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  1. (2 other versions)Reading the περιτροπή: "Theaetetus" 170c-171c. Chappell - 2006 - Phronesis 51 (2):109 - 139.
    Two readings of the much-discussed περιτροπή argument of "Theaetetus" 170c-171c have dominated the literature. One I call "the relativity reading". On this reading, the argument fails by ignoratio elenchi because it "carelessly" omits "the qualifications 'true for so-and-so' which [Protagoras'] theory insists on" (Bostock 1988: 90). The other reading I call "the many-worlds interpretation". On this view, Plato's argument succeeds in showing that "Protagoras' position becomes utterly self-contradictory" because "he claims that everyone lives in his own relativistic world, yet at (...)
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  • Protagoras refuted: How clever is Socrates' "Most clever" argument at Theaetetus 171a–c?Luca Castagnoli - 2004 - Topoi 23 (1):3-32.
    This article aims at reconstructing the logic and assessing the force of Socrates' argument against Protagoras' 'Measure Doctrine' at Theaetetus 171a–c. I examine and criticise some influential interpretations of the passage, according to which, e.g., Socrates is guilty of ignoratio elenchi by dropping the essential Protagorean qualifiers or successfully proves that md is self-refuting provided the missing qualifiers are restored by the attentive reader. Having clarified the meaning of MD, I analyse in detail the broader section 170a–171d and argue, against (...)
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  • Virtue and inquiry, knowledge and ignorance: Lessons from the Theaetetus.Jennifer F. Ingle - unknown
    Plato's dialogues are set in fifth century Athens but they are performed for a fourth century audience. The context of his dialogues, then is wider perhaps than other philosophers and because of the difference in periods, it is clear that it is necessary for an audience member to possess knowledge of the events of the previous generation, viz., the fifth century BCE. When its cultural context is taken into account, the Theaetetus can not be read as an attempt by Plato (...)
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  • Logical Oddities in Protagorean Relativism.Evan Keeling - 2023 - Rhizomata 10 (2):215-237.
    This paper discusses two broadly logical issues related to Protagoras’ measure doctrine (M) and the self-refutation argument (SRA). First, I argue that the relevant interpretation of (M) has it that every individual human being determines all her own truths, including the truth of (M) itself. I then turn to what I take to be the most important move in the SRA: that Protagoras recognises not only that his opponents disagree with him about the truth of (M), but also that they (...)
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  • (2 other versions)Reading the περιτρoπη: Theaetetus 170c-171c. Chappell - 2006 - Phronesis 51 (2):109-139.
    Two readings of the much-discussed περιτροπή argument of "Theaetetus" 170c-171c have dominated the literature. One I call "the relativity reading". On this reading, the argument fails by ignoratio elenchi because it "carelessly" omits "the qualifications 'true for so-and-so' which [Protagoras'] theory insists on" (Bostock 1988: 90). The other reading I call "the many-worlds interpretation". On this view, Plato's argument succeeds in showing that "Protagoras' position becomes utterly self-contradictory" because "he claims that everyone lives in his own relativistic world, yet at (...)
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  • (2 other versions)Protagoras, Nietzsche, Heidegger: From the history of being to the history of values.Paul Slama - 2020 - Methodos 20.
    Cet article examine le fragment de l’homme-mesure de Protagoras, tout d’abord en exposant les grands courants de son interprétation, ensuite et surtout en présentant les positions respectives et antagonistes de Nietzsche et Heidegger. Heidegger, contre Nietzsche, fait reposer l’homo-mensura sur un arrière-fond ontologique et platonicien, où la mesure n’est possible que depuis l’ouverture ontologique qui la précède. Cette interprétation a sa légitimité historique et philologique. Mais Nietzsche comprend le fragment comme entièrement irréductible au platonisme : Protagoras (et son frère de (...)
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  • Plato's Theaetetus.Deron Boyles - 2018 - Philosophy of Education 74:229-241.
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