Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of (...) the implementation of P4C in mainstream education. These recurring pedagogical tensions in my practice as P4C teacher, teacher educator and mentor of teacher educators cause disequilibrium that opens up rich opportunities for philosophy of education in supporting novice P4Cers. Disequilibrium is a positive force that opens up a space in which educators need to reflect upon their values, their beliefs about learning and teaching, and ultimately encourages educators to rethink their own role. Plato's metaphor of the stingray highlights the role of the P4C teacher educator as model of the P4C teacher in any setting: 'to numb and to be numbed'. The P4C community and its institutions need to address the questions arising from these pedagogical tensions; and this needs to be done with integrity, that is, in communities of enquiry that include children. If not, in the long term, a more instrumental version of P4C may prevail. (shrink)

If one interprets Plato’s dialogues using the dialogical mode, then the principal philosophical significance of the work is not exhausted by the arguments put forward by its characters. Integral to the dialogical mode involves a consideration of the purpose of investigating a philosophical issue in the form of a dialogue rather than a treatise. But Plato’s dialogues should not only be understood in a dialogical mode but instructors should also teach (and students should examine) using this mode of interrogation. This (...) paper describes a new way Plato’s Euthyphro might be taught to students, focusing less on its use as a logical primer and more on the character of Euthyphro. (shrink)

Plato’s Allegory of the Cave is both a staple in the philosopher’s diet and the lesson that is often difficult to digest. In this paper, I describe one way to teach the Sun, Line, and Cave analogies in reference to students’ personal past experiences. After first learning about Plato’s metaphysics and epistemology through reading Republic VI-VII, students are asked to reflect upon a time in their lives when they emerged from a particular “cave of ignorance.” In reflecting on this experience, (...) students are encouraged to consider how each aspect of the line analogy might be represented in their own experience. Students also consider the epistemological experience turning towards that which is more real. In so doing, students gain a deeper understanding of these lessons by connecting new, abstract, and difficult information to information that is so familiar, it is remembered and not merely imagined. Putting Plato’s theories into the context of their own learning experiences facilitates students’ comprehension of the different levels of being and cognition, their interrelation, and the psychological process of increasing understanding. (shrink)

This excellent book consists of a translation of Plato's Euthyphro, plus "interspersed comment" intended "partly as a help to the Greekless reader in finding his way, and partly as a means of embedding the discussion of the earlier theory of Forms which follows it." That subsequent discussion is a series of sections aimed at establishing "that there is an earlier theory of Forms, found in the Euthyphro and other early dialogues as an essential adjunct of Socratic dialect" and that it (...) is not the same as the theory of Forms found in the Phaedo, Republic and other middle dialogues. In the Euthyphro Socrates' question of what holiness is assumes that there is a Form of holiness, "that this Form is a universal, the same in all holy things;... that that Form may be used as a standard, by which to judge what things are holy and what are not...; that it is an essence, by which or in virtue of which holy things are holy." As essences Forms are causes--formal, not efficient. They are "causes in the sense that they are that by which things are what they are. They therefore affect the career of the world, in that if they did not exist, the world would not be what it is." They "are not identical with their instances and [are] prior to their instances" and, hence, they are not in their instances. In fact, "Forms are as 'separate' from their instances in the early dialogues as they are" in the later ones. Do they not differ, then, from these latter Forms? Yes, because "of the way in which separation is conceived." In the Phaedo and other middle dialogues separation "involves something more than... nonidentity, independence, or priority. It involves the claim that instances of Forms are deficient imitations or resemblances of Forms.... To that theory was later conjoined, as a natural corollary, the theory that sensibles and Forms differ in their degree of reality, that Forms are more real than their instances." There are, in fact, "Two Worlds, Visible and Invisible.... The objects of the Visible World... are in a perpetually changing mortal realm, never the same with respect to each other or themselves. By contrast, Forms, the reality of whose existence we render an account in questioning and answering, exist always in the same way with respect to the same things, single in nature, alone by themselves, never in any way under any circumstances admitting alteration." This contrast between the Two Worlds is not drawn in the Euthyphro and earlier writings. Hence, between them and the middle dialogues there is a development in the theory of Forms. Of course, there also is "a unity to Plato's thought; but it is not the unity of a monument. It is the unity of growth and development, the unity of life." In these splendid pages one point remains unclear: how can a Form be universal and thus distinct from its instances and yet be their formal cause? Allen leaves no doubt that this is his position: "In Plato's early dialogues Forms are not the being of that of which they are Forms. A universal, being one, cannot constitute the being of a plurality--precisely why Aristotle was led to distinguish substantial form from universal. The Euthyphro does not imply that holiness is the being of any given holy thing or action as holy; it implies only that holiness is that by which holy things are holy. It implies, to borrow another bit of Aristotelian vocabulary, that holiness is a cause." But precisely in what way is a Form "that by which" something is what it is? Plato subsequently answers by distinguishing the Form itself, its character as participated by a particular thing, and the participant : the Form is that by which some thing is what it is through the participated character which the thing has. Is this answer implied in the Euthyphro? Or in what sense is a Form distinct from particular things? In what sense a formal cause? That puzzlement, though, is minor in the context of the entire book, which is valuable not only for the interpretation Allen gives of the early and middle dialogues but also for all sorts of unexpected bonuses. These are points either newly made or brilliantly reiterated--for example, the influence of Anaxagoras on Plato re the notion of essence and in philosophical vocabulary; Aristotle's abandonment of the contrast made in the Categories between primary and secondary substance; the crucial difference between genus/species in Aristotle and in Plato (enriched/impoverished; the analogy of a Platonic definition to mapping a field; the evaluation of Aristotle's interpretation of Plato's Forms, of his report on the "unwritten doctrines," of esoteric and exoteric teachings. This last culminates in a paragraph which all students of Plato should reflect upon constantly: "It is possible to treat Plato's text, not as evidence for something else, but as itself the primary object of historical understanding. The aim of the inquiry is then to interpret a set of literary documents, not to fathom the entertained beliefs of their author. It is reasonable, of course, to assume that the documents are a reliable index to the beliefs; but the connection, after all, is contingent, and as far as interpretation is concerned, unimportant. If Plato, in his heart of hearts, had been a nominalist, an atheist, a sceptic about immortality, and a hedonist, and had yet gone on to write the dialogues which he wrote for some obscure motive now unknown, this would not change the proper interpretation of what he wrote and privately disbelieved by one iota: when a man says what he does not believe, we may still perfectly well understand what it is he has said. The question, then, of whether Plato had beliefs he did not express, or beliefs contrary to what he did express, may be left to those with skill in the arts of divination; the historian may more reasonably limit himself to the study of texts and their meaning. If inquiry is construed in this way, it is self-referentially inconsistent to prefer the testimony of Aristotle to the evidence of Plato's text in the interpretation of Plato."--L. S. (shrink)

This is the annotated bibliography that accompanied Volume 2 of American Association of Philosophy Teachers Studies in Pedagogy, a special issue on teaching Plato. It includes sections covering teaching several specific dialogues: Republic, Meno, Euthyphro, Apology, Crito and Lysis, as well as sections on "Socrates as Teacher" and general articles on teaching Plato.

This study investigates how a comparison between the Catholic theologian Edward Schillebeeckx's controversial reading of Thomist philosophy and the Tibetan Buddhist Gendun Chopel's challenge to the standard Geluk teaching of Tsongkhapa's Madhyamaka philosophy might assist in rethinking conceptions of religious knowledge. Jason M. VonWachenfeldt shows how Gendun Chopel's Madhyamaka approach to the questions of knowledge in light of cultural conventionality and historical contingency can possibly better inform a Christian theological response to similar questions of modern society. Utilizing (...) a wide variety of methodical approaches to establish an imaginary dialogue between these two thinkers, this comparison remains embodied in the thought and praxis of actual individuals, and yet still firmly embedded within the conversations and trajectories of their broader religious traditions. The final chapter constructively combines and contrasts the insights of both thinkers regarding the knowability of ultimate truth in order to develop new possible approaches to epistemology that assist the contemporary believer in avoiding the problematic nihilism of a purely subjectivist epistemology-which is so rampant in the contemporary "postmodern" milieu-while still always maintaining and sharpening the practitioner's humility towards discourses on metaphysics through the critical eye of a deconstructive apophaticism. (shrink)

The central question of the Euthyphro is “Is the pious loved by the gods because it is pious, or pious because it is loved?” A baseball analogy explains this to students: “Does the umpire say ‘Out’ because the runner is out, or is the runner out because the umpire says ‘Out’?” The former makes the relevant knowledge public, making Socrates the appropriate secular moral authority, while the latter makes it religious, invoking Euthyphro’s expertise. Foucault’s aphorism that power is knowledge illuminates (...) how the aristocracy stands behind Euthyphro, while Socrates empowers the democracy. An abstract epistemological question has important political consequences. (shrink)

This article argues that plato's choice of the dialogue as a vehicle for his philosophy and aristotle's choice of an objective compressed lecturing style (in his later works) has less to do with differences in philosophical doctrine and more with differences in pedagogic aim. Plato aimed at teaching pupils to begin thinking and to keep re-examining the foundations of their thought, aristotle at advancing the sum of human knowledge. This in its turn, it is argued, was connected with (...) a difference in epistemology and with aristotle's greater optimism about our ability to avoid error and to advance in knowledge. (shrink)

Regarding the relation of Plato’s early and middle period dialogues, scholars have been divided to two opposing groups: unitarists and developmentalists. While developmentalists try to prove that there are some noticeable and even fundamental differences between Plato’s early and middle period dialogues, the unitarists assert that there is no essential difference in there. The main goal of this article is to suggest that some of Plato’s ontological as well as epistemological principles change, both radically and fundamentally, between the early and (...) middle period dialogues. Though this is a kind of strengthening the developmentalistic approach corresponding the relation of the early and middle period dialogues, based on the fact that what is to be proved here is a essential development in Plato’ ontology and his epistemology, by expanding the grounds of development to the ontological and epistemological principles, it hints to a more profound development. The fact that the bipolar and split knowledge and being of the early period dialogues give way to the tripartite and bound knowledge and benig of the middle period dialogues indicates the development of the notions of being and knowledge in Plato’s philosophy before the dialogues of the middle period. -/- Keywords Plato; early dialogues; middle dialogues; being; knowledge; development -/- Introduction The differences between two groups of the early and middle period dialogues have always been a matter of dispute. Whereas the developmentalists like Vlastos, Silverman (2002), Teloh (1981), Dancy (2004) and Rickless (2007) think that from the early to the middle dialogues Plato’s philosophy changes, at least in some essential points, the unitarists like Kahn, Cherniss and Shorey believe that there happens no development and the differences must be taken as natural, ignorable and even pedagogic. In his well-known article, Socrates contra Socrates in PLATO, Vlastos lists ten theses of difference between two groups of dialogues. The first group which includes Plato’s early dialogues he divides to 'elenctic' (Apology, Charmides, Crito, Euthyphro, Gorgias, Hippias Minor, Ion, Laches, Protagoras and Republic I) and 'transitional' (Euthydemus, Hippias Major, Lysis, Menexenus and Meno) dialogues. These transitional come after all the elenctic dialogues and before all the dialogues of the second group which compose Plato’s middle period dialogues, including (with Vlastos' chronological order) Cratylus, Phaedo, Symposium, Republic II-X, Phaedrus, Parmenides and Theaetetus (1991, 46-49). Vlastos asserts strictly that his list of differences are 'so diverse in content and method that they contrast as sharply with one another as with any third philosophy you care to mention, beginning with Aristotole’s' (ibid, 46). Vlastos’ list of differences between two Socrateses is considered a view breaking sharply between the early and the middle dialogues. Besides all ten differences between the two Socrateses in Vlastos’ list that can be supportive for our doctrine here, we intend to focus on some ontological as well as epistemological distinctions that have not completely been discussed hitherto. Contrary to the developmentalist theory of Vlastos, unitarian theory of Charles Kahn wishes to eliminate any substantial difference between the early and the middle dialogues. He distinguishes seven 'pre-middle' or 'threshold' dialogues including Laches, Charmides, Euthyphro, Protagoras, Meno, Lysis and Euthydemus from the other Socratic dialogues which he calls 'earliest group' (1996, 41). The threshold dialogues, Kahn thinks, 'embarke upon a sustained project' that is to reach to its climax in the middle period dialogues, namely Phaedo, Symposium and Republic. Believing in that there is no 'fundamental shift'between the early and middle dialogues (ibid, 40), Kahn thinks the Socratic dialogues are just the 'first stage' with a 'deliberate silence' towards the theories of later periods (ibid, 339). One of the reasons of the surprising fact that Plato gives no hint of the metaphysics and epistemology of the Forms in the early dialogues, he thinks, is the pedagogical advantages of aporia. He thinks that Plato 'obscurely', and mostly because of education, hinted to some doctrines and conceptions in his early dialogues and with the aim of clarifying them only in the later ones (ibid, 66). The seven threshold dialogues, Kahn asserts, 'had been designed from the first' to prepare the pupils and readers for the views expounded in the middle period dialogues (ibid, 59-60). To show that the differences of the two Socrateses of the early and middle period dialogue are in their onto-epistemological grounds and thence cannot be explained by a unitaristic view, we try to draw the ontological and epistemological principles of the early dialogues in the first part below in order to show, in the second part, that those principles have been developed in the middle period dialogues. -/- A. The Onto-Epistemologic Principles of the Early Dialogues Socratic dialogues are paradoxical about knowledge because while being knowledge-oriented always searching for knowledge, they deny it and even never discuss it directly. Three elements of Socrates’ way of searching Knowledge throughout the early dialogues, i.e. Socratic 'what is X?' question, his disavowal of knowledge and his elenctic method combined together produce something like a circle which works, more or less, in the same way in these dialogues. Though this circle is an embaressing inquiry always resulting in ignorance instead of knowledge, its motivation is surprisingly Socrates’ passionate enthusiasm for knowledge, an intensive love of wisdom. The starting point of this circle is Socrates’ confession of having no knowledge which might be explicitly asserted or presupposed, maybe because it was one of the famous characteristics of Socrates; a confession always paradoxically accompanied with his intense longing for knowledge (e.g., Gorgias 505e4-5). Every time Socrates encounters with someone who thinks he knows something (οἴεταί τι εἰδέναι) (Apology 21d5) and tries to examine him. This examination seems to be the simplest one asking just what it is that he knows. Socrates’ elenchus, therefore, is always connected with 'what is X?' (τίς ποτέ ἐστιν) question, a question that most of the early dialogues of Plato are concerned with; 'what is courage?' in the Laches, 'what is piety?' in Euthydemus, 'what is temperance?' in Charmides and 'what is beauty?' in Hippias Major. This question we call here 'Socratic question' and probably is the very question the historical Socrates used to employ, is tightly interrelated with both his disavowal and his elenchus. He disclaims knowledge because he cannot find the answer to the question himself and he rejects others’ since they cannot offer the correct answer too. Every interlocutor can claim he knows X, if and only if he can answer the Socratic question. Otherwise, he is more of an ignorant than of a knower of τί ποτέ ἐστι X. Knowing the answer to this question is, thus, knowledge’s criterion for Socrates. Having found out that he cannot answer what it is which he would claim to know, the interlocutor comes to the point Socrates was there at the beginning. The least advantage of this circle is that he becomes as wise as Socrates does about the subject, becoming aware that he does not know it. At the end of the circle they are both still at the beginning, not knowing what X is. So let us first take a glance at these three elements. Socratic disavowal of knowledge is strictly asserted in some passages. At Apology 21b4-5, Socrates says: -/- I do not know of myself being wise at all (οὔτε μέγα οὔτε σμικρὸν σύνοιδα ἐμαυτῷ σοφὸς ὤν) -/- Moreover, at 21d4-6: -/- None of us knows anything worthwhile (καλὸν κἀγαθὸν εἰδέναι) …. I do not know (οἶδα) neither do I think I know. -/- In Charmides Socrates speaks about a fear about his probable mistake of thinking that he knows (εἰδέναι) something when he does not (166d1-2). The somehow generalization of this disavowal can be seen in Gorgias. After calling his disavowal 'an account that is always the same' (509a4-5), Socrates continues (a5-7): -/- I say that I do not know (οἶδα) how these things are, but no one I have ever met, like now, who can say anything else without being absurd. -/- At the end of Hippias Major (304d7-8), Socrates affirms his disavowal of knowledge of 'what is X?' this time about the fine: -/- I do not know (οἶδα) what that is itself (αὐτὸ τοῦτο ὅτι ποτέ ἐστιν). Some other passages, however, made a number of scholars dubious about Socrates’ disavowal. Vlastos mentions Apology 29b6-7 as an evidence : 'that to do wrong and to disobey one’s master, both god and men, I know (οἶδα) to be evil and shameful'. He thinks that if we give this single text 'its full weight' it can suffice to show that Socrates does claim knowledge of a moral truth (1985, 7). Vlastos’ claim is not admittable since it would be too strange, I think, for a man like Socrates to violate his disavowal claim just after emphasizing it. We can see his claim just before the already mentioned passage: -/- And surely it is the most blameworthy ignorance to believe that one knows what one does not know. It is perhaps on this point and in this respect, gentlemen, that I differ from the majority of men and if I were to claim that I am wiser than anyone in anything it world be in this, that, as I have no adequate knowledge (οὐκ εἰδὼς ἱκανῶς) of things in the underworld, so I do not think I have (οὐκ εἰδέναι) (Apology 29b1-6) Vlastos tries to solve what he calls the 'paradox' of Socrates’ disavowal of knowledge distinguishing the 'certain' knowledge from 'elenctic' knowledge (1985, 11) and thinking that when Socrates avows knowledge, we must perceive it as an elenctic knowledge, a knowledge its content 'must be propositions he thinks elenctically justifiable' (ibid, 18). Irwin’s solution is the distinction of knowledge and belief. He approves that Socrates does not 'explicitly' make such a distinction, but still thinks that Socrates’ 'test for knowledge would make it reasonable for him to recognize true belief without knowledge, and his own claims are easily understood if they are claims to true belief alone' (1977, 40). While I agree with Vlastos up to a point, I strongly disagree with Irwin about the early dialogues. As I will try to show below, we are not permitted to consider any kind of distinction within knowledge in Socratic dialogues because only one category of knowledge is alluded to there and the distinction of knowledge and belief thoroughly belongs to the second Sorcates. Although no kind of distinction can be admittable here, I think Vlastos’ distinction can be accepted only if we regard it as a distinction between knowledge, which is unique and without any, even incomparable, rival, and a semi-idiomatic and ordinary one that is a necessary requirement for any argument, and thus, unavoidable even for someone who does not claim any kind of knowledge. An apparent evidence of this is Gorgias 505e6-506a4: -/- I go through the discussion as I think it is (ὡς ἄν μοι δοκῇ ἔχειν), if any of you do not agree with admissions I am making to myself, you must object and refute me. For I do not say what I say as I know (οὐδὲ γάρ τοι ἔγωγε εἰδὼς λέγω ἃ λέγω) but as searching jointly with you (ζητῶ κοινῇ μεθ᾽ ὑμῶν). -/- The minimal degree of knowledge everyone must have to take part in an argument, conduct it and use the phrase "I know" when it is necessary is what Socrates cannot deny. We can call it elenctic knowledge only if we agree that it is not the kind of knowledge that Socrates has always been searching, the one that can be accepted as the answer of Socratic 'what is X?' question. His disavowal of knowledge is applied only to the knowledge which can truly be the answer of Socratic question and pass the elenctic exam; a knowledge that, I believe, is never claimed by first Socrates. Socrates conducts his method of examining his interlocutors’ knowledge, our second element here, by almost the same method repeated in Socratic dialogues. That whether we are allowed to regard all the examinations of Socrates in the early dialogues as based on the same or not has been a matter of dispute. Vlastos himself (1994, 31) distinguished Euthydemas, Lysis, Menexenns and Hippias Major from the other Socratic dialogues because he thinks Socrates has lost his faith to elenchus in there. Irwin (1977, 38) distinguishes Apology and Crito where Socrates’ own convictions is present. Contrary to some scholars like Benson (2002, 107) who take elenchus in all the Socratic dialogues as a unique method, Michelle Carpenter and Ronald M. Polansky (2002, 89-100) argue pro the variety of methods of elenchus. Thomas C. Brickhouse and Nicholas D. Smith (2002, 145-160) even reject such a thing as Socratic elenchus which can gather all of the Socrates’ various arguments under such a heading. There can be no solution for the problem of elenchus, they think, is due to 'the simple reason that there is no such thing as 'the Socratic elenchos"'(p.147). Though we consider elenchus a somehow determined process and a part of Socratic circle in the early dialogues, all we assume is that whatever differences it might have in different dialogues, it has the same onto-epistemological principles and, thus, we are not going to take it necessarily as a unique method. This method sets out to prove that the interlocutors are as ignorant as Socrates himself is. That whether elenchus is constructive, capable of establishing doctrines as Vlastos (1994) or Brickhouse and Smith (1994, 20-21) believe or not is another issue to which this paper is not to claim anything. What is crucial for our discussion here is that elenchus does not reach to the very knowledge Socrates is looking for. This is strictly against Irwin who thinks that not only elenchus leads to positive results, 'it should even yield knowledge to match Socrates’ conditions'(1977, 68, cf. 48). He does not explain where and how they really yield to that kind of knowledge. He explains his elenctic method in his apology in the court (Apology 21-22), that how he used to examine wise men, politicians, poets and all those who had the highest reputation for their knowledge and every time found that they have no knowledge. If we accept, as I strongly do, that Socrates’ disavowal of his knowledge is not irony, it might seem more reasonable to agree that the process that has that disavowal as its first step cannot be irony as well. The key of the circle which can explain why Socrates disclaims knowledge and how he can reject others’ claim of having any kind of knowledge lies in the third element, Socratic question. In Hippias Major (287c1-2), Socrates asks: 'Is it not by Justice that just people are Just? (ἆρ᾽ οὐ δικαιοσύνῃ δίκαιοί εἰσιν οἱ δίκαιοι). He insists at 294b1 that they were searching for that by which (ᾧ) all beautiful things are beautiful (cf. b4-5, 8). At Euthyphro 6d10-11 it is said that the Socratic question is waiting for 'the form itself (αὐτὸ τὸ εἶδος) by which (ᾧ) all the pious actions are pious; and at 6d11-e1: -/- Through one form (που μιᾷ ἰδέᾳ) impious actions are impious and pious actions pious. -/- Since the X itself is that by which X is X, knowing 'X itself' is the only way of knowing X. It is probably because of this that Socrates makes the distinction between the ousia as a right answer to the question and effect as a wrong one: -/- I am afraid, Euthyphro, that when you were asked what piety is (τὸ ὅσιον ὅτι ποτ᾽ ἐστίν) you did not wish to make clear its nature itself (οὐσίαν … αὐτοῦ) to me, but you said some effect (πάθος) about it. (Euthp. 11a6-9) -/- 1. Knowledge of what X is Now it is time to look for the onto-epistemological principles of Socratic circle and its three elements. It cannot reasonably be expected from the first Socrates to present us explicitly and clearly formulated principles of his onto-epistemology when such explications cannot be found even in the second Socrates who has some obviously positive theoris. Since there must be some principles underlying this first systematic inqury of knowledge, we must seek to them and be satisfied with elicitation of the first Socratas’ principle. What will be drawn out as his principles cannot and must not, thus, be taken as very fix and dogmatic principles. Some very slightest principles and grounds suffice for our purposes here. The first principle that is the prima facie significance of the Socratic question and his implementation of all those elenctic arguments I call the principle of 'Knowledge of What X is' (KWX): -/- KWX To know X, it is required to know what X is. -/- Aristotle (Metaphysics 1078b23-25, 27-29, 987b4-8) takes Plato’s τί ἐστι question as seeking the definition of a thing that is the same as historical Socrates’ search but applying to a different field. That Plato’s 'what is X?' question was a search for definition became the prevailed understanding of this question up to now. I am going neither to discuss the answer of Socratic question nor to challenge taking it as definition. What I am to insist is that knowledge is attached firmly to the answer of the question: Knowledge of X is not anything but the knowledge of what X is. It entails, certainly, the priority of this knowledge to any other kind of knowledge about X but it also has something more fundamental about the relation of knowledge and Socratic question. Socrates’ exclusive focus on the answer of his question can authorize the consideration of such an essential role for KWX in his epistemolgoy. The total rejection of his interlocutors’ knowledge when they are unable to answer the question can be regarded as a strong evidence for it. Socrates’ elenctic method and his rejection of others’ knowledge in the early dialogues, which all end aporetically with no one accepted as knower and nothing as knowledge, prevent us from finding any positive evidence for this. We have to be content, therefore, of negative evidences which, I think, can be found wherever Socrates rejects his interlocutors’ knowledge when they are not able to give an acceptable answer to his 'what is X?' question. 2. Bipolar Epistemology Socrates’ rejection of his interlocutors’ knowledge has another epistemological principle as its basis. Let me call this principle Bipolar Epistemology' (BE): BE There is no third way besides knowledge and Ignorance. -/- BE says that about every object of knowledge there are only two subjective statuses: knowledge and Ignorance. Socrates’ disavowal, however, says nothing but that he is ignorant of knowledge of X because he does not know what X is. This means that BE is presupposed here. Socrates’ elenchus and his rejection of interlocutors’ having any kind of knowledge are the necessary results of the fact that he does not let any third way besides knowledge and ignorance. The first Socrates never let anyone partly know X or have a true opinion about it, as he would not let anyone know anything about X when he did not know what X is. -/- 3. Bipolar Ontology The principle of BE in first Socrates’ epistemology is parallel to another principle in his ontology. Plato’s bipolar distinction between being and not being is as strict and perfect as his distinction between knowledge and ignorance. This principle I shall call the principle of 'Bipolar Ontology' (BO): BO Being is and not being is not. BO is apparently the same with the well-known Parmenidean Principle of being and not being (cf. Diels-Kranz (DK) Fr. 2.2-5). Euthydemus’ statement against the possibility of false knowledge can be good evidence for this principle: -/- The things which are not surely do not exist (τὰ δὲ μὴ ὄντα … ἄλλο τι ἢ οὐκ ἔστιν). (Euthydemus 284b3-4) -/- He continues (b4-5): -/- There is nowhere for not being to be there (οὖν οὐδαμοῦ τά γε μὴ ὄντα ὄντα ἐστίν). -/- That BE does not let true opinion as a third option besides knowledge and ignorance seems to be related to BO’s rejecting a third option besides being and not being, which is itself the basis of the impossibility of false belief. Socrates’ elaborate discussion of the problem of false belief in Theatetus that leads to a more decisive discussion and finally to some solutions in Sophist can make our consideration of BO for the first group of dialogues authentive. -/- 4. &5. Split Knowledge and Split Being The fourth principle I shall call the principle of 'Split Knowledge' (SK): -/- SK Knowledge of X is separated from any other knowledge (of anything else) as if the whole knowledge is split to various parts. -/- This Principle is hinted and criticized as Socrates’ way of treating with knowledge in Hippias Major: -/- But Socrates, you do not contemplate the entireties of things, nor do people you have used to talk with (τὰ μὲν ὅλα τῶν πραγμάτων οὐ σκοπεῖς, οὐδ᾽ ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι). (301b2-4) -/- Contrary to Rankin who regards the passage as 'antilogical, almost eristic in tone rather than presenting a serious philosophy of being' (1983, 54), I think it can be taken as serious. Hippias criticizes Sorcates that he does not contemplate (σκοπεῖς) the entireties of things (ὅλα τῶν πραγμάτων), a critique which Socrates is not its only subject but all those whom Socrates accustomed to talk with (ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι). This last phrase, I think, extends this critic beyond this dialogue to other Socratic dialogues. Hippias’ use of the perfect tense of the verb ἔθω (to be accustomed) is a good evidence of this extension. We can get, thus, these ἐκεῖνοι as Socrates’ interlocutors in his other dialogues that hints that this criticism has the epistemological groundings of the previous dialogues as its subject. What ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι points to is that Hippias does not have in mind Socrates’ way of treating things only in this dialogue, but he is also criticizing Socrates’ way throughout his dialogues. At 301b4-5, Socrates and his interlocutors’ way of beholding things is described as such: -/- You people knock (κρούετε) at the fine and each of the beings (ἕκαστον τῶν ὄντων) by taking each being cut up in pieces (κατατέμνοντες) in words (ἐν τοῖς λόγοις). This leads us to our next principle that is parallel to, and the ontological side of, SK, the principle of 'Split Being'(SB): -/- SB Everything (being) is separated from any other thing as if the whole being is split to many beings. -/- Socrates and his interlocutors and thus, as we saw, the Socratic dialogues are accused to regard everything as it is separated from all other things. This separation is en tois logois that, I think, can reasonably be taken as saying that Socratic dialogues (it refers of course to the dialogues before Hippias Major) cut up all things which have the same name/definition from all other things and try to understand them separately, without considering other things that are not in their logos. They, for example in Hippias Major, are cutting up to kalon and try to understand what it and all others inside this logos are by separating it from all other things. This is directed straightly against Socratic question and the way Socratic dialogues follow to find its answer, every time separating one logos. As Meyer (1995, 85) points out, every question 'presupposes that the X in question in a logos is something' and 'every answer to every question aims at unity' (84). The critique of Hippias Major is, therefore, at the same time a critique of SK and SB. It is also a critique of KWX because it is only based on KWX that Socratic dialogues could search for the answer of 'what is X' question supposing that knowing what X is is enough for the knowledge of X. SK and KWX are absolutely interdependent. What Socrates and all his previous interlocutors have neglected in Socratic dialogues, Hippias says, was 'continuous bodies of being' (διανεκῆ σώματα τῆς οὐσίας) (301b6). Either this theory actually belongs to the historical Hippias as it is being said or not, it is strictly criticizing SB. We have the same phrase with changing sūma to logos some lines later at 301e3-4: διανεκεῖ λόγῳ τῆς οὐσίας. Although this theory that can be observed as both an ontological and an epistemological theory is rejected by Socrates (301cff.), it is still against first Socrates’ onto-epistemological principles and might let us look at what is rejected as Socratic prineple. -/- 6. Knowledge is of Being The sixth principle that I think is presupposed by the first Socrates, is the 'Knowledge of Being' Principle (KB): -/- KB Knowledge is of Being. -/- This principle is obviously the source of the problem of false knowledge, a very important problem throughout Plato’s philosophy. We face this problem maybe for the first time in Euthydemus. In less than 20 Stephanus’ pages, 276-295, we are encountered with different interwoven problems about knowledge , all grounded in the problem of false opinion. Having challenged the obvious possibility of telling lies at 283e, at 284 Euthydemus discusses it saying that the man who speaks is speaking about 'one of those things that are (ἓν μὴν κἀκεῖνό γ᾽ ἐστὶν τῶν ὄντων)' (284a3) and thus speaks what is (λέγων τὸ ὄν) (a5). He must necessarily be saying truth when he is speaking what is because he who speaks what is (τὸ ὄν) and the things that are (τὰ ὄντα) speaks truth (τἀληθῆ λέγει) (a5-6). This is based on Parmenidean principle of the impossibility of being of not being which Euthydemus restates (284b3-4) and we mentioned discussing BO principle above. The things that are not are nowhere (οὐδαμοῦ) and there is no possibility for anyone to do (πράξειεν) anything with them because they must be made as being before anything else can be done, which is impossible (b5-7). The words, then, are of things that exist (εἰσὶν ἑκάστῳ τῶν ὄντων λόγοι) (285e9) and as they are (ὡς ἔστιν) (e10). The result is that no one can speak of things as they are not. It is this impossibility of false speach that is extended to thinking (δοξάζειν) at 286d1 and leads to the impossibility of false opinion (ψευδής … δόξα) (286d4). The general conclusion is asserted at 287a extending this impossibility to actions and making any kind of mistake. Not only knowledge is of being but speech, thought and action are of being simply because of the fact that nothing can be of not being. -/- B. First Socrates’ Principles in the Middle Period Dialogues Out of what were presupposed or criticized mostly in five dialogues, Euthyphro, Euthydemus, Hippias Major, Laches and Charmides, we tried to draw the first Socrates’ principles. Our inquiry here is directed to find out the fate of these principles in the three dialogues of the middle period, Meno, Phaedo and Republic. To do this, first we ought to check the situation of Socratic circle in these dialogues. The Socratic circle that was predominant in the early dialogues, does not look like a circle here anymore though they certainly have some features in common. Meno, Phaedo and Republic II-X are not committed to the principles of the circle and the whole circle in disrupted in them. The difference of the two Socrateses towards acquiring knowledge is obvious. The Socrates of Meno, Phaedo and Republic is evidently more self-confident that he can get to some truths during his arguments as he does. They are in their first appearance, as almost all other dialogues, committed to Socrates’ disavowal. All of them try to keep the shape of the Socratikoi Logoi genre, which is committed to the historical Socrates’ way of discussion; a dramatic personage who is to challenge his interlocutors, ask them and refuse the answers. Nevertheless, the fact is that what we have in common between two groups of dialogues is mostly a dramatic structure. Whereas the first group’s arguments are based on Socrates’ disavowal and lead to no positive results, the second group is decisively going to achieve some positive results. The aim of the first Socrates was to show others that they are ignorant of what they thought they knew. The new Socrates of Meno, on the opposite, makes so much efforts to show that the slave boy has within himself true opinions (ἀληθεῖς δόξαι) about the things that he does not know (οἶδε) (85c6-7). Despite his lack of knowledge, he has true opinions nevertheless. The way from these true opinions to knowledge, as Socrates states, is not so long. These true opinions are now like a dream but 'can become knowledge of the same things not less accurate than anyone’s' (οὐδενὸς ἧττον ἀκριβῶς ἐπιστήσεται περὶ τούτων) (c11-d1), if they be repeated by asking the same questions. The most outstanding text regarding Socrates’ disavowal is Meno 98b where he explicitly claims knowledge: -/- And indeed I also speak as (ὡς) one who does not know (εἰδὼς) but is guessing (εἰκάζων). However, [about the fact] that true opinion and knowledge are different, I do not altogether expect (δοκῶ) myself to be guessing (εἰκάζειν), but if I say about anything that I know (εἰδέναι) -which about few things I say- this is one of the things that I know (οἶδα). (98b1-5) This passage is very significant about Plato’s disavowal of knowledge. There can hardly be found, I think, anywhere else in Plato’s corpus where Socrates speaks about his knowledge of something as such. He says first that he speaks as someone who does not know. This ὡς οὐκ εἰδὼς λέγω comparing with what he used to say in the first group, οὐκ οἶδα, has this added ὡς. Socrates does not claim strongly anymore that he does not know anything but speaks only as someone who does not know. He needs this ὡς not only because he is going to accept that he does know some, though few, things immediately after this sentence, but also because he needs his previous disavowal to be loosened from Meno on. He does not merely say here that he knows something. It is then different from the examples mentioned before which could be taken as idiomatic or at least not emphatic. Socrates’ remarkable emphasis on distinguishing εἰδέναι from εἰκάζειν departs it from all other passages where he says only he knows something. Moreover, he claims definitely that he has knowledge about few (ὀλίγα) things. From the early to the middle dialogues, Socrates’ attitude to knowledge has totally renewed its face. He brings forth a new concept, true opinion, and he does not speak of knowledge as he used to before; the rough, perfect and unachievable knowledge of the first group has turned to something more smooth, realistic and achievable. Comparing with the early dialogues that did not set out from the first to reach positive results, the middle ones are extraordinarily and surprisingly positive and hence destroy the basis of the Socratic circle. The questions and answers are purposely directed to some specific new theories; most of them are not directly related to the topics or the main questions of the dialogues. They are suggested when Socrates draws the attention of the interlocutor away from the main question because of the necessity of another discussion. Even if the main question remains unanswered, we have still many positive theories, prominently of metaphysical type. These theories are so abundant and dominant in these dialogues, especially Phaedo and Republic, that one might think that they may appear to be arbitrarily sandwiched in there. This helps dialogues to keep their original Socratic structure while they are suggesting new theories. Hence, the Socratic question of 'what is X?', though is still used to launch the discussion, is loosened and is forgotten for most part of the dialogues. Meno that has first a differently formulated question, 'can virtue be taught?', leads finally to the Socratic question of 'What is virtue?'. Phaedo is dedicated to the demonstration of the immortality of soul and the life after death without having a central Socratic question. The case of Republic is more complicated. The first book, on the one hand, has all the criteria of a Socratic circle: its 'what is justice?' question, Socrates’ strong disavowal (e.g. 337d-e), his rejection of all answers and coming back to the first point without finding out any answer. This Book, considered alone, is a perfect Socratic dialogue, as many scholars regard it as early and separated from other books. The books II-X are, on the other hand, far from implementing a Socratic circle. They have still the 'what is justice?' question as their incentive leading question, but they are, in most of the positive doctrines and methods that encompass the main parts, ignoring the question. Even these books that, I believe, are the farthest discussions from the Socratic circle are so cautious not to break the Socratic structure of the dialogue as long as it is possible. What is changed is not the structure of the dialogue but the ontological and epistemological grounds based on which new theories are suggested. -/- 1. Knowledge of the Good We can clearly see in the second group of dialogues that the KWX principle loses the place it had before in our first group. It is not, of course, rejected, but still we cannot say that it has the same situation. KWX that was based on Socratic question, as we discussed before, was the leading principle of the first Socrates’ epistemology and of the highest position. Other epistemological principles, SK directly and BE indirectly, were relying on Socratic question and therefore on KWX. Such a position does not belong to KWX from Meno on. What makes it different in the second Socrates is another principle that is needed it not only as its complementary principle but also as what is more fundamental. Plato, then, does not reject KWX in this period, but, it seems, he transcends to another more basic principle; a principle we shall call the principle of 'Knowledge of the Good' (KG): -/- KG Knowledge of X requires knowledge of the Good. -/- Whereas all the dialogues of our first group are free from any discuscon about KG, it bears a very important role in the second group so as becomes the superior principle of knowledge in Republic. Trying to solve the problem of teachability of virtue, Socrates says that it can be teachable only if it is a kind of knowledge because nothing can be taught to human beings but knowledge (ἐπιστήμην) (Meno 87c2). The dilemma will be, then, whether virtue is knowledge or not (c11-12) and since virtue is good, we can change the question to: whether is there anything good separate from knowledge (εἰ μέν τί ἐστιν ἀγαθὸν καὶ ἄλλο χωριζόμενον ἐπιστήμης) (d4-5). Therefore, the conclusion will be that if there is nothing good which knowledge does not encompass, virtue can be nothing but knowledge (d6-8). What let us discuss KG as an epistemological principle for the second Secrates is the relation he tries to establish between knowledge and the Good which, though is alongside with the mentioned thesis and the idea of virtue as knowledge, goes much deeper inside epistemology asking to regard the Good as the basis of knowledge. The effort of Phaedo cannot succeed in establishing the Good as the criterion of explanation and knowledge since, I think, it needs a far more complicated ontology of Republic where Socrates can finally announce KG. What is said in Republic is totally compatible with Phaedo 99d–e and the metaphor of watching an eclipse of the sun. In spite of the fact that we do not have adequate knowledge of the Idea of the Good, it is necessary for every kind of knowledge: 'If we do not know it, even if we know all other things, it is of no benefit to us without it' (505a6-7). The problem of our not having sufficient knowledge of the Idea of Good is tried to be solved by the same method of Phaedo 99d-e, that is to say, by looking at what is like instead of looking at thing itself (506d8-e4). It is this solution that leads to the comparison of the Good with sun in the allegory of Sun (508b12-13). What the Good is in the intelligible realm corresponds to what the sun is in the visible realm; as sun is not sight, but is its cause and is seen by it (b9-10), the Good is so regarding knowledge. It has, then, the same role for knowledge that the sun has for sight. Socrates draws our attention to the function of sun in our seeing. The eyes can see everything only in the light of the day being unable to see the same things in the gloom of night (508c4-6). Without the sun, our eyes are dimmed and blind as if they do not have clear vision any longer (c6-7). That the Good must have the same role about knowledge based on the analogy means that it must be considered as a required condition of any kind of knowledge: -/- The soul, then, thinks (νόει) in the same way: whenever it focuses on what is shined upon by truth and being, understands (ἐνόησέν), knows (ἔγνω) and apparently possesses understanding (νοῦν ἔχειν). (508d4-6) -/- Socrates does not use agathon in this paragraph and substitutes it with both aletheia and to on. He links them with the Idea of the Good when he is to assert the conclusion of the analogy: -/- That which gives truth to the objects of knowledge and the power of knowing to the knower, you must say, is the Idea of the Good: being the cause of knowledge and truth (αἰτίαν δ᾽ ἐπιστήμης οὖσαν καὶ ἀληθείας) so far as it is known (ὡς γιγνωσκομένης μὲν διανοοῦ). (508e1-4) Knowledge and truth are called goodlike (ἀγαθοειδῆ) since they are not the same as the Good but more honoured (508e6-509a5). KG, which had been implicitly contemplated and searched in Phaedo, is now explicitly being asserted in Republic. As what was quoted clearly proves, this principle is the very one which we can observe as the most fundamental principle of the second Socrates in Republic, corresponding to the role KWX had in the first Socrates. The Form of the Good in Republic, of which Santas speaks as 'the centerpiece of the canonical Platonism of the middle dialogues, the centerpiece of Plato’s metaphysics, epistemology, ethics and …' (1983, 256) much more can be said. Plato’s Cave allegory in Book VIII dedicates a similar role to the Idea of the Good. The Idea of the Good is there as the last thing to be seen in the knowable realm, something so important that its seeing equals to understanding the fact that it is the cause of all that is correct and beautiful (517b). Producing both light and its source in visible realm, it controls and provides truth and understanding in the intelligible realm (517c). -/- 2. Tripartite Epistemology BE is thoroughy rejected in the second Socrates and substituted by its opposite, the principle of 'Tripartite Epistemolgy' (TE): -/- TE Opinion is an epistemological status between knowledge and ignorance. BE of the first Socrates was denying any third way besides knowledge and ignorance which was the foundation of Socratic circle without which Socrates could not reject his interlocutors’ possessing any kind of knowledge. We cannot say, however, that the first Socrates had a third epistemological status in mind but rejected it. Such a status was unacceptable for him so that one can say that he would reject any kind of such status if suggested. There were only two possibilities about knowledge: either one knows something or he does not know it. TE, thus, was not the first Socrates’ discovery and, I think it is not the second Socrates’discovery. All we can see in our second group of dialouges is that he uses this principle as an already demonstrated one. Having examined the slave boy in Meno for the prupose of showing the working of recollection, it truns out that he has some opinions in him while he still does not know. Without trying to prove it, Socrates takes this as the distinction between knowledge and opinion: -/- So, he who does not know (οὐκ εἰδότι) about what he does not know (περὶ ὧν ἂν μὴ εἰδῇ) has within himself true opinions (ἀληθεῖς δόξαι) about the same things he did not know (περὶ τούτων ὧν οὐκ οἶδε) (85c6-7). -/- The same distinction is set between ὀρθὴν δόξαν and ἐπιστήμην at 97b5-6 ff. (also cf. 97b1-2: ὀρθῶς μὲν δοξάζων … ἐπιστάμενος). He connects then their difference to the myth of Daedalus, the statue that would run away and escape. So are true opinions, not willing to remain long in mind and thus not worthy until one ties them down by αἰτίας λογισμῷ (98a3-4). Socrates says that this tying down is anamnesis. We face, in Phaedo, the same relation is settled between knowledge as the process of being tied down and getting the capability to give an account, on the one hand, and anamnesis, on the other hand. When a man knows, he must be able to give an account of what he knows (Phaedo 76b5-6) and since not all people are able to give such an account, those who recollect, recollect what once they learned (76c4). Although the distinction between knowledge and opinion is not explicitly used in Phaedo, referring to the parallel link between knowledge plus account and anamnesis in Phaedo and Meno, one can say that those who cannot recollect are not able to give account and, thus, are in a state of opinion. What is said at Phaedo 84a, though not yet a definite distinction between knowledge and opinion, makes a distinction between their objects so as we can agree that it is presupposed. The soul of the philosopher, Socrates says, follows reason, stays with it forever and contemplates the divine, which is not the object of opinoin (ἀδόξαστον) (84a8, cf. Meno 98b2-5). The distinction of knowledge and belief in Republic has a significant difference with what we discussed in Meno and Phaedo since the distinction of Meno was based on anamnesis and thus more an epistemological distinction. Even in Phaedo that we do not have any elaborate discussion about the distinction, the only hint to the matter at 76 is bound to the theory of anamnesis. In addition to the relation of the distinction with this theory, there is another evidence that does not permit us to consider the distinction as an ontological distinction. Let’s see Meno 85c6-7: -/- So, he who does not know about what he does not know has within himself true opinions about the same things he did not know (τῷ οὐκ εἰδότι ἄρα περὶ ὧν ἂν μὴ εἰδῇ ἔνεισιν ἀληθεῖς δόξαι περὶ τούτων ὧν οὐκ οἶδε). (85c6-7) -/- This last sentence persists that the objects of knowledge and true opinion are the same. What Socrates is to say here is that whereas he does not know X he has true opinion about the same X. I think Socrates’ sentence that the slave boy οὐκ εἰδότι ἄρα περὶ ὧν ἂν μὴ εἰδῇ and his restatement of it by saying περὶ τούτων ὧν οὐκ οἶδε is because he wants to emphasize that the slave boy who does not know, has true opinion about the same thing. Socrates could say this just with using τούτων and there would be no necessity to bring περὶ ὧν ἂν μὴ εἰδῇ for οὐκ εἰδότι if he did not want to emphasize. -/- 3. Tripartite Ontology The distinction between knowledge and true opinion in Republic, on other side, has nothing to do with recollection, but is based on an ontological principle, 'Tripartite Ontology' (TO): -/- TO There are things that both are and are not. -/- This principle I confine, among our three dialogues of the second group, to Republic not extended to Meno and Phaedo, is obviously the opposite of BO. Speaking about the lovers of sights and sounds in the fifth book, Socrates distinguishes them from philosophers because their thought is unable to understand the nature of beautiful itself besides beautiful things (476a6-8) and hence they can only have opinions. The philosopher who, on the contrary, believes in beautiful itself and can distinguish it from beautiful things (476c9-d3), has knowledge because he knows, contrasting others who have opinion because they only opine (d5-6). Since those whose knowledge were degraded as opinion will complain about Socrates’ such calling their thought, he provides them the following argument (476e7-477b1): -/- - Does the person who knows, knows (γιγνώσκει) something (τὶ) or nothing (οὐδέν)? - He knows something (τί). - Something that is (ὂν) or is not (οὐκ ὄν)? - Something that is (ὂν) for how could something that is not be known (πῶς γὰρ ἂν μὴ ὄν γέ τι γνωσθείη)? - Then we have an adequate grasp of this: No matter how many ways we examine it, what completely is (παντελῶς ὂν) is completely knowable (παντελῶς γνωστόν) and what is in no way (μὴ ὂν δὲ μηδαμῇ) is in every way unknowable (πάντῃ ἄγνωστον). - A most adequate one. - Good. Now, if anything is such as to be and also not to be (ὡς εἶναί τε καὶ μὴ εἶναι), won’t it be intermediate (μεταξὺ) between what purely is (εἰλικρινῶς ὄντος) and what in no way is (μηδαμῇ ὄντος)? - Yes, it’s intermediate. - Then as knowledge (γνῶσις) is set over what is (τῷ ὄντι), while ignorance (ἀγνωσία) is of necessity set over what is not (μὴ ὄντι) mustn’t we find an intermediate between ignorance (ἀγνοίας) and knowledge (ἐπιστήμης) to be set over the intermediate, if there is such a thing? -/- From the third status of being we must reach to the third status of knowledge. The simple reading of this text can be an existential reading, taking the "is" of the mentioned sentences as existence. The problem is that when it is said that there is something that both is and is not reading "is" existentially, it sounds too bizarre to be acceptable. It cannot easily be understandable to have something as both existent and non-existent at the same time. This problem arose so many debates and led many scholars to reject the existential reading of "is" and suggest some other readings like predicative or veridical readings. I think though Plato’s complicated ontology of Republic cannot be correctly understood by a simple existential reading, this "is" cannot be free from existential sense of being and, thus, cannot be reduced to just a predicative or veridical sense of being. -/- 4. Bound Knowledges In addition to KG, the Good is also the basis of another principle in the second Socrates, namely the principle of 'Bound Knowledge' (BK): -/- BK Knowledge of everything is bound to the knowledge of the Good. -/- We distinguished BK from KG because we want to insist, in BK, on what had not been insisted upon in KG, that is, the binding role that the Good plays in the second Socrates, contrasting the absence of such a role in the first Socrates. Socrates remembers, in Phaedo, his wonderful keen on natural philosophers' wisdom when he was young. The origin of this enthusiasm was Socrates’ hope to know the cause of everything as they used to claim. When he was searching the matters of his interest on their basis, Socrates says, he became convinced he can get no acceptable answer from them and found himself blind even to the things he thought he knew before. One day he hears Anaxagoras’ theory that 'it is Mind that arranges and is the cause of everything (ὡς ἄρα νοῦς ἐστιν ὁ διακοσμῶν τε καὶ πάντων αἴτιος)' (Phd. 97c1-2 cf. DK, Fr.15.8-9, 11-12, 12-14) and thinks that he can finally find what he has always expected, i.e. something which can explain all things. What I intend to show here is that what makes Socrates hopeful is that Anaxagoras’ theory tries 1) to explain all things by one thing and 2) this explanation is understood by Socrates as if it is based on the concept of the Good. That Socrates was searching for one explanation for all things can be proved even from what he has been expecting from natural philosophers. The case is, nonetheless, more clearly asserted when he speaks about Anaxagoras’ theory. In addition to διακοσμῶν τε καὶ πάντων αἴτιος of 97c2 mentioned above, we have τὸ τὸν νοῦν εἶναι πάντων αἴτιον (c3-4) and τόν γε νοῦν κοσμοῦντα πάντα κοσμεῖν (c4-5) all emphasizing on the cause of all things (πάντα) which can clearly prove that one of the reasons which caused Socrates to embrace it delightfully was its claim to provide the cause of all things by one thing. Another reason was that Anaxagoras’ Mind, at least in Socrates’ view, was attempting to explain everything by the concept of the Good. This connection between Mind and Good belongs more to the essential relation they have in Socrates’ thinking than Anaxagoras’ theory because there are almost nothing about such a relation in Anaxagoras. The reason for Socrates’ reading can be that Mind is substantially compatible with Socrates’ idea of the relation between good and knowledge. Both the thesis 'no one does wrong willingly' and the theory of virtue as knowledge we pointed to above are evidences of this essential relation. Nobody who knows that something is bad can choose or do it as bad. The reason, when it is reason, that means when it is as it should be, when it is wise or when it knows, works only based on good-choosing. In this context, when Socrates hears that Mind is considered as the cause of everything, it sounds to him like this: good should be regarded as the basis of the explanation of all things. We see him, thus, passing from the former to the latter without any proof. This is done in the second sentence after introducing Mind: -/- I thought that if this were so, the arranging Mind would arrange all things and put each thing in the way that was Best (ὅπῃ ἂν βέλτιστα ἔχῃ). If one then wished to find the cause of each thing by which it either perishes or exists, one needs to find what is the best way (βέλτιστον αὐτῷ ἐστιν) for it to be, or to be acted upon, or to act. On these premises then it befitted a man to investigate only, about this and other things, what is the most excellent (ἄριστον) and best (βέλτιστον). The same man must inevitably also know what is worse (χεῖρον), for that is part of the same knowledge. (97c4-d5) This passage is a good evidence of Socrates’ leap from Anaxagoras’ Mind to his own concept of the Good that can explain why Socrates found Anaxagoras theory after his own heart (97d7). Mind is welcomed because of its capability for explanation on the basis of good to 'explain why it is so of necessity, saying which is better (ἄμεινον), and that it was better (ἄμεινον) to be so' (97e1-3). What Socrates thought he had found in Anaxagoras can indicate what he had been expecting from natural scientists before. Socrates could not be satisfied with their explanations because they were unable to explain how it is the best for everything to be as it is. It can probably be said, then, that it was the lack of the unifying Good in their explanation that had disappointed him. We must insist that we are discussing what Socrates thought that Anaxagoras’ theory of Mind should have been, not about Anaxagoras’ actual way of using Mind. Phaedo 97c-98b, is not about what Socrates found in Anaxagoras but what he thought he could find in it. On the contrary, it should also be noted that it was not this that was dashed at 98b, but Anaxagoras’ actual way of using Mind. It was Anaxagoras’ fault not to find out how to use such an excellent thesis (98b8-c2, cf. 98e-99b). Socrates gives an example to show how not believing in 'good' as the basis of explanation makes people be wanderers between different unreal explanations of a thing. His words δέον συνδεῖν (binding that binds together) as a description for the Good we chose as the name of BK principle: They do not believe that the truly good and binding binds and holds them together (ὡς ἀληθῶς τὸ ἀγαθὸν καὶ δέον συνδεῖν καὶ συνέχειν οὐδὲν οἴονται). (99c5-6) -/- Having in mind Plato’s well-known analogy of the sun and the Good at Republic 508-509, we can dare to say that his warning of the danger of seeing the truth directly like one watching an eclipse of the sun in Phaedo (99d-e) is more about the difficulty of so-called good-based explanation than its insufficiency, a difficulty which is precisely confirmed in Republic (504e-505a, 506d-e). Moreover, BK is asserted in a more explicit way in the Republic, where the Good is considered not only as a condition for the knowledge of X, as was noted above discussing KG, but also as what binds all the objects of knowledge and also the soul in its knowing them. At Republic VI, 508e1-3, when Socrates says that the Form of the Good 'gives truth to the things known and the power to know to the knower (τοῦτο τοίνυν τὸ τὴν ἀλήθειαν παρέχον τοῖς γιγνωσκομένοις καὶ τῷ γιγνώσκοντι τὴν δύναμιν ἀποδιδὸν)', he wants to set the Good at the highest point of his epistemological structure by which all the elements of this structure are bound. This binding aspect of the Good is by no means a simple binding of all knowledges or all the objects of knowledge, but the most complicated kind of binding as it is expected from the author of the Republic. The kind of unity the Good gives to the different knowledges of different things is comparable with the unity which each Form gives to its participants in Republic: as all the participants of a Form are united by referring to the ideas, all different kinds of knowledge are united by referring to the Good. If we observe Aristotle's assertion that for Plato and the believers of Forms, the causative relation of the One with the Forms is the same as that of the Forms with particulars (e.g. Metaphysics 988a10-11, 988b4), that is to say the One is the essence (e.g., ibid, 988a10-11: τοῦ τί ἐστὶν, 988b4-6: τὸ τί ἢν εἶναί) of the Forms besides his statement that for them One is the Good (e.g., ibid, 988b11-13) the relation between the Good and unity may become more understandable. Since the quiddity of the Good (τί ποτ᾽ ἐστὶ τἀγαθὸν) is more than discussion (506d8-e2), we cannot await Socrates to tell us how this binding role is played. All we can expect is to hear from him an analogy by which this unifying role is envisaged, the sun. The kind of unity that the Good gives to the knowledge and its objects in the intelligible realm is comparable to the unity that the sun gives to the sight and its objects in the visible realm (508b-c). The allegory of Line (Republic VI, 509d-511), like that of the Sun, tries to bind all various kinds of knowledges. The hierarchical model of the Line which encompasses all kinds of knowledge from imagination to understanding can clearly be considered as Plato’s effort to bind all kinds of knowledges by a certain unhypothetical principle. The method of hypothesis starts, in the first subsection of the intelligible realm, with a hypothesis that is not directed firstly to a principle but a conclusion (510b4-6). It proceeds, in the other subsection, to a 'principle which is not a hypothesis' (b7) and is called the 'unhypothetical principle of all things' (ἀνυποθέτου ἐπὶ τὴν τοῦ παντὸς ἀρχὴν) (511b6-7). This παντὸς must refer not only to the objects of the intelligible realm but to the sensible objects as well. Plato does posit, therefore, an epistemological principle for all things, a principle that all things are, epistemologically, bound and, thus, unified by. -/- 5. Bound Beings The ontological aspect of BK we shall call the principle of 'Bound Beings' (BB): -/- BB Being of all things are bound by the Good. -/- We saw in our principle of Split Being (SB) how the first Socrates was criticized because of his approach to split being and separate each thing from other things. The principle of Bound Beings intends to make the things more related, a duty which is done again by the Good. In the allegory of Sun, there are two paragraphs that evidently and deliberately extend the binding role of the Good to the ontological scene: -/- You will say that the sun not only makes the visible things have the ability of being seen but also coming to be, growth and nourishment. (509b2-4) -/- This clearly intends to remind the ontological role the sun plays in bringing to being all the sensible things in order to display how its counterpart has the same role in the intelligible realm (b6-10): -/- Not only the objects of knowledge (γιγνωσκομένοις) owe their being known (γιγνώσκεσθαι) to the Good, but also their existence (τὸ εἶναί) and their being (οὐσίαν) are due to it, though the Good is not being but superior to it in rank and power. That the Good is here represented as responsible for being of things in addition to their being known means, in my opinion, that Plato wants to posit BB in addition to BK. The allegory of Cave at the very beginning of the seventh Book (514aff.) can be taken as another evidence. The role of the Good, one might say, is confined to the intelligible realm because it is asserted that the role the Good plays in this realm is corresponding to that of the sun in the visible realm. The fact that Plato wants to observe the Good also as the ontological cause of the sensible things is obvious from his saying, in the allegory of Cave, that the Form of the Good 'produces light and its source (τὸν τούτου κύριον) [i.e. the sun] in the visible realm' (517c3). We can conclude, then, that the ontological function of the Good is not confined to the intelligible realm in which it is the lord and provides truth and understanding (c3-4) because it is also responsible to produce τὸν κύριον of light. 6. Proportionality of Being and Knowledge Insofaras BE and BO principles of the first Socrates gave way to TE and TO principles of the second Socrates, we cannot expect him to preserve KB in the same way as it was in the first Socrates. The new tripartite ontology and epistemology necessitates some modifications in KB which results in the principle of 'Proportionality of Being and Knowledge' (PBK): -/- PBK To every class of being there is a proportionate category of knowledge. -/- This principle, of course, does not entail the refutation of KB and thus is not kind of rejecting PBK but only a more complicated version of it. Based on PBK, we can still agree that knowledge is of being (KB) but the issue is that since none of the concepts of knowledge and being in the second Socrates are as simple as they were for the first Socrates, we need a more complicated principle for their relation here. Although from Meno 97a where the distinction of knowledge and true opinion is drawn out in the second group of the dialogues, we can expect a new relation, it is articulated in its most complete way in Republic and specifically in the allegory of Line. All the beings are divided there hierarchically to four classes, to each of them belongs a class of knowledge: imagination to images, belief to the sensible things (more correctly: the things of which they[in previous class] were images (ᾧ τοῦτο ἔοικεν)), thought to mathematical objects (?) and understanding to the Forms and the first principle. The degree of clarity that each of the classes of knowledge shares in (σαφηνείας ἡγησάμενος μετέχειν) is proportionate to the degree that its object shares in truth (ἀληθείας μετέχει). (511e2-4) -/- Conclusion From the six onto-epistemilogical principles of the first Socrates, four principles turn to their opposite in the middle period dialogues. While bipolar epistemology and ontology of the early dialogues give place to tripartite epistemology in the middle period dialogues and tripartite ontology in Republic, the split knowledge and being of the first Socrates are inclined to be substituted by bound knowledges and bound beings in the second Socrates and specifically in Republic. Not all our system of principles in this article is necessarily determinative. Either they are rightly formulated or not, our result would not be vulnerable if we accept that 1) making the distinction of knowledge and belief, 2) accepting the being of not being and 3) trying to bind both being and knowledge by the concept of the Good happens only in middle period dialogues, having been absent in the early ones. These are the favourite results all those somehow arbitrary and even oversimplified principles were to illustrate; that there is kind of a development in the epistemological as well as the ontological grounds of Plato’s philosophy. -/- Notes . (shrink)

Various real and imagined criminal law cases rest on “naked statistical evidence”. That is, they rest more or less entirely on a probability for guilt/liability derived from a single statistical model. The intuition is that there is something missing in these cases, high as the probability for guilt/liability may be, such that the relevant standard for legal proof is not met. Here we contribute to the considerable debate about how this intuition is best explained and what it teaches us about (...) evidential reasoning in the legal setting. We part ways with the recent scholarship, however. Unlike most others, our diagnosis is not that there is an important qualitative property that some evidence or bodies of evidence have, and that naked statistical evidence, most strikingly, lacks. Rather, we see cases resting on naked statistical evidence as lying at the extreme of a continuum of cases that are vulnerable to challenge due to “meta-uncertainty” about the underlying model. (shrink)

Less than a century after Plato’s death, the Academy’s scholarch Arcesilaus of Pitane inaugurates a peculiar oral phase of Academic philosophy, deciding not to write philosophical works or openly teach his own doctrines. Scholars often attribute a radical change of direction to the school under his headship, taking early Stoic epistemology to be the primary target of the New Academy’s attack on Stoic philosophy. This paper defends a rival view of Arcesilaus’ Academic revolution. Shifting the focus of that (...) attack from epistemology to ethics, the paper illuminates the continuity in development from Polemo to Arcesilaus and the evidence corroborating this continuity. (shrink)

Easy to understand philosophy papers in all areas. Table of contents: Three Short Philosophy Papers on Human Freedom The Paradox of Religions Institutions Different Perspectives on Religious Belief: O’Reilly v. Dawkins. v. James v. Clifford Schopenhauer on Suicide Schopenhauer’s Fractal Conception of Reality Theodore Roszak’s Views on Bicameral Consciousness Philosophy Exam Questions and Answers Locke, Aristotle and Kant on Virtue Logic Lecture for Erika Kant’s Ethics Van Cleve on Epistemic Circularity Plato’s Theory of Forms Can we trust (...) our senses? Yes we can Descartes on What He Believes Himself to Be The Role of Values in Science Modern Science Kant’s Moral Philosophy Plato’s Republic as Pol Potist Bureaucracy Schopenhauer on Human Suffering Bertrand Russell on the Value of Philosophy The Philosophical Value of Uncertainty Logic Homework: Theorems and Models Searle vs. Turing on the Imitation Game Hume, Frankfurt, and Holbach on Personal Freedom Manifesto of the University of Wisconsin, Madison Secular Society Michael’s Analysis of the Limits of Civil Protections Bentham and Mill on Different Types of Pleasure Set Theory Homework Aristotle on Virtue Nagel On the Hard Problem Wittgenstein on Language and Thought Camus and Schopenhauer on the Meaning of Life Camus’ Hero as Rebel without a Cause My Little Finger: Camus’ Absurdism Illustrated Are Late-term Abortions Ethical? Does Mathematics Assume the Truth of Platonism? The Self-defeating Nature of Utilitarianism and Consequentialism Generally What is The Good Life? Bentham and Mill regarding types of pleasures Kant’s Moral Philosophy Five Short Papers on Mind-body Dualism Tracy Latimer’s Father had the Right to Kill Her: Towards a doctrine of generalized self-defense Arguments Concerning God and Morality Goldman, Rousseau and von Hayek on the Ideal State J.S Mill on Liberty and Personal Freedom A Kantian Analysis of a Borderline Date-rape Situation Living Well as Flourishing: Aristotle’s Conception of the Good Life Three Essays on Medical Ethics: Answers to Exam Questions on Elective Amputation, Vaccination, and Informed Consent Hobbes, Marx, Rousseau, Nietzsche: Their Central Themes De Tocqueville on Egoism Mill vs. Hobbes on Liberty Exam-Essays on the Moral Systems of Mill, Bentham, and Kant Kant’s Moral System Aristotle on Virtue Plato’s Cave Allegory An Ethical Quandary Superorganisms The Tuskegee Experiment A Rawlsian Analysis Why Moore’s Proof of an External World Fails A Defense of Nagel’s Argument Against Materialism A Utilitarian Analysis of a Case of Theft The Paradox of the Self-aware Wretch: An Analysis of Pascal’s Moral Philosophy Jean-Paul Sartre: Decline and Fall of a Marxist Sell-out A One Page Proof of Plato’s Theory of Forms Plato’s Republic as Pol Potist Bureaucracy The problem of the one and the many Four Short Essays on Truth and Knowledge What is ‘the Good Life?’ The Ontological Argument Different Political Philosophies: Plato, Locke, Madison, Rousseau, Hayek, and Mill on the State What do I know with certainty? Skepticism about skepticism Neuroscience and Freewill Operant Conditioning What makes us special? Are Late-term Abortions Ethical? No Two Papers on Epistemology: Gettier and Bostrom Examination Nietzsche on Punishment God’s Foreknowledge and Moral Responsibility . (shrink)

Augustine’s De Magistro is a short and relatively minor dialogue that often is overlooked. Nevertheless, it is an important text, both for its role in the development of key themes in Augustine’s thought and because of its epistemological and pedagogical contributions to the philosophy of education. This paper explores the significance of De Magistro in three steps. First, it introduces the dialogue and offers a summary of Augustine’s argument therein. It then examines important contributions that this dialogue makes in (...) the development of Augustine’s thought regarding signs and the inner teacher. Finally, it explores some educational implications of De Magistro regarding the nature of teaching and the use of Socratic dialogue that Augustine plunders from the previous work of the pagan Plato. (shrink)

Modern Studies in Philosophy, we are informed on the page facing the title-page, "is a series of anthologies presenting contemporary interpretations and evaluations of the works of major philosophers." The volumes are "intended to be contributions to contemporary debates as well as to the history of philosophy; they not only trace the origins of many problems important to modern philosophy, but also introduce major philosophers as interlocutors in current discussions." In the first of the two volumes on (...) Plato three of the articles chosen by Gregory Vlastos have not appeared elsewhere: Julius Moravcsik, Learning as Recollection; G. E. L. Owen, Plato on Not-Being; David Higgins, Sentence Meaning, Negation, and Plato's Problem of Non-Being. The other studies in Volume One are reprints: R. Robinson and J. D. Denniston, Plato; H. F. Cherniss, The Philosophical Economy of the Theory of Ideas; A. Wedberg, The Theory of Ideas; R. C. Cross and A. D. Woozley, Knowledge, Belief and the Forms; R. Robinson, Hypothesis in the Republic; G. Vlastos, Reasons and Causes in the Phaedo; R. E. Allen, Participation and Predication in Plato's Middle Dialogues; Colin Strang, Plato and the Third Man; J. L. Ackrill, Symplokë eidön; J. L. Ackrill, Plato and the Copula: Sophist 251-259. In Volume Two Terry Penner, "Thought and Desire in Plato" has not been published before. The others have: Paul Shorey, Plato's Ethics; David Sachs, A Fallacy in Plato's Republic; Raphael Demos, A Fallacy in Plato's Republic?; J. D. Mabbott, Is Plato's Republic Utilitarian?; G. Vlastos, Justice and Happiness in the Republic; F. M. Cornford, The Doctrine of Eros in Plato's Symposium; R. A. Markus, The Doctrine of Eros in Plato's Symposium; Glenn R. Morrow, Plato and the Rule of Law; Wayne A. R. Leys, Was Plato Non-Political?; F. E. Sparshott, Plato as Anti-Political Thinker; Renford Bambrough, Plato's Political Analogies; E. R. Dodds, Plato and the Irrational Soul; W. K. C. Guthrie, Plato's Views on the Nature of the Soul; Harold Cherniss, The Sources of Evil According to Plato; W. J. Verdenius, Plato's Doctrines of Artistic Imitation. Obviously, the above listed articles will be welcome to those debating issues in Plato and to historians of twentieth-century philosophy. There are two difficulties, however. The print is too small in the body of the text and is nearly microscopic in the footnotes and diagrams. Reading thus becomes almost painful. Margins to the left, right, top and bottom of the pages are practically nonexistent. On occasion footnote material is misplaced--for example, the comment on Strang's article as originally published elsewhere should be on p. 184, not on p. 187, of Volume One. But a greater problem is the fact that almost all the articles on metaphysics and epistemology are by linguistic analysts. Vlastos in his introductory remarks admits as much: "Volume One is heavily weighted on the 'analytical' side." He reports the statement of an un-named advocate of conceptual analysis "that these [analytic] methods now enable us to understand Plato better than he was ever understood by anyone in history--better than by any of his own contemporaries, even better than by himself!" He disclaims such euphoria but insists "there is an element of truth in it after all" insofar as analytic tools can alert a student to ambiguity and its consequences in some of Plato's sentences. Hence, "if we come across such sentences in Plato, it would be plainly true to say that we can understand them better than he did and even to add that we can, therefore, understand him better, since we can see both what he meant to say and the logical liabilities of his incautious sentences." All this is true enough, but a warning still is in order. Linguistic analysts tend to read only some of Plato's dialogues and, even within them, to concentrate on some passages only. This is understandable in view of their interests and the capacity of the analytic technique. But that selectivity might lead them to believe that the Plato thus revealed is the complete and authentic Plato, which it is not. Hence, in reading and teaching Plato one must complement language- and concept-analysis with other approaches. Vlastos himself is aware of this necessity : [[sic]] "Once we have made full allowance for what modern semantics and logic can do to make Plato more intelligible and alive for us today, we should be quick to concede that borrowings from this quarter must be used with economy and discretion, and that continuing reliance on older linguistic and historical disciplines is as essential now as it has ever been in the past if the object of our inquiries is Plato himself, instead of some mock-up more pleasing to current taste." One could only wish that Vlastos had fostered that reliance on other disciplines by including articles of that sort among those he actually chose.--L. S. (shrink)

Cardinal Bessarion (1408–1472), in the second chapter of the first book of his influential work In calumniatorem Platonis, attempted to reply to Georgios Trapezuntios’ (1396–1474) criticism against Plato in the Comparatio Philosophorum Platonis et Aristotelis. Bessarion investigates why the Athenian philosopher maintained, in several dialogues, that the sacred truths should not be communicated to the general public and argued in favor of the value of oral transmission of knowledge, largely based on his theory about the cognitive processes. Recently, Fr. Bessarion (...) Kouotsis has argued that Cardinal Bessarion’s reasoning draws primarily on the “Disciplina Arcani”, i.e., the rule of secrecy, which was an established practice of the Early Christian Church, aimed at protecting and preserving the core elements of the religion from outsiders. While I find Kouotsis’ approach interesting and thought-provoking—for instance, the idea that Bessarion’s argumentation was likely influenced by Eastern Christian views on the rule of secrecy—I intend, first of all, to discuss why Bessarion did not explicitly mention it. Moreover, I would like to argue that Bessarion’s good knowledge of the long Platonic tradition and Eastern mysticism, encompassing both pagan and Christian elements, should also be considered a significant source. Furthermore, I would like to question Kouotsis’ implicit argument that Bessarion’s views were dominated by his training in Orthodox theology and discuss the possibility that Pletho’s (1355–1454) teaching was the obvious influence for Bessarion’s defense of secrecy. After all, we should bear in mind that Anastos has already pointed out Pletho’s reverence for the rule of secrecy. Finally, I would like to support that Bessarion, in the specific text, focused predominantly on the epistemological and cognitive aspects of oral teaching, resorting to the rule of secrecy only to enhance his views. (shrink)

Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...) right but simply uses his dialogues as a theoretical tool for gaining insight into protreptic. The book argues that by analyzing Socrates' behavior in the right way, one can better understand how to foster thoughtfulness nowadays, and there is a need to foster it, in part since the health of democracy is at stake. (shrink)

Knowledge, Nature, and the Good brings together some of John Cooper's most important works on ancient philosophy. In thirteen chapters that represent an ideal companion to the author's influential Reason and Emotion, Cooper addresses a wide range of topics and periods--from Hippocratic medical theory and Plato's epistemology and moral philosophy, to Aristotle's physics and metaphysics, academic scepticism, and the cosmology, moral psychology, and ethical theory of the ancient Stoics.Almost half of the pieces appear here for the first time (...) or are presented in newly expanded, extensively revised versions. Many stand at the cutting edge of research into ancient ethics and moral psychology. Other chapters, dating from as far back as 1970, are classics of philosophical scholarship on antiquity that continue to play a prominent role in current teaching and scholarship in the field. All of the chapters are distinctive for the way that, whatever the particular topic being pursued, they attempt to understand the ancient philosophers' views in philosophical terms drawn from the ancient philosophical tradition itself.Through engaging creatively and philosophically with the ancient texts, these essays aim to make ancient philosophical perspectives freshly available to contemporary philosophers and philosophy students, in all their fascinating inventiveness, originality, and deep philosophical merit. This book will be treasured by philosophers, classicists, students of philosophy and classics, those in other disciplines with an interest in ancient philosophy, and anyone who seeks to understand philosophy in philosophical terms. (shrink)

"This edition, which replaces the original Loeb edition..., offers text, translation, and annotation that are fully current with modern scholarship"--Front flap of dust jacket, volume 1.

Pedagogical description and reflection upon an activity focusing on the use of a questioning game to display epistemological uncertainty and the impact of a possible Cartesian evil demon on the game’s players’ ability to come to have knowledge.

"Pre-modern philosophy" means the line of reflection that started with Plato andvAristotle, passed through Augustine and Boethius, and reached its acme in Aquinas, Scotus, and Suarez. The whole line was harshly judged by Descartes, then mocked by the empiricsts of the 18th Century. Why, then, did Pope Leo XII make a determined effort to revive it? And, more importantly, why was the revival a stunning success by the middle of the 20th Century? The answers to both questions are found (...) in a famous German book, Philosophie der Vorzeit by Josef Kleutgen, now available for the first time in English. Pre-ModernPhilosophy Defended shaped and strengthened Pope Leo's resolve. It showed how inaccurate the harsh judgments had been and how sadly inferior the modern replacements from Descartes to Hegel had turned out to be in many respects. Not in all. Kleutgen was no knee-jerk reactionary. He made no bones about the obsolete status of pre-Newtonian physics and cosmology. Rather, he focused on the central boast of "modern" thought, namely, that it had turned at least to the "subject" and had provided a long-needed thing called a "critique of knowledge." This book is must reading for intellectual historians and for philosophers working today in epistemology. But most of all, it is essential reading for laity and clergy concerned about revivals of modernism in the church. What was modernism, after all, but an attempt to make the Church revise her theology in the "light" of Kant or Hegel? This is why every Modernist knew Kleutgen's name and hated this book. Here is the first English translation (from the German) of the master work of Josef Kleutgen, the nineteenth century social philosopher whose thought lies at, or near, the heart of Catholic Social Thought. Kleutgen is widely and rightly seen as the shadow author of the social encyclicals of Leo XII. Leo's Rerum Novarum remains the origin and constant reference point of all Catholic Social Teaching. And Popes since have dated their own social encyclicals from Rerum Novarum - hence, Quadragesimo anno and Centesimus annus. --Gerard V. Bradley, University of Notre Dame Pre-Modern Philosophy Defended is must reading for intellectual historians and for philosophers working today in epistemology. And it is essential reading for laity and clergy concerned about revivals of modernism in the church. What was modernism, after all, but an attempt to make the Church revise her theology in the 'light' of Kant or Hegel? This is why every Modernist knew Kleutgen's name and hated Philosophie der Vorzeit (Pre-Modern Philosophy Defended). (shrink)

The thesis of this book is that there is a philosophy implicit in Plato's dialogues, but philosophers cannot agree about its content because it is the imaginative vision of a way of life, rather than a system. The positions advocated are characters in a dramatic conflict of ideas, written by a poet for an audience of intellectuals and depicting with irony, ambiguity, and consummate artistry the Idea of Talk. Plato's own position is that in an imperfect world we can (...) have a vision of it perfected and, in the light of this vision, can see the really real, that is, what is worthwhile. This is, however, neither metaphysics nor epistemology, but a value statement and an attitude toward life. Plato is saying that knowledge of the Good is knowledge of man's possibilities, and that to know the Good is to love the Good, to make passionate commitment to the object of knowledge. Other points: Immortality is not future life but present life lived in the vision of the Ideal. The Republic is not a program but an ironic picture of the Idea of the Spartan state, warning that, while the search for perfection is the source of all order in life, overemphasis of a single value is the death of the rest. Plato advised the study of mathematics because, since it comes to indisputable conclusions, he hoped it would teach that intellectual rigor which the humanities and social sciences, being matters of opinion do not. Plato's doctrine emerges only from the earlier, "Socratic" dialogues. The later ones are dogmatic, rather than dramatic, and seem to provide starting points for Aristotle.--L. G. (shrink)

Since the 20th century the quantum physics has shown various phenomena, judged as “seldom and not easily understandable” by the theories of classic physics. From the beginning of the “Kopenhagener Deutung,” Einstein claimed against Heisenberg, Bohr, etc. that the particle physics lacks “physical reality.” A number of physicists have tried to clarify the labyrinth of particle as a minimal substance in the phenomena of the micro world. The entanglement of the “double particle” emitted from a π-meson in its teleportation is (...) one of those phenomena. However, a successful new thesis has also become a target for the antithesis by deputies. Even if the “uncertainty” of an emitted light quantum that is received by the detector “either as a particle or as wave” has been reduced in our time by using probability calculations and new experimental physical facilities, the principal character of particles based on the “uncertainty relation” has not been changed. Although Heisenberg’s formula of the uncertainty relation could be “renewed” by completing certain operational components substituted by some physicists, the fundamental reality of phenomena of particle physics remain: The “physical reality” manifested by Einstein based on his glorious success of the Special and General Theory of Relativity cannot be valid in the micro-world phenomena.Pietschmann, a well-known theoretical physicist in Vienna, and Hashi, a philosopher teaching and researching interdisciplinary philosophy in Vienna, highlight the essential problems of particle physics and clarify them in regards to ontological and epistemological aspects. The dialogue has its origin in the hypothesis that the particle physics needs a logical interpretation with completely new ontological principles. In addition, the fundamental ontology of Mahayana Buddhist philosophy and its further development to rational philosophy of East Asia has various indications and contributions for an ontological epistemology of particle physics. (shrink)

A work of music is repeatable in the following sense: it can be multiply performed or played in different places at the same time, and each such datable, locatable performance or playing is an occurrence of it: an item in which the work itself is somehow present, and which thereby makes the work manifest to an audience. As I see it, the central challenge in the ontology of musical works is to come up with an ontological proposal (i.e. an account (...) of what sort of thing a work of music is) which enables us to explain what such repeatability consists in, whilst doing maximal justice to the way in which we conceive of musical works in our reflective critical and appreciative practice. To this end, many have found it tempting to defend some version or other of the type-token theory : the thesis that a work is a type and its occurrences are its tokens. Much of the early debate prompted by the publication of Jerrold Levinson's seminal 'What a Musical Work Is' in 1980 has taken the type-token theory for granted, choosing to focus on how musical works, qua types, are individuated. (A key question here has been whether we should hold, with the sonicist , that works are identical just in case they sound exactly alike; or whether we should agree with Levinson's contextualist thesis that exact sound-alikes are distinct, if composed in distinct musico-historical contexts.) More recently, however, the type-token theory itself has been put under pressure, and alternatives have been suggested. So, e.g. Gregory Currie and David Davies have held versions of the thesis that musical works (and artworks generally) are acts of composition, whilst Guy Rohrbaugh has recommended that we think more innovatively about our metaphysical categories, and treat musical works (along with all repeatable artworks) as historical individuals . Historical individuals, like particular substances, come into and go out of existence, could have been somewhat different than they are, and can change through time; but such items, unlike particular substances, are nonetheless capable of having occurrences. In the last few years, ontologists of music have also stepped back to consider the very nature of their enterprise. In particular, a debate has ensued concerning the cogency of ontological proposals (such as those of Nelson Goodman, Nicholas Wolterstorff and Julian Dodd) that are substantially revisionary of our folk concept of a work of music. Amie Thomasson, David Davies and Andrew Kania occupy, to a greater or lesser degree, the descriptivist standpoint, according to which such revisionary ontologies are misconceived. The debate between revisionists and descriptivists in the ontology of music – if prosecuted against the backdrop of an awareness of developments in meta-ontology more generally – is a particularly fertile area in the philosophy of music at present. Author Recommends Wollheim, Richard. Art and its Objects . 2nd ed. Cambridge: Cambridge University Press, 1980. This seminal study nicely introduces and motivates the type-token theory, and in the course of doing so, helpfully, although perhaps contentiously, distinguishes types from both sets and properties. Wollheim's treatment was to a large part responsible for stimulating the subsequent debate as to the ontological nature of musical works. Levinson, Jerrold. 'What a Musical Work Is.' Journal of Philosophy 77 (1980); reprinted in his Music, Art and Metaphysics , 63–88. This paper has, perhaps, been the most influential account of the nature of musical works, post-Wollheim. Presuming the type-token theory to be correct, Levinson elaborates it by claiming musical works to be, not sound structures (i.e. structured patterns of sound-types), but a species of types he calls indicated structures . According to Levinson, a work of music is not to be identified with its sound structure, S ; it is, in fact, a compound of S and a performance-means structure, PM , as indicated (typically, via a score) by its composer on a certain occasion : something that we can represent as S/PM -as-indicated-by- X -at- t . Such indicated structures, Levinson argues, fit the bill for being what works of music are, because they come into being with their indication (i.e. their composition), are individuated in terms of the musico-historical context in which they were composed, and have their specified performance-means (i.e. their instrumentation) essentially. Wolterstorff, Nicholas. Works and Worlds of Art . Oxford: Clarendon Press, 1980. Part I of this book sees Wolterstorff defend a Platonistic version of the type-token theory (although Wolterstorff calls them 'kinds' rather than 'types'). According to Wolterstorff, considerations about the existence conditions of types commit us to the thesis that works of music, qua types, are entities that cannot come into or go out of existence. Kivy, Peter. 'Platonism in Music: A Kind of Defence.' Grazer Philosophische Studien 19 (1983): 109–29. In this article, Kivy ingeniously (and wittily) defends a variety of Platonism about works of music against the animadversions of Levinson. Currie, Gregory. An Ontology of Art . New York: St, Martin's Press, 1989. Here Currie introduces and defends the thesis that works of music (and, indeed, all artworks) are compositional action-types. The book also contains some well-aimed criticisms of Levinson's account. Dodd, Julian. Works of Music: An Essay in Ontology . Oxford: Oxford University Press, 2007. In this book, Dodd defends the type-token theory, but argues that no version of it can escape the Platonisic consequence that musical works exist at all times (and hence, are discovered, rather than created, by their composers). Dodd also defends another controversial thesis, this time concerning musical works' individuation. According to Dodd, and pace Levinson and others, sonicism is correct: works that sound exactly alike are identical. Rohrbaugh, Guy. 'Artworks as Historical Individuals.' European Journal of Philosophy 11 (2003): 177–205. In this essay, Rohrbaugh makes some pointed criticisms of the type-token theory of repeatable artworks in the course of arguing that such works should be viewed, not as types, but as historical individuals (see above). Rohrbaugh suggests that treating musical works as historical individuals best captures our intuitions about such works' temporal and modal characteristics, and, in the course of elaborating his position, he makes some meta-ontological claims that see him endorsing a non-revisionary, descriptivist approach to the ontology of art. As Rohrbaugh sees it, ontologies of art are 'beholden to our artistic practices' (179), and 'aesthetics should not be beholden to the metaphysics on offer, but rather should drive new work in metaphysics' (197). Ridley, Aaron. 'Against Musical Ontology,' Journal of Philosophy 100 (2003): 203–220. This paper sees Ridley outlining a sceptical attitude towards the project of formulating ontological proposals. In his view, a 'serious philosophical engagement with music is orthogonal to, and may well in fact be impeded by, the pursuit of ontological issues' (203). Thomasson, Amie. 'The Ontology of Art and Knowledge in Aesthetics.' JAAC 63 (2005:221–9). Thomasson defends descriptivism in the ontology of art by arguing that such a position is a consequence of the only defensible solution to a problem in the theory of reference: the so-called 'qua' problem concerning how the reference of a term can be fixed. Davies, David. Art as Performance . Oxford: Blackwell, 2004. Davies' position is characterised by two theses: one methodological, the other ontological. The methodological claim is that the ontology of art faces a pragmatic constraint : roughly speaking, the ontology of art is answerable to the epistemology of art. The ontological claim is that the rigorous enforcement of the pragmatic constraint commits us to the thesis that all artworks are compositional action-tokens. Online Materials http://www.blackwell-compass.com/subject/philosophy/article_view?article_id=phco_articles_bpL173 Dodd, Julian. 'Musical Works: Ontology and Meta-Ontology.' Philosophy Compass 3/6 (2008): 1113–34. doi: [DOI link] http://www3.interscience.wiley.com/journal/118557784/abstract Thomasson, Amie. 'Debates about the Ontology of Art: What are We Doing Here?' Philosophy Compass 1/3 (2006): 245–55. doi: [DOI link] http://www3.interscience.wiley.com/journal/122517227/abstract Davies, David. 'Works and Performances in the Performing Arts.' forthcoming in Philosophy Compass . doi: [DOI link] http://plato.stanford.edu/entries/music/ Kania, Andrew. 'The Philosophy of Music.' Stanford Encyclopedia of Philosophy . Sample Mini-Syllabus Week 1: The Type/Token Theory Introduced Wollheim, Richard. Art and its Objects , §§4–8, 21–3, 35–7. Kivy, Peter. Introduction to a Philosophy of Music , chapter 11. Oxford: Clarendon Press, 2002. Dodd, Julian. Works of Music: An Essay in Ontology , chapter 1. Wolterstorff, Nicholas. Works and Worlds of Art , chapter 2. Week 2: The Type/Token Theory and Platonism in Music Wolterstorff, Nicholas. Works and Worlds of Art , chapter 2. Levinson, Jerrold. 'What a Musical Work Is'. Dodd, Julian. Works of Music: An Essay in Ontology , chapters 2–5. Kivy, Peter. 'Platonism in Music: A Kind of Defence.' Grazer Philosophische Studien 19 (1983): 109–29. Kivy, Peter. 'Platonism in Music: Another Kind of Defence.' American Philosophical Quarterly 24 (1987): 245–52. Predelli, Stefano. 'Against Musical Platonism.' British Journal of Aesthetics 35 (1995): 338–50. Caplan, Ben and Carl Matheson. 'Can a Musical Work be Created?' British Journal of Aesthetics 44 (2004): 113–34. Week 3: Musical Works as Indicated Structures Levinson, Jerrold. 'What a Musical Work Is'. Levinson, Jerrold. 'What a Musical Work Is, Again', in his Music, Art and Metaphysics . Ithaca, NY: Cornell UP, 1990. 215–63. Dodd, Julian. 'Musical Works as Eternal Types.' British Journal of Aesthetics 40 (2000). Davies, Stephen. Musical Works and Performances: A Philosophical Account , chapter 2. Oxford: Oxford University Press, 2000. Howell, Robert. 'Types, Indicated and Initiated.' British Journal of Aesthetics 42 (2002): 105–27. Caplan, Ben and Carl Matheson. 'Fine Individuation.' British Journal of Aesthetics 47 (2007): 113–37. Week 4: Musical Work as Historical Individuals Rohrbaugh, Guy. 'Artworks as Historical Individuals'. Dodd, Julian. Works of Music: An Essay in Ontology , chapter 6. Caplan, Ben and Carl Matheson. 'Defending Musical Perdurantism.' British Journal of Aesthetics 46 (2006): 59–69. Caplan, Ben and Carl Matheson. 'Defending "Defending Musical Perdurantism".' British Journal of Aesthetics 48 (2008): 331–37. Week 5: Musical Works as Compositional Actions Currie, Gregory. An Ontology of Art . New York: St, Martin's Press, 1989. Davies, David. Art as Performance . Oxford: Blackwell, 2004. Dodd, Julian. Works of Music: An Essay in Ontology , chapter 7. Week 6: Meta-ontology of Music: What are we Doing When we do the Ontology of Music? Ridley, Aaron. 'Against Musical Ontology'. Thomasson, Amie. 'The Ontology of Art and Knowledge in Aesthetics'. Thomasson, Amie. Ordinary Objects , chapter 11. OUP, 2007. Davies, David. 'The Primacy of Practice in the Ontology of Art.' Journal of Aesthetics and Art Criticism 67 (2009): 159–72. Kania, Andrew. 'Piece for the End of Time: In Defence of Musical Ontology,' British Journal of Aesthetics 48 (2008): 65–79. Kania, Andrew. 'The Methodology of Musical Ontology: Descriptivism and its Implications.' British Journal of Aesthetics 48 (2008): 426–44. Cameron, Ross. 'There are No Things That are Musical Works.' British Journal of Aesthetics 48 (2008): 295–314. Dodd, Julian. 'Musical Works: Ontology and Meta-Ontology.' Philosophy Compass 3/6 (2008): 1113–1134. doi: [DOI link] Focus Questions 1. Are musical works literally created by their composers? 2. Critically examine Levinson's thesis that musical works are 'indicated structures'. 3. What, if anything, is wrong with the thesis that musical works are identical just in case they sound exactly alike? 4. Should we immediately be sceptical of ontological proposals for works of music that are substantially revisionary of the way in which we ordinarily think of them? (shrink)

Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = 4' (...) or the law of inertia turn on the question of whether these truths were created along with nature, or were uncreated and subsisting in God's mind. One's answer to that question has direct consequences for conceptions of the necessity/contingency of mathematical and natural knowledge, how knowledge of such truths is accomplished by humans, and what grounds these truths. In this paper, I review the positions of four successors to Descartes' philosophy on the question of the eternal truths to illustrate how in specific ways that question with its theological, metaphysical, modal, and epistemological dimensions concerned the objectivity and certainty of the discoveries of the new science. Author Recommends: Clarke, Desmond. Descartes' Philosophy of Science . University Park, Penn State Press, 1982. This work provides an account of Descartes as a practicing scientist whose rationalism is mitigated by reliance on experiment and experience. Author re-examines Descartes' philosophical and scientific works in this new light. Dear, Peter. Revolutionizing the Sciences: European Knowledge and its Ambitions, 1500–1700 . Princeton, Princeton University Press, 2001. This work provides a useful overview of the issues and thinkers of the Scientific Revolution. Of particular relevance is chapter 8 on Cartesian and Newtonian science. Funkenstein, Amos. Theology and the Scientific Imagination from the Middle Ages to the Seventeenth Century . Princeton, Princeton University Press, 1986. This work is an advanced study of the theological and metaphysical foundations of early modern science. Discussions include questions of God's nature, God's knowledge in relation to human knowledge, providence, the laws of nature, and the truths of mathematics. In particular, chapter 3 discusses Descartes' account of the eternal truths and divine omnipotence. Garber, Daniel. Descartes' Metaphysical Physics . Chicago, University of Chicago Press, 1992. This work examines how Descartes' metaphysical doctrines of God, soul, and body set the groundwork for his physics. It includes a study of God and the grounds for the laws of physics (chapter 9). Henry, John. The Scientific Revolution and the Origins of Modern Science . 3rd ed. New York, Palgrave, Macmillan Press, 2008. This work provides a brief, general, and informative overview of the Scientific Revolution, including the themes of method, magic, religion, and culture. Osler, Margaret J. Divine Will and the Mechanical Philosophy: Gassendi and Descartes on Contingency and Necessity in the Created World . Cambridge, Cambridge University Press, 1994. This work is an examination and comparison of the mechanical philosophies of Gassendi and Descartes. It offers in-depth discussion of the issue of voluntarism and intellectualism in the period and how that related to conceptions of laws of nature and the eternal truths. Shapin, Steven. The Scientific Revolution . Chicago, University of Chicago Press, 1996. This work provides a critical synthesis of as well as a guide to recent scholarship in the history of science for a general readership. Online Materials Dr. Robert A. Hatch's Scientific Revolution Website: http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ A compendium of resources for the study of Scientific Revolution. Early English Books Online: http://eebo.chadwyck.com/home Early English Books Online (EEBO) contains digital facsimile page images of virtually every work printed in England, Ireland, Scotland, Wales and British North America and works in English printed elsewhere from 1473 to 1700. Early Modern Resources: http://www.earlymodernweb.org.uk/emr/ Early Modern Resources is a gateway for all those interested in finding electronic resources relating to the early modern period in history. Gallica, the Digital Library of the Bibliothèque Nationale de France: http://gallica.bnf.fr/ An ever-growing digital library which includes numerous primary and secondary texts of relevance to Descartes and his role in Scientific Revolution. Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Syllabus Sample Syllabus: Cartesian Science The following is five weeks covering Cartesian Science in a course on Descartes or the Scientific Revolution, or 17th-century theories of matter, or related themes on early modern truth and method, especially on the continent. This material is best suited to a graduate level audience, but it could be modified to suit an upper-division undergraduate course, as the readings are basically primary texts whose context and background can be explained in lectures. Week 1: Cartesian Revolution in France • Scientific method • Role of mathematics and experiment • Certainty of scientific knowledge Readings: Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Descartes, Discourse on Method , Parts 1–3 Descartes, Meditations on First Philosophy , First Meditation. Week 2: Descartes' Scientific Treatises • Mechanization and mathematization of nature • Primary–secondary quality distinction Readings: Discourse on Method, Parts 4–6 Selections from Descartes' Scientific Essays: The World or Treatise on Light (ATXI 3–48); Treatise on Man (ATXI 119–202); Optics (ATVI 82–147). Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Henry, John, 'The Mechanical Philosophy,' chapter 5. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 3: Descartes' Theory of Nature • Descartes' derivation of the law of conservation and the three laws of motion • God's role in the metaphysics and physics of nature Readings: Selections from Principles of Philosophy, Preface (all); Letter to Elizabeth; Part I: 1–8; Part II: 1–45, 55, 64; Part III: 1–4, 15–19, 45–47; Part IV: 187–207. John Henry, 'Religion and Science,' chapter 6. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 4: Post-1650 Cartesian Science: Necessity and Contingency in Nature • Debates on God, Creation, and Causes Readings: Easton, Patricia, 'What is at Stake in the Cartesian Debates on the Eternal Truths?' Philosophy Compass 4.2 (2009): 348–62. Malebranche, Nicolas, 'Elucidation 10', from The Search after Truth (1674). Note: All selections available in Nicolas Malebranche (1992). Philosophical Selections , edited by S. Nadler, Hackett. Gottfried Leibniz (1714) Monadology . Week 5: Causes in Nature and Morals • Theodicy as an explanation of defect and evil in a lawful universe: Malebranche v. Leibniz Readings: Nicolas Malebranche, Elucidation XVI (on occasionalism), and Treatise on Nature and Grace, Discourse One, Part 1. Gottfried Leibniz (1706), Theodicy. Focus Questions Weekly questions can be used to focus the readings. This can be done in a web or e-mail discussion thread, as a weekly assignment, or for in class discussion. I require students to post a short paragraph in response to the question or some posting by a classmate on the question. Students are required to post by 10 a.m. the day before we meet for class on a course website. Week 1: According to Descartes, what role does skepticism play in scientific reasoning? Week 2: Comment on the following: 'But I am supposing this machine to be made by the hands of God, and so I think you may reasonably think it capable of a greater variety of movements than I could possibly imagine in it, and of exhibiting more artistry than I could possibly ascribe to it' [ Treatise on Man ; ATXI 120]. Week 3: What is Descartes' conception of the relation between the metaphysics and physics of nature? Week 4: Critically discuss the positions of Descartes, Malebranche, and Leibniz on what provides the foundation for the certitude of natural knowledge? Week 5: Explain why both Malebranche and Leibniz consider moral sin to be analogous to natural defect? Seminar/Project Idea Hold a debate on the question of the status of the eternal truths. The proposition will be Descartes' position: 'Eternal truths must be both created and necessary if certainty in science is to be possible'. Format: 1. At the beginning of the 5-week module, students will be assigned to one of three roles: Team A, Team B, and judge's panel. Students will be given the debate proposition, but will not be told which team will take the affirmative and which team the negative until the time of the debate. 2. Recommend a variation on the Classic Debate Format to encourage the development of argument: sequence begins with affirmative construction (8 minutes), negative construction (8 minutes), second affirmative construction (8 minutes), second negative construction (8 minutes), first negative rebuttal (4 minutes), first affirmative rebuttal (4 minutes), final negative rebuttal (4 minutes) and final affirmative rebuttal (4 minutes). 3. Judges Panel: will consist of 3–4 judges who will assess the performance of Teams A and B. Judgment should be based on the persuasiveness of the team position. 4. Debate will be held at the end of the fifth week, or semester, whichever makes most sense given the course length and structure. Acknowledgements The author gratefully acknowledges the immensely helpful comments and suggestions by the participants in her graduate seminar on the Scientific Revolution: Benjamin Chicka, Sarah Jacques-Ross, Richard Ross, Marcella Stockstill, and Zohra Wolters. (shrink)

Argues that Socrates’s fundamental role in the dialogues is to guide us toward self-inquiry and self-knowledge. In this highly original and provocative book, Sara Ahbel-Rappe argues that the Platonic dialogues contain an esoteric Socrates who signifies a profound commitment to self-knowledge and whose appearances in the dialogues are meant to foster the practice of self-inquiry. According to Ahbel-Rappe, the elenchus, or inner examination, and the thesis that virtue is knowledge, are tools for a contemplative practice that teaches us how to (...) investigate the mind and its objects directly. In other words, the Socratic persona of the dialogues represents wisdom, which is distinct from and serves as the larger space in which Platonic knowledge—ethics, epistemology, and metaphysics—is constructed. Ahbel-Rappe offers complete readings of the Apology, Charmides, Alcibiades I, Euthyphro, Lysis, Phaedrus, Theaetetus, and Parmenides, as well as parts of the Republic. Her interpretation challenges two common approaches to the figure of Socrates: the thesis that the dialogues represent an “early” Plato who later disavows his reliance on Socratic wisdom, and the thesis that Socratic ethics can best be expressed by the construct of eudaimonism or egoism. (shrink)

Exploring philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson using a novel and transparent method of analysis. The best way to introduce students to philosophy and philosophical discourse is to have them read and wrestle with original sources. This textbook explores philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson. It presents a novel and transparent method of analysis that will teach students not only how to understand and (...) evaluate philosophers' arguments but also how to construct such arguments themselves. Students will learn to read a text and discover what the philosopher thinks, why the philosopher thinks it, and whether the supporting argument is good. Students learn argument analysis through argument diagrams, with color-coding of the argument's various elements—conclusion, claims, and “indicator phrases.” (An online “mini-course” in argument diagramming and argument diagramming software are both freely available online.) Each chapter ends with exercises and reading questions. After a general introduction to philosophy and logic and an explanation of argument analysis, the book presents selections from primary sources, arranged by topics that correspond to contemporary debates, with detailed analysis and evaluation. These topics include philosophy of religion, epistemology, theory of mind, free will and determinism, and ethics; authors include Aristotle, Aquinas, Descartes, Hume, Kant, Ryle, Fodor, Dennett, Searle, and others. What Is the Argument? not only introduces students to great philosophical thinkers, it also teaches them the essential skill of critical thinking. (shrink)

That i) there is a somehow determined chronology of Plato’s dialogues among all the chronologies of the last century and ii) this theory is subject to many objections, are points this article intends to discuss. Almost all the main suggested chronologies of the last century agree that Parmenides and Theaetetus should be located after dialogues like Meno, Phaedo and Republic and before Sophist, Politicus, Timaeus, Laws and Philebus. The eight objections we brought against this arrangement claim that to place the (...) dialogues like Meno, Phaedo and Republic both immediately after the early ones and before Parmenides and Theaetetus is epistemologically and ontologically problematic. -/- Key Words: Plato; chronology; knowledge; being; Parmenides -/- Introduction While the ancient philosophers, doxographers and commentators from Aristotle onward considered, more or less, the question of the date and arrangement of the dialogues (cf. Irwin 2008, 77 n. 69), they would not observe a firm necessity to consider the progress of Plato’s theories in dialogues, maybe because they did not think of any essential shift in there. We might be able to say, nevertheless, that the most prominent feature of the ancient attitude to Plato was its peculiar attention to the Republic and the Timaeus as the most mature works in his philosophy and also the consideration of Laws as a later work. This tendency can be discovered from the general viewpoint of the first chronologies of the early 19th century after starting to deal with the issue. That Schleiermacher observed Republic as the culmination of Plato’s philosophy and as one of the latest dialogues besides Laws and Timaeus could reflex the implicit chronology of the tradition in the first mirrors it found. Another tendency in Schleiermacher is taking the triology of Theaetetus, Sophist and Politicus as relatively early. From the last quarter of 19th century onward, stylometry helped scholars to establish a new framework to constructa new arrangement between the dialogues. Based on stylistic as well as literary findings, Campbell (1867, xxxff.) argued for the closeness of the style of Sophist and Politicus with Timaeus, Critias, Philebus and Lawsthat, especially because of the certain evidence about this last dialogue’s lateness, led to the consideration of all as late dialogues. Almost every other stylistic effort after Campbell approved the similarities between Sophist and Politicus with Timaeus, Critias, Philebus and Laws. The result of all such investigations led to a new chronology that, despite some differences, has a fixed structure in all its appearances. 1. The Standard Chronology of the Dialogues The chronologies that are now commonly accepted are mostly based on the arrangement of dialogues to three groups corresponding to three periods of Plato’s life, which became predominant after applying stylistic features in assessing the similarities between dialogues. The fact that all the stylometric considerations reached to the similar results about the date of dialogues while they were assessing different stylistic aspects helped the new chronology become prevailing not only among stylistic chronologies but also between those like Fine, Kahn and Vlastos who were inclined more to the content-based arrangements. Even this latter group could not neglect the apparently certain results of using the method of stylometry. This was the main reason, I think, that made what they called content-based chronology be under the domination of stylometry much more than they could expect. The division of the dialogues into three separate groups became something that most of the scholars took for granted so far as Kahn thinks this division 'can be regarded as a fixed point of departure in any speculation about the chronology of the dialogues' (1996, 44). Thereafter, all the chronologists are accustomed to divide the dialogues to three groups of early, middle and late corresponding to the three stages of Plato’s life. Nevertheless, some of them tried to make subdivisions among each group and introduce some of the dialogues as transitional between different periods and thus reached to a fourfold classification of the dialogues. Although theycould never achieve to a consensus about the place of some dialogues, about which we will discuss soon, the whole spirit of theirchronological arrangements is the same and thus compelling enough for us to unify all of them with the label of 'Standard Chronology of Dialogues' (SCD). We brought together some of the most famous chronologies in the table below to make a comparison easier and to show how all are approximately of the same opinion about the place of some dialogues. The following points must be noted about this table: 1. I divided the dialogues to eight groups of early, late early, transitional, early middle, late middle, post-middle, early late, and late. Although none of the chronologists applies this classification, it can be helpful to compare them. In this table, for example, if one of the chronologist’s beholds one of the dialogues as later than all the dialogues of middle group, it is considered here as late middle. Otherwise, if it is emphasized that it is after all of them, it is considered as post-middle. The same is true about the dialogues of the late group in which I regarded the first dialogues of that period as early late only in those who explicitly considered some dialogues as earlier than other ones in the late group. Though, therefore, some of the dialogues might have not been considered as forming a distinct class, they are distinguished here. A. SCD’s Early and Transitional Dialogues When we move from stylometric to content-based chronologies, the homogeneity between the dialogues of each group is more understandable. Guthrie (1975, v. 4, 50) distinguishes three groups, the first of them includes Apology, Crito, Laches, Lysis, Charmides, Euthyphro, Hippias Minor, Hippias Major, Protagoras, Gorgiasand Ion. In addition to Meno, Phaedo and Euthydems, his first group does not include Cratylus and Menexenus. Unlike Guthrie, almost all the other content-based chronologiesof our study desire to distinguish two categories inside the first group of which the latter must be considered as the transitional group leading to the dialogues of the middle period. Kahn distinguishes four groups of dialogues and arranges two of them before middle period dialogues. The first group including Apology, Crito, Ion, Hippias Minor, Gorgiasand Menexenus he calls 'early' or 'presystematic' dialogues (1998, 124). The second group he calls the 'threshold', 'pre-middle' or 'Socratic' dialogues including seven: Laches, Charmides, Lysis, Euthyphro, Protagoras, Euthydemus and Meno. Based on Vlastos’ arrangement we must distinguish Euthydemus, Hippias Major, Lysis, Menexenus and Meno as 'transitional' dialogues from the 'elenctic' dialogues that are the other dialogues of Kahn’smentioned first two groups plus the first book of theRepublic. Fine also distinguishes 'transitional' dialogues from early or 'Socratic' dialogues,but her transitional dialogues are Gorgias, Meno, Hippias Major, Euthydemus and Cratylus of which she thinks the last two dialogues are 'controversial' (2003, 1). Her Socratic dialogues are all the remaining dialogues of Kahn’s first two groups. In spite of all the differences between the mentioned chronologies, it can be seen that all of them are inclined to arrange the early dialogues in a way that: i) Besides the dialogues that are considered as late, it never includes Republic II-X, Theaetetus, Phaedrus and Parmenides. ii) It intends to consider the dialogues like Euthydemus and Hippias Majorthat look more critical as later among the earlier dialogues or as transitional group. iii) Those who do not consider Meno as a middle period dialogue place it in their second or transitional group. iv) None of the content-based chronologies considers Phaedo and Symposium as early. Stylometric chronologies also intend to put them either as last dialogues among their early ones or as middle. B. SCD’s Middle Period Dialogues Campbell listed Republic, Phaedrus, Parmenides and Theaetetus as his second group of dialogues, an idea thatwas accepted by Brandwood. Ledger’smiddle period dialogueshad Euthydemus, Symposium and Cratylus in addition to the dialogues that Campbell and Brandwood had mentioned as middle. Among content-based chronologies, Guthrie’s list of middle period dialogues did not include Parmenides but some dialogues which had been considered as early in stylometric ones: Meno, Phaedo, Republic, Symposium, Phaedrus, Euthydemus, Menexenus and Cratylus. In sofar as I know, Euthydemus and Menexenus have not been considered as middle by other content-based chronologists and Guthrie is an exception among them. That Phaedo, Phaedrus, Symposium and Republic were middle period dialogues almost all the philosophical chronologists like Kahn, Fine, Vlastos (except Rep.I), Irwin andKraut came along. The dialogues they do not string along about are Meno, Cratylus, Parmenides and Theaetetus. Those like Guthrie, Kraut and Irwin who did not consider Meno as early presumably posit it among middles. The same can be said about Cratylus in the suggested chronologies of Guthrie, Kahn, Vlastos and Kraut. Nonetheless, it is different in case of Parmenides and Theaetetus. Whereas all the mentioned stylometric chronologists like Campbell, Brandwood and Ledger set them among middle period dialogues,the philosophical chronologists, it might seem at first, did not arrive at a consensus about them. While Guthrie and Fine put them as the first dialogues of the late group, Vlastos and Kraut set them as the latest of the middle group, as well as Kahn who puts them as post-middle and amongst the late period dialogues. Regardless the way they classify their groups, their disagreement does not affect the arrangement of the dialogues: they all posit Parmenides and Theaetetus after the series of Meno, Phaedo, Phaedrus, Symposium and Republic and before Sophist, Politicus, Timaeus, Philebus and Laws. To sum up SCD’s arrangement of the middle period dialogues we can add: v) Republic and Phaedrus have been considered by all the mentioned chronologists as dialogues of the middle period. vi) All the philosophical chronologies have reached a consensus about setting Phaedo and Symposium alongside with Republic and Phaedrus as middle. vii) While Stylometric alongside some philosophic chronologists arrange Parmenides and Theaetetus among their middle period dialogues and mostly as the latest among them, other philosophical chronologists put them as the early among the late dialogues. We can conclude then that SCD intends to locate these two dialogues at the boundary between the middle and late period dialogues. -/- . (shrink)

This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. (...) The consideration of pedagogy will then include the partial truths of rationalism and empiricism in the epistemic ethos of teaching by following Kant's ‘Concepts without percepts are empty; perceptions without conceptions are blind’.This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain‐specific, guided by the experts’ inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson‐specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Nomadic Turns:Epistemology, Experience, and Women University Band DirectorsElizabeth GouldMusic education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles.1 Despite gender-affirmative employment practices, men constitute a large majority among band directors at all levels.2 At the (...) postsecondary level in the U.S., women constitute less than 10%.3 In all cases and all levels, the vast majority of band directors are white. Occupational segregation inhibits the development of individuals' careers as well as the development of the profession as individuals choose or are hired for positions based on their gender and/or race rather than their abilities.In terms of women university band directors, researchers have investigated employment trends,4 personal and occupational characteristics,5 occupational role models, and professional identity.6 Their findings generally have supported the hypotheses that historical precedent, traditional socialization, discrimination, segregation, and lack of role models contribute to their persistently low percentage as band directors. Longitudinal studies7 demonstrate that the percentage of women band directors has not increased significantly, and may be actually [End Page 147] declining after thirty years of enforcing affirmative action laws, which would suggest that these interventions have not provided the basis for enacting change in the profession. Further, change does not seem possible if members of the profession do not understand what causes the situation to persist. For example, while the College Band Directors National Association has supported the Linda A. Hartley and Deborah A. Sheldon study,8 their concern seems to be in only identifying the extent of the situation with the intention of increasing the number of women and non-white individuals who are band directors within the profession as it currently is constructed. This empirical approach is inadequate because it addresses neither the values held by members of the profession, nor its structure, which as previous research indicates, is poorly understood and must change to make possible meaningful increases in the number of women and non-white people.The profession of conducting university bands exists within the profession of music education in general, which, of course, exists within the profession of music. Clearly, one cannot be adequately understood without placing it in the context of the others. What is needed, then, are richer, more substantive, and meaningful understandings of the professions in general and of specific questions within them in particular, as they may provide the basis on which change can be possible. In addition to addressing the issue of persistent occupational gender and racial segregation, questions that may be addressed include positionalities9 of bands in the music education profession, the relationship of performance/conducting to the music profession, and the role of the musician in society in general. In order to accomplish this, I propose an analytical method that is both postmodern and feminist, and in which the philosophical figuration of the nomad, as explicated by Rosi Braidotti,10 is central.Postmodern/Feminist AnalysisDescribed variously as a "philosophical perspective,"11 a "sensibility,"12 and a historical moment,13 postmodernism resists definition. It may be understood as a way of perceiving the world that accepts and even embraces contradictions and uncertainties while rejecting commonly accepted cultural beliefs and practices, including humanist understandings of identity, representation, and the subject. This is a "postmodernism of resistance"14 that interrogates cultural practices, focusing on what is unexpected, marginalized, and silenced, opening spaces for change. In contrast, analysis based on modernism is constrained by binary oppositions that inscribe the positionalities of social groups. These oppositions are exemplified by Subject/Other (for example, male/female, reason/emotion) and consist of asymmetrical power relations in which the former is privileged over the latter, and the latter is defined in terms of not-the former. Postmodern analysis [End Page 148] reveals what these dualisms exclude, distort, or obscure, and provides flexibility for research from a variety of perspectives. Braidotti describes it as a "new kind of theoretical style"15 in terms of thinking, design, and analysis of research, a style... (shrink)

The phenomenon of language, being so familiar to us, still possesses unknown nature, origin, and, as we may say, function. For Plato, language was the way to cognition of the Universe. The phi- losophy of language, which was primarily initiated by Plato in his “Cratylus”, still has not ob- tained answers to the questions settled by great Greek thinker. In fact, it just acquired various solutions among different approaches during all four ages of understanding, namely Ancient, Scholastic, Modern and Post-modern (...) periods. The article is supplemented with excerpts from the first Ukrainian translation of Proclus’ “Commentary on Plato’s “Cratylus”. The specifics of the style and vocabulary of the work is emphasized in the context of interpretation into Ukrainian. Historical and cultural context of Proclus’ works in general and particularly its “Commentaries” is addressed, and the main terminological system of his works is analyzed. Ukrainian equivalents are suggested. Some common features as well as discrepancies in Neoplatonist and Peripatetic approach are considered in the context of solutions to the same questions. Contrastive analysis of the “Commentary on Plato’s “Cratylus” with prior mythological context as well as with fol- lowing scholastic teaching is conducted in philosophical and linguistic aspects. The importance of problems placed by Plato in the field of epistemology and philosophy of language is addressed. Analogies with contemporary approach to linguistic and philosophical questions are considered in the scope of nativism and empiricism. Immutability of questions and mutability of generations and approaches is shown. The importance of previous works for the next development of con- temporary thought is emphasized. (shrink)

Teaching philosophy at pre-tertiary levels faces some fundamental challenges, including the misconception that philosophy is an abstract and esoteric field of study. This mind-set hinders teaching philosophy at all levels, particularly in the pre-tertiary stage. Nonetheless, philosophy holds significant cognitive values when taught to children. Therefore, it is crucial to find ways to simplify the process of learning philosophy, especially when children are in their formative years and have a greater capacity for learning. (...) Children possess qualities necessary for engaging with philosophy, such as curiosity. Leveraging these qualities makes it less daunting to introduce philosophy at pre-tertiary levels. Additionally, children have a visual and imaginative mind, enabling them to quickly grasp ideas and concepts through the use of modern technology. Integrating pictures, movies, and cartoons into philosophy education can enhance comprehension. For example, the movie “Divergent” contains philosophical themes that aid in understanding Plato’s concept of societal stratification. This article seeks to compare “Divergent” with Plato’s “The Republic” in terms of society’s hierarchical structure. Its objective is to demonstrate the value of movies and visual aids in teaching and learning philosophy, while also advocating for sensitivity to the underlying class dynamics in contemporary society. (shrink)

Virtue ethics is now well established as a substantive, independent normative theory. It was not always so. The revival of virtue ethics was initially spurred by influential criticisms of other normative theories, especially those made by Elizabeth Anscombe, Philippa Foot, John McDowell, Alasdair MacIntyre, and Bernard Williams. 1 Because of this heritage, virtue ethics is often associated with anti-theory movements in ethics and more recently, moral particularism. There are, however, quite a few different approaches to ethics that can reasonably claim (...) to be versions of virtue ethics. The predominant strand of virtue ethics is broadly Aristotelian, although some accounts bear little resemblance to Aristotle's. In its most general form, virtue ethics is compatible with a wide range of meta-ethical and normative commitments. This diversity makes it difficult to compare virtue ethics as such with other normative theories. It can also be a challenge to see just what the various versions of virtue ethics have in common with each other. Three major types of virtue ethics are represented in the books by Rosalind Hursthouse, Michael Slote, and Christine Swanton, recommended in the following section. Each of these book sets forward a considerably self-standing form of virtue ethics. The authors differ on central issues such as the relationship between virtue and flourishing and the link between virtuous agents and right or virtuous actions. Unlike Swanton and Slote, Hursthouse defends a version of ethical naturalism that has affinities with theories recently defended by Philippa Foot and Alasdair MacIntyre. 2 Slote's theory is agent-based, meaning that his account derives judgments about the moral status of actions from moral features of agents. Hursthouse and Swanton defend theories according to which the moral status of an action depends on its broader relationship to human flourishing (Hursthouse) or whether it hits the target of a virtue (Swanton). Although these three books presently form the core of contemporary virtue ethics, there are other approaches that might reasonably be described as versions of virtue ethics, such as those presented by Julia Driver, Linda Zagzebski, and Robert Adams. 3 There are also, of course, a large number of articles in which authors defend or criticize tenets that are central to most versions of virtue ethics. Some recent articles on especially important topics are listed in the following section. Current 'hot topics' in virtue ethics include whether its account of right action is adequate and whether virtue ethics is at odds with empirical psychology. Articles on these debates and others are listed in the following section. Author Recommends: Books These three books are foundational works in contemporary virtue ethics, and represent quite different approaches to virtue ethics. For each book, I have also listed an article by the same author in which he or she articulates some similar themes. Those pressed for time or space on a syllabus might start by examining those articles. 1. Hursthouse, Rosalind. On Virtue Ethics. Oxford: Oxford University Press, 1999. Hursthouse defends a eudaimonistic version of virtue ethics with Aristotelian affinities. *See also Hursthouse, Rosalind. 'Normative Virtue Ethics.' How Should One Live? Ed. Roger Crisp. Oxford: Clarendon Press, 1996. 19–36. 2. Slote, Michael. Morals from Motives. Oxford: Oxford University Press, 2001. Slote defends a version of virtue ethics based on evaluations of motives, drawing on historical figures like Martineau, Hutcheson, and Hume. Note that this book represents a fairly significant departure from his first book in virtue ethics, From Morality to Virtue (New York: Oxford, 1992). *See also Slote, Michael. 'Agent-Based Virtue Ethics.' Virtue Ethics . Ed. Roger Crisp and Michael Slote. Oxford: Oxford University Press, 1997. 3. Swanton, Christine. Virtue Ethics: A Pluralistic View. Oxford: Oxford University Press, 2003. Swanton defends a pluralistic, non-eudaimonistic version of virtue ethics that draws on influences ranging from Aristotle to Nietzsche to contemporary psychoanalytic theory. *See also Swanton, Christine. 'A Virtue Ethical Account of Right Action.' Ethics 112 (2001): 32–52. Articles The following is a selection of articles that address some of the central and controversial topics within virtue ethics. 1. Annas, Julia. 'Being Virtuous and Doing the Right Thing.' Proceedings and Addresses of the American Philosophical Association 78.2 (2004): 61–75. This article addresses the problem of action guidance and the role that an account of right action should play in virtue ethics. 2. Conly, Sarah. 'Flourishing and the Failure of the Ethics of Virtue.' Midwest Studies in Philosophy Vol. XIII, Ethical Theory: Character and Virtue . Eds. P. French et al. South Bend: University of Notre Dame Press, 1988. 83–96. This article articulates the central problems faced by versions of virtue ethics that rely on a conception of human flourishing. 3. Das, Ramon. 'Virtue Ethics and Right Action.' Australasian Journal of Philosophy 81 (2003): 324–39. This article raises objections about insularity and circularity to accounts of right action presented by Hursthouse, Slote, and Swanton. 4. Doris, John M. 'Persons, Situations, and Virtue Ethics.' Nous 32 (1998): 504–30. This article argues that situationist psychology undermines the concept of a character trait on which virtue ethicists rely. An expanded version of this criticism can be found in Doris, Lack of Character, Cambridge: Cambridge University Press, 2002. 5. Hursthouse, Rosalind. 'Virtue Theory and Abortion.' Philosophy and Public Affairs 20.3 (1991): 223–46. This article argues that virtue ethics is capable of providing action guidance in the difficult problem of abortion. 6. Johnson, Robert N. 'Virtue and Right.' Ethics 113 (2003): 810–34. This article raises several objections against the accounts of right action in virtue ethics, one of which is that they cannot make sense of the rightness of self-improving actions. The criticism is directly primarily at Hursthouse's theory, but Swanton and Slote are discussed as well. 7. Kamtekar, Rachana. 'Situationism and Virtue Ethics on the Content of Our Character.' Ethics 114 (2004): 458–91. This article argues that situationist critiques of virtue ethics rely on a mistaken understanding of virtuous character. 8. Kawall, Jason. 'Virtue Theory and Ideal Observers.' Philosophical Studies 109 (2002): 197– 222. This article argues for an ideal observer-style account of right action in virtue ethics. 9. Nussbaum, Martha. 'Non-Relative Virtues: An Aristotelian Approach.' Midwest Studies in Philosophy, Vol. XIII, Ethical Theory: Character and Virtue . Ed. P. French et al. South Bend: University of Notre Dame Press, 1988. 32–53. This article presents a view of the virtues on which the virtues are excellences in spheres of activity. Although the spheres are common to all humans, the manifestation of excellence in a given sphere is subject to cultural variation. 10. Sreenivasan, Gopal. 'Errors about Errors: Virtue Theory and Trait Attribution.' Mind 111 (2002): 47–68. This article addresses the situationist critique of character traits by arguing that virtue ethics does not depend on the concept of a character trait as Doris and others understand it. 11. Stangl, Rebecca. 'A Dilemma for Particularist Virtue Ethics.' Philosophical Quarterly 58 (2008): 665–78. This article addresses the relationship between virtue ethics and radical moral particularism, arguing that the latter may have undesirable consequences for virtue ethicists unless they accept the unity of the virtues. 12. Stohr, Karen. 'Contemporary Virtue Ethics.' Philosophy Compass 1.1 (January 2006): 22–7. This article provides an overview and analysis of contemporary virtue ethics. It includes discussion of main problems and challenges for the future. 13. Stohr, Karen. 'Moral Cacophony: When Continence is a Virtue.' Journal of Ethics 7 (2003): 339–63. This article raises problems for the commonly accepted distinction between virtue and continence, arguing that the mixed emotions normally associated with continence are sometimes characteristic of virtue instead. 14. van Zyl, Liezl. 'Agent-Based Virtue Ethics and the Problem of Action Guidance.' Journal of Moral Philosophy 6 (2009): 50–69. This article defends agent-based virtue ethics against objections that it cannot distinguish agent-appraisal from act-appraisal and that it cannot provide adequate action guidance. Anthologies 1. Crisp, Roger, ed. How Should One Live? Essays on the Virtues. Oxford: Clarendon Press, 1996. This is one of the first virtue ethics anthologies published, and so reflects a correspondingly earlier picture of the field. The essays, however, are important and interesting in their own right, and cover a broad array of topics. 2. Crisp, Roger and Michael Slote, eds. Virtue Ethics . Oxford: Oxford University Press, 1997. This anthology was published over a decade ago and does not capture recent developments in the field. It is, however, an admirably thorough collection of the most influential essays from the early days of virtue ethics, both promoting and criticizing it. 3. Darwall, Stephen, ed. Virtue Ethics. Oxford: Blackwell, 2003. This anthology is distinctive in that it includes material from Aristotle, Hutcheson, and Hume, along with some central contemporary sources. 4. Walker, Rebecca L. and Philip J. Ivanhoe, eds. Working Virtue. Oxford: Oxford University Press, 2007. This recent anthology focuses on applied virtue ethics and has an excellent selection of essays by influential thinkers on topics including the environment, business, medicine, war, and poverty. Online Sources 'Virtue Ethics', Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/entries/ethics-virtue/ Entry written by Rosalind Hursthouse and updated in 2007. 'Bibliography on Virtue Ethics', maintained by Jörg Schroth. http://www.ethikseite.de/bib/cvirtue.pdf Extensive list of work published in virtue ethics. Updated regularly, listed in both alphabetical and chronological order, and contains abstracts of papers. 'Janusblog', maintained by Guy Axtell. http://janusblog.squarespace.com/ Blog devoted to current work in virtue ethics and virtue epistemology, although with an emphasis on the latter. It contains spirited discussion among the many contributors, as well as a library of papers. Sample Syllabus This syllabus is for a graduate seminar or intense upper-level undergraduate course. Books for purchase for this course might include the Crisp and Slote anthology, the Walker and Ivanhoe anthology, and Hursthouse's On Virtue Ethics. Week 1: The Roots of Contemporary Virtue Ethics Anscombe, Elizabeth. 'Modern Moral Philosophy' (Crisp and Slote) Foot, Philippa. 'Virtues and Vices' (Crisp and Slote) MacIntyre, Alasdair. 'The Nature of the Virtues' (Crisp and Slote) Week 2: The Roots of Contemporary Virtue Ethics Stocker, Michael. 'The Schizophrenia of Modern Ethical Theories' (Crisp and Slote) Williams, Bernard. 'Morality, the Peculiar Institution' (Crisp and Slote) McDowell, John. 'Virtue and Reason' (Crisp and Slote) Week 3: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part I Hursthouse, Rosalind. 'Practical Wisdom: A Mundane Account.' Proceedings of the Aristotelian Society 106.3 (2006): 283–307. Stangl, Rebecca. 'A Dilemma for Particularist Virtue Ethics' Week 4: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part II Stark, Susan. 'Virtue and Emotion.' Nous 33.5 (2001): 440–55. Stohr, Karen. 'Moral Cacophony: When Continence is a Virtue' Week 5: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part III Conly, Sarah. 'Flourishing and the Failure of an Ethics of Virtue' Nussbaum, Martha. 'Non-Relative Virtues: An Aristotelian Approach' MacIntyre, Alasdair. Dependent Rational Animals, chapter 10 Week 6: Agent-Based Virtue Ethics Slote, Michael 'Agent-Based Virtue Ethics' (Crisp and Slote) Slote, Michael, Morals from Motives, chapters 1 and 3 Week 7: Pluralistic Virtue Ethics Swanton, Christine. Virtue Ethics: A Pluralistic View , chapters 3, 4, and 11. Week 8: The Situationist Critique of Virtue Ethics Doris, John. 'Persons, Situations, and Virtue Ethics' Kamtekar, Rachana. 'Situationism and Virtue Ethics on the Content of Our Character' Sreenivasan, Gopal. 'Errors about Errors: Virtue Theory and Trait Attribution' Merritt, Maria. 'Aristotelian Virtue and the Interpersonal Aspect of Ethical Character.' Journal of Moral Philosophy 6 (2009): 23–49. Week 11: Right Action – Problems Johnson, Robert. 'Virtue and Right' Das, Ramon. 'Virtue Ethics and Right Action' Week 12: Right Action – Virtue Ethics Solutions Annas, Julia. 'Being Virtuous and Doing the Right Thing' van Zyl, Liezl. 'Agent-Based Virtue Ethics and the Problem of Action Guidance' Kawall, Jason. 'Virtue Theory and Ideal Observers' Week 13: Virtue Ethics and Professional Roles Pelligrino, Edmund. 'Professing Medicine, Virtue Based Ethics, and the Retrieval of Professionalism' (Walker and Ivanhoe) Swanton, Christine. 'Virtue Ethics, Role Ethics, and Business Ethics' (Walker and Ivanhoe) Sherman, Nancy. 'Virtue and a Warrier's Anger' (Walker and Ivanhoe) Week 14: Virtue Ethics and the Non-Human World Hursthouse, Rosalind. 'Environmental Virtue Ethics' (Walker and Ivanhoe) Walker, Rebecca. 'The Good Life for Non-Human Animals: What Virtue Requires of Humans' (Walker and Ivanhoe) Focus Questions 1. What is the relationship between virtue and flourishing? Are the virtues necessary for flourishing? Sufficient? 2. Can virtue ethics provide an adequate account of right action? 3. On what concept of a character trait does virtue ethics rely, and does situationist psychology undermine it? 4. Is the project of ethical naturalism a plausible one? To what extent does the success of Aristotelian virtue ethics depend on it? 5. How does virtue ethics affect the way that applied ethics is done? (shrink)

The Allegory of the Cave is a profound and influential reflection on the nature of education and philosophy found in Book 7 of Plato’s Republic. Socrates, the main speaker in the Republic, describes prisoners who have been chained in a cave all their lives, only able to see shadows cast on a wall by objects behind them. The allegory explores what would happen if one of these prisoners were freed and eventually taken into the world outside the cave. The (...) story illustrates how education can lead individuals from the shadowy darkness of ignorance and mere opinion to the light of knowledge and truth. This piece introduces the allegory and guides readers through the text, unpacking key concepts and wider implications. (shrink)

"Pre-modern philosophy" means the line of reflection that started with Plato andvAristotle, passed through Augustine and Boethius, and reached its acme in Aquinas, Scotus, and Suarez. The whole line was harshly judged by Descartes, then mocked by the empiricsts of the 18th Century. Why, then, did Pope Leo XII make a determined effort to revive it? And, more importantly, why was the revival a stunning success by the middle of the 20th Century? The answers to both questions are found (...) in a famous German book, Philosophie der Vorzeit by Josef Kleutgen, now available for the first time in English. Pre-ModernPhilosophy Defended shaped and strengthened Pope Leo's resolve. It showed how inaccurate the harsh judgments had been and how sadly inferior the modern replacements from Descartes to Hegel had turned out to be in many respects. Not in all. Kleutgen was no knee-jerk reactionary. He made no bones about the obsolete status of pre-Newtonian physics and cosmology. Rather, he focused on the central boast of "modern" thought, namely, that it had turned at least to the "subject" and had provided a long-needed thing called a "critique of knowledge." This book is must reading for intellectual historians and for philosophers working today in epistemology. But most of all, it is essential reading for laity and clergy concerned about revivals of modernism in the church. What was modernism, after all, but an attempt to make the Church revise her theology in the "light" of Kant or Hegel? This is why every Modernist knew Kleutgen's name and hated this book. Here is the first English translation (from the German) of the master work of Josef Kleutgen, the nineteenth century social philosopher whose thought lies at, or near, the heart of Catholic Social Thought. Kleutgen is widely and rightly seen as the shadow author of the social encyclicals of Leo XII. Leo's Rerum Novarum remains the origin and constant reference point of all Catholic Social Teaching. And Popes since have dated their own social encyclicals from Rerum Novarum - hence, Quadragesimo anno and Centesimus annus. --Gerard V. Bradley, University of Notre Dame Pre-Modern Philosophy Defended is must reading for intellectual historians and for philosophers working today in epistemology. And it is essential reading for laity and clergy concerned about revivals of modernism in the church. What was modernism, after all, but an attempt to make the Church revise her theology in the 'light' of Kant or Hegel? This is why every Modernist knew Kleutgen's name and hated Philosophie der Vorzeit (Pre-Modern Philosophy Defended). (shrink)

Cardinal Bessarion (1408–1472), in the second chapter of the first book of his influential work In calumniatorem Platonis, attempted to reply to Georgios Trapezuntios’ (1396–1474) criticism against Plato in the Comparatio Philosophorum Platonis et Aristotelis. Bessarion investigates why the Athenian philosopher maintained, in several dialogues, that the sacred truths should not be communicated to the general public and argued in favor of the value of oral transmission of knowledge, largely based on his theory about the cognitive processes. Recently, Fr. Bessarion (...) Kouotsis has argued that Cardinal Bessarion’s reasoning draws primarily on the “Disciplina Arcani”, i.e., the rule of secrecy, which was an established practice of the Early Christian Church, aimed at protecting and preserving the core elements of the religion from outsiders. While I find Kouotsis’ approach interesting and thought-provoking—for instance, the idea that Bessarion’s argumentation was likely influenced by Eastern Christian views on the rule of secrecy—I intend, first of all, to discuss why Bessarion did not explicitly mention it. Moreover, I would like to argue that Bessarion’s good knowledge of the long Platonic tradition and Eastern mysticism, encompassing both pagan and Christian elements, should also be considered a significant source. Furthermore, I would like to question Kouotsis’ implicit argument that Bessarion’s views were dominated by his training in Orthodox theology and discuss the possibility that Pletho’s (1355–1454) teaching was the obvious influence for Bessarion’s defense of secrecy. After all, we should bear in mind that Anastos has already pointed out Pletho’s reverence for the rule of secrecy. Finally, I would like to support that Bessarion, in the specific text, focused predominantly on the epistemological and cognitive aspects of oral teaching, resorting to the rule of secrecy only to enhance his views. (shrink)

One of the central challenges to contemporary political philosophy is the apparent impossibility of arriving at any commonly agreed upon “truths.” As Nietzsche observed in his Will to Power, the currents of relativism that have come to characterize modern thought can be said to have been born with ancient sophistry. If we seek to understand the strengths and weaknesses of contemporary radical relativism, we must therefore look first to the sophists of antiquity—the most famous and challenging of whom is (...) Protagoras. With Sophistry and Political Philosophy, Robert C. Bartlett provides the first close reading of Plato’s two-part presentation of Protagoras. In the “Protagoras,” Plato sets out the sophist’s moral and political teachings, while the “Theaetetus,” offers a distillation of his theoretical and epistemological arguments. Taken together, the two dialogues demonstrate that Protagoras is attracted to one aspect of conventional morality—the nobility of courage, which in turn is connected to piety. This insight leads Bartlett to a consideration of the similarities and differences in the relationship of political philosophy and sophistry to pious faith. Bartlett’s superb exegesis offers a significant tool for understanding the history of philosophy, but, in tracing Socrates’s response to Protagoras’ teachings, Bartlett also builds toward a richer understanding of both ancient sophistry and what Socrates meant by “political philosophy.”. (shrink)

As the percentage of U.S. citizenry over 65 years of age rises, people of old age will become increasingly present both in and out of the classroom. This paper recommends several methods for incorporating philosophical reflection about old age into several philosophy courses and various leading questions to help thematize how old age figures into philosophical texts. For an epistemology course, the author explores the question of epistemological authority (whether living a full human lifespan really imbues one with greater (...) perspective or insight into matters of importance) and epistemological conflict (by what common criteria can one evaluate one’s earlier and later judgments on something when they conflict?). For an ethics course, the author explores one factual question (viz., Do healthy, aging people gradually lose interest in the goals they held when younger and do they acquire different, contemplative priorities?) and one normative question (viz., Ought the elderly to turn towards contemplation?) and relates both questions to the broader philosophical themes of human nature, the nature of activity or action, and what it means to live well. The author relates these questions to a number of philosophical texts and figures, including Hindu classics, Plato, Cicero, and Montaigne. (shrink)

This paper presents findings from qualitative research on teachers’ experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers’ experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities (...) consist of students’ training in democratic living, reflective thinking, and a better understanding of various subject matters if the tools of philosophy are used. For teachers, the main challenge of doing philosophy is the uncertainty in the classroom when teaching through dialogue. (shrink)

A compilation of the essential works of Plato in one paperback volume: The Republic, The Symposium, Parmenides, Euthyphro, Apology, Crito, and Phaedo.

Myles Burnyeat was a major figure in the study of ancient Greek philosophy during the last decades of the twentieth century and the first of this. After teaching positions in London and Cambridge, where he became Laurence Professor, in 1996 he took up a Senior Research Fellowship at All Souls College, Oxford, from which he retired in 2006. In 2012 he published two volumes collecting essays dating from before the move to Oxford. Two new posthumously published volumes bring (...) together essays from his years at All Souls and his retirement. The essays in Volume 4 are addressed principally to scholars engaging first with fundamental issues in Platonic and Aristotelian metaphysics and epistemology and in Aristotle's philosophical psychology. Then follow studies tackling problems in interpreting the approaches to physics and cosmology taken by Plato and Aristotle, and in assessing the evidence for early Greek exercises in optics. (shrink)

Philosophers who have turned their thoughts to the subject of education have most often concerned themselves with the construction of very abstract models of cognition by means of which the activities of teaching and learning are to be understood. Such attention as they have given to the subject matter of instruction has tended to be dominated by a concern with the morally or practically beneficial effects to be expected from a child’s acquisition of a certain kind of knowledge. It (...) would appear, too, that the decisive index used in assessing the value of such knowledge has often been the degree to which it approximated to an antecedently established archetype of knowledge. While the primary emphasis that has been given to these matters by Plato and by most of the modern philosophers of education from Locke to Dewey is understandable and has led to the elaboration of important theses in general epistemology, there are good reasons for thinking that this commentary needs to be more broadly based than it has often been in the past. More specifically, it will need to be informed by a better understanding of the distinctive character of the several subjects of instruction. Whatever contribution general epistemology may be able to make to the understanding of teaching and learning, its theses clearly stand in need of the kind of amplification that can come only from a survey of the particular types of knowledge to which the divisions of academic subject-matter correspond. In the absence of such a survey, there will be a very strong tendency for a single type of knowledge to be treated as the perfect exemplification of the general model of knowledge produced by our epistemology and for other subjects to be regarded simply as inferior approximations to that epistemic standard which will itself very likely become harder and harder to distinguish from its paradigm instance. What I am suggesting then is that the philosophy of education needs to orient itself to a much greater degree than it has previously done on the various ‘philosophies of’, e. g. the philosophies of science, of history and the social sciences, of law, and of art, which have come to occupy such an important place in contemporary philosophy. My special concern in this paper will be to argue that much discussion of the humanities and of their place within the instructional programs of the schools could benefit from work that has recently been done in the philosophy of language and in the philosophy of history and the social sciences. My guiding assumption which I will try to make as plausible as I can is that a consideration of the distinctive logical and conceptual features of the humanities does not have a merely theoretical interest but offers important clues to the nature of the educational and broadly moral importance which we traditionally impute to these studies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Cambridge Companion to Greek and Roman PhilosophyBrad InwoodDavid Sedley, editor. The Cambridge Companion to Greek and Roman Philosophy. New York: Cambridge University Press, 2003. Pp. xiv + 396. Cloth, $65.00, Paper, $24.00.Readers of this journal are familiar with the Cambridge Companions. What is striking about this one is its broad sweep. A Companion to all of ancient philosophy will necessarily present the reader with a (...) somewhat shallow overview. Is this really such a good idea? What is its role, when there are already Companions to Early Greek Philosophy, Plato, Aristotle, The Stoics, and Plotinus? The editor answers this by aiming also to provide a "book to accompany survey courses on the history of ancient philosophy." It is challenging to provide an overview of the first millennium and more of Western philosophy, but this pedagogical goal is tougher. David Sedley has managed both tasks well. Although some chapters are not suitable hors d'oeuvres for beginners, all will nourish the hungry and whet the appetite for more. Even those chapters which amount to substantial entrées too rich for novices are excellent meat. There are no reheated leftovers. From beginning to end this is a feast of reason.The book makes abundant use of tables to present large amounts of complex material economically—lists of Plato's dialogues indicate topics, speakers and lengths; Roman philosophers are displayed with biographical notes, school affiliations, and major works; philosophical commentators are given with date and the author and work commented on; nineteen Presocratics are adorned with birthplace, date, key ideas and thumbnail comments. Many of the chapters cultivate an elegant but economical style which must be due in part to editorial encouragement and example. Though it is bound to skip over much, it avoids even the appearance of superficiality. Jill Kraye's chapter on "The legacy of ancient philosophy" to the medieval and modern world is a masterpiece of clarity and compression as well as a superb piece of intellectual history.Kraye's survey concludes the volume. Sedley's substantial introduction begins it by motivating the study of ancient philosophy through two characteristic questions, "What is a good human life?" and "Why isn't the earth falling?" and culminates in a highly informative guide to our various textual sources and a compact demonstration of how they become the editions and translations we use.Jonathan Barnes opens (ch. 1) with a homily on "Argument in ancient philosophy"; splendid stuff, but for all its lucidity, not an ideal appetizer for the survey course students I teach—it's a dessert better served later in the volume. Similarly thematic chapters on "Philosophy and literature" (ch. 8, Martha Nussbaum), "Philosophy and science" (ch. 10, R.J. Hankinson) and "Philosophy and religion" (ch. 11, Glenn Most) set ancient philosophy in broader context. Hankinson splendidly communicates the scientific agenda of the ancient world, perhaps over-emphasizing the mathematical sciences, Galen and scientific epistemology at the cost of "scientific" writers like Strabo, Pliny, and Vitruvius. Nussbaum concentrates on the fourth century B.C. at the expense of later centuries, but gives excellent value on the canonical texts, the Republic and the Poetics. Most's essay explores the interpenetration of religious themes with the philosophical (emphasizing how differently pagan religion interacted with philosophy than does any modern faith) and adds an acute though exaggerated set of observations on the religious quality of the ancient philosophical way of life. It would be hard to locate the saintly sages Most presents as typical in the logical landscape evoked by Barnes.The remaining chapters cover periods and major figures. Malcolm Schofield on the Presocratics (ch. 2), Sarah Broadie on the Sophists and Socrates (ch. 3), Christopher Rowe on Plato (ch. 4), John Cooper on Aristotle (ch. 5), Jacques Brunschwig and David Sedley on Hellenistic philosophy, A.A. Long on Roman (ch. 7), and Frans de Haas on Late ancient philosophy. The authors are all eloquent authorities and it's a menu with no bad choices—though I'm sure my undergraduates will find Cooper's treatment of the figures of Aristotle's syllogisms indigestible. I found Rowe's careful balance of old and new in his introduction to... (shrink)

Plato, the great philosopher of Athens, was born in 427 BCE. In early manhood an admirer of Socrates, he later founded the famous school of philosophy in the grove Academus. Much else recorded of his life is uncertain; that he left Athens for a time after Socrates' execution is probable; that later he went to Cyrene, Egypt, and Sicily is possible; that he was wealthy is likely; that he was critical of 'advanced' democracy is obvious. He lived to be (...) 80 years old. Linguistic tests including those of computer science still try to establish the order of his extant philosophical dialogues, written in splendid prose and revealing Socrates' mind fused with Plato's thought. In Laches, Charmides, and Lysis, Socrates and others discuss separate ethical conceptions. Protagoras, Ion, and Meno discuss whether righteousness can be taught. In Gorgias, Socrates is estranged from his city's thought, and his fate is impending. The Apology, Crito, Euthyphro, and the unforgettable Phaedo relate the trial and death of Socrates and propound the immortality of the soul. In the famous Symposium and Phaedrus, written when Socrates was still alive, we find the origin and meaning of love. Cratylus discusses the nature of language. The great masterpiece in ten books, the Republic, concerns righteousness. Of the six so-called dialectical dialogues Euthydemus deals with philosophy; metaphysical Parmenides is about general concepts and absolute being; Theaetetus reasons about the theory of knowledge. Of its sequels, Sophist deals with not-being; Politicus with good and bad statesmanship and governments; Philebus with what is good. The Timaeus seeks the origin of the visible universe out of abstract geometrical elements. The unfinished Critias treats of lost Atlantis. Unfinished also is Plato's last work of the twelve books of Laws, a critical discussion of principles of law which Plato thought the Greeks might accept. The Loeb Classical Library edition of Plato is in twelve volumes. (shrink)