How does the afterlife affect ethical and political considerations in this life when a culture has no unified religious dogma? This article focuses on the afterlife as an uncertain “elsewhere” invoked to rethink political imperatives in specific Ancient Greek literary and philosophical texts. First, it uncovers the political implications of radically divergent notions of the afterlife in both Aeschylus’s Oresteia and Sophocles’s Antigone—from nothingness, to continuation in a society of souls below, to ethical judgment by a divinity—significant examples of which (...) have been neglected. It then follows out the almost congruent diversity of afterlife notions in Plato’s Apology and Phaedo. By examining how Socrates uses “unbelief” concerning the afterlife to interrogate ethics and politics, this article gives a fresh perspective on the structure of debate in the Phaedo. The very emphasis on “unbelief,” however, demonstrates that the dialogue itself may not present Socratic views as definitive. (shrink)

Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter “teacher-guides”—educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic dialogues, Plato appropriated these two conceptions of education, refashioning and fusing them to present a new philosophical conception of learning: Plato’s Socrates is a teacher-guide who causes his interlocutors to learn through suffering. Socrates, however, is not presented straightforwardly (...) as a pedagogical success story. Socrates’ failures are, paradoxically, part of what makes him an ideal literary model for a philosophical teacher-guide. Plato requires his readers to question why Socrates’ interlocutors are not converted to philosophers. (shrink)