science, because he considers seriously the relevance of democratic values to scientific activity. Focal issues in this trajectory - from the internal perspective to the external - have been naturalism and scientific progress, which includes studies of the uses of scientific findings in the social milieu. Within this intellectual context, the chapter pays particular attention to his epistemological and (...) methodological evolution. The analysis of Philip Kitcher's contents on progress begins with mathematics, a conception that follows a naturalist perspective. Thereafter, the growth of science comes to the front line, an advancement that he views according to realism and cognitive naturalism. Later, the social concern about science receives a visible consideration, when his vision of scientific undertaking is characterized following modest realism and social naturalism. After these four steps (philosophical context, progress in mathematics, the growth in science, and the social concern about science), there is an analysis of his philosophical-methodological framework in retrospective. This is continued by the presentation of the origins of this book and the bibliography related to this thinker. (shrink)

Paraconsistent logic makes it possible to study inconsistent theories in a coherent way. From its modern start in the mid-20th century, paraconsistency was intended for use in mathematics, providing a rigorous framework for describing abstract objects and structures where some contradictions are allowed, without collapse into incoherence. Over the past decades, this initiative has evolved into an area of non-classical mathematics known as inconsistent or paraconsistent mathematics. This Element provides a selective introductory survey of this research program, distinguishing (...) between `moderate' and `radical' approaches. The emphasis is on philosophical issues and future challenges. (shrink)

"How is this history of philosophy different from all others? 1. It's neighter very long nor very short just long enough. 2. It's available in separate volumes but eventually in one complete work. 3. It focuses on the "big ideas" that have influenced present people and present times. 4. It includes relevant biographical data, proportionate to its importance for each thinker. 5. It is not just history but philosophy. Its aim is not merely to record facts but to stimulate philosophizing, (...) controversy, argument. 6. It aims above all at understanding, at what the old logic called the "first act of the mind" rather than the third: the thing computers and many "analytic philosophers" cannot understand. 7. It uses ordinary language and logic, not academic jargon or symbolic logic. 8. It is commonsensical. 9. It is "existential" in that it sees philosophy as something to be lived and tested"--. (shrink)

This volume consists of interviews with eight contemporary French philosophers. The main issue is how contemporary French philosophy is received in Germany, particularly by thinkers such as Juergen Habermas, who tend to characterize the French as irrationalists.

Firsthand perspectives on the past, present, and future of contemporary Italian philosophy.

This book explores five Platonic dialogues: Lysis, Charmides, Protagoras, Euthydemus, and the Republic. This book uses Socrates’ narrative commentary as its primary interpretive framework. No one has engaged in a sustained attempt to explore the Platonic dialogues from this angle. As a result, it offers a unique contribution to Plato scholarship. The portrait of Socrates that emerges challenges the traditional view of Socrates as an intellectualist and offers a holistic vision of philosophical practice.

This commentary considers the role of Socratic questioning in Alien Landscapes? I discuss the three roles that Glover sees Socratic questioning playing in psychiatry: 1. Questioning to clarify problems, 2. Questioning to treat symptoms, 3. Questioning to reconstruct lives. Although I am broadly sympathetic to the idea that philosophical conversations can help us conceptualise, and deal with, mental distress, I raise two concerns. First, is there any way of providing courses of transformative Socratic questioning cheaply? Second, how close is (...) the connection between helping individuals to develop systems of belief and value that fit epistemic norms and helping them to live flourishing lives? (shrink)

This dissertation concerns Plato's theory of education and the problem of how one can actually acquire knowledge of the Forms. Plato's theory of education aims to make one a good person, which requires knowledge of the Form of the Good. Yet, how exactly one would acquire such knowledge has remained a mystery. Various models of learning are presented by Plato: elenctic refutation ; hypothesis; recollection; the mathematical, dialectical, and political studies of the Republic's curriculum; and diairesis to name just (...) those that are explicit. I have argued here that as rich as these learning strategies are we need to augment our examination of Socratic pedagogy with a full exegesis of Platonic epistemology. ;In order finally to appreciate how they, Socratic education and Platonic epistemology, are meaningfully inseparable, I have explored the following questions: what kind of teacher Socrates is and the way in which he struggles against the sophistic methods of teaching; why Plato has Socrates include ten years of mathematical study in the ideal philosophical curriculum and how we can take the Republic's paradoxical curriculum seriously; how the philosopher utilizes the mathematical training in coming to know a Platonic Form; what role opposites play in Plato's metaphysical imagination; and what kind of person would one be if one actually knew the Form of the Good. I have shown that if one were to partake of a Socratic education, to pursue the requisite mathematical training, and to arrive finally at knowledge of the Platonic Forms, then one would be the sort of person that Socrates has in mind when he articulates the principles of Socratic intellectualism. ;What has been novel about this approach is its demonstration of how, despite the fact that Socratic learning and Platonic epistemology have separately been the object of perennial scholarly attention, the two taken genuinely together have been in need of fresh critical engagement. This inquiry reveals the metaphysical constraints on knowledge and in so doing reconciles Plato's theory of knowledge with Socrates' style of educating potential philosophers. (shrink)

In this paper I trace Quine's early development of his treatment of names, first as abbreviations for definite descriptions with "Frege-Rusell" style substantive content, then as abbreviations for definite descriptions containing simple predicative content, through to a treatment of names themselves as predicates rather than as abbreviations for this or that type of more complex expression. Along the way, I explain why—despite ubiquitous claims and suggestions to the contrary—Quine never actually uses the verbized name "Socratizes".

This four volume set is a collection of some of the most significant scholarship published on the philosophy of Socrates in the last half century. The contributors include many of the most prominent scholars in this field. As the growth in Socratic studies in the past three decades is due in large part to the influential work of Gregory Vlastos, articles by him figure prominently in the collection, and works by other authors are generally related to his work. The volumes (...) deal with different areas of Socratic thought. The first volume begins with the question whether and to what degree we can discern a distinctive philosophy of Socrates in the ancient sources. The second volume deals with the trial of Socrates and the philosophical issues that arise from it. The third volume considers the philosophical methodology of Socrates and the fourth his moral philosophy. This collection shares some material with earlier collections on the philosophy of Socrates, but it is more extensive and up-to-date. Unlike other collections, which may offer the reader only a single article on a given topic, this collection offers a conversation in-depth. The reader can thus get a sense of the dimensions of the scholarly debate on these central issues in the philosophy of Socrates. No collection can be complete, but this aims at a representative portrait of Socratic studies in the last fifty years. (shrink)

A biography of Socrates, a philosopher and teacher in ancient Greece who held that wisdom comes from questioning ideas and values rather than simply accepting what is passed on by parents and teachers.

It is widely assumed that the Socrates of Plato’s definitional dialogues is an arguer, that is, someone who argues, or presents arguments. This conception of Socrates is so entrenched in the scholarship that it is built into the best English translations of Plato’s texts, which render the Greek word ‘logos’ – a word with a bewilderingly large number of possible meanings – as ‘argument’ in contexts in which this is highly disputable. This essay explores the relation between questioning, assertion, (...) and argument, and advances some reasons for supposing that Socrates practices a genuinely interrogative method. (shrink)

Let me present to you the ultimate life-coaching team: Marie Kondo and Socrates. Marie Kondo, the modern Japanese consultant devoted to uncluttering our households; Socrates, the ancient Greek philosopher devoted to uncluttering our minds. If we open ourselves to their methods of tidying up, we will live a happier life, they promise.

This volume is as near an authoritative version of analytic philosophy as can be found in the market these days.