Despite Protagoras’ infamous reputation for corrupting his students, his “Great Speech” (Plato, Protagoras 320c-328d) presents one of the most important arguments in the history of ethics. Refuting Socrates’ contention that virtue must be unteachable since even the best of men cannot raise good children, Protagoras argues that everyone is capable of learning the difference between right and wrong.

Despite initiating the discussion and introducing the first definition examined in Plato’s Republic, Cephalus is quickly compelled to leave the discussion. Many scholars read the dramatic action of this opening exchange as a coup d’ tat in which Socrates overthrows Cephalus’ reign over the community and usurps his ancestral command over the conversation. In contrast, I contend that Cephalus presents a competing moral claim as a representative of the class of moneymakers.

This essay provides an overview of Plato’s contribution to food ethics. Drawing on various Platonic dialogues, the discussion includes an analysis of the problem of gluttony and the correlate virtue of moderation, the diet of the Republic’s ideal city, and the harmonious order of the tripartite soul.

The presocratic philosopher Protagoras of Abdera (490–420 BC), founder of the sophistic movement, was famously agnostic towards the existence and nature of the gods, and was the proponent of the doctrine that 'man is the measure of all things'. Still relevant to contemporary society, Protagoras is in many ways a precursor of the postmodern movement. In the brief fragments that survive, he lays the foundation for relativism, agnosticism, the significance of rhetoric, a pedagogy for critical thinking and a conception of (...) the human being as a social construction. -/- This accessible introductory survey by Daniel Silvermintz covers Protagoras' life, ideas and lasting legacy. Each chapter interprets one of the surviving fragments and draws connections with related ideas forwarded by other sophists, showing its relevance to an area of knowledge: epistemology, ethics, education and sociology. (shrink)

Abstract: This article presents a strategy for introducing Presocratic thought to students in a manner that is both engaging and relevant. The first section addresses students' reactions to the claim that the Presocratics were the first philosophers. The second section considers how the fragmentary state of Presocratic thought does not hinder its comprehension. The third section proposes a classroom exercise for testing the scientific merits of each of the Presocratic theories. The final section proposes the use of a mock trial (...) as a means of applying the materialist approach introduced by the Presocratics to contemporary debates about free will and determinism. (shrink)

This article challenges the long-standing belief that Plato is an early proponent of the division of labor on account of the political proposals advanced in the Republic. In contrast, I contend that the Republic offers a radical critique—rather than any endorsement—of job specialization and its accompanying psychological orientation toward acquisitiveness. The article begins with a methodological section that attempts to explain the origin of the common misreading of Plato's works and forwards an interpretive framework for situating arguments raised in the (...) Platonic dialogues in their dramatic and dialogic contexts. Having established these hermeneutic principles, the article proceeds to analyze the shifting significance of job specialization within the imaginary cities that are considered in the Republic and concludes that the dialogue ultimately critiques job specialization insofar as it prevents individuals from harmonizing their souls and hinders their ability to philosophize. (shrink)

Many students are overwhelmed when encountering a primary work of philosophy. Since their previous studies have not prepared them for the demands of reading a philosophic work, the philosophy instructor must be responsible for instilling in them the necessary skills to approach the subject matter. This article details the use and benefits of reading groups as a means of cultivating analytical reading skills. Students who participate in reading groups are reported to be more confident when engaging with primary texts and, (...) consequently, more likely to participate in seminar discussions. (shrink)

This essay explores Socrates’ rejection of early materialist attempts to explain human behavior leading to his revolutionary development of an ethical based approach to psychology.

Provides an overview of the anonymous work of sophistic rhetoric known as Dissoi Logoi or Double Arguments.

Provides an overview of the life and thought of the sophist and rhetorician Thrasymachus of Chalcedon.

Building on the work of Scheid and Svenbro regarding the political significance of weaving in Greek literature, this essay attempts to proffer the Odyssey’s political teaching through an interpretation of Penelope’s wily weaving of the burial shroud for the former king, Laertes. Homeric scholars have often noted the multiple oddities surrounding the shroud; few critics have noted the peculiarity of the dethroned Laertes. In spite of recent attempts by scholars such as Halverson, ‘The Succession Issue in the Odyssey’, to discredit (...) political interpretations of the Odyssey as well as Homer’s understanding of kingship, I contend that Homer is presenting the institution in a state of transition. The shroud for Laertes will thus provide an interpretive key for narrating both the change of office enacted by Odysseus’ rule and the new political order formed at the end of the Odyssey. (shrink)