In Phaedo, Plato shows the grace of a true courage which can affirm life even in death. Socrates’ courage is not that of the martyr, grounded on a belief in divine reward; his is the courage of the philosopher who knows that he does not know. In his self-reflexive striving to be a person who strives for wisdom, Socrates dissipates the fear of death by dissolving the presumption on which this fear is based, and reframing death as an opportunity for (...) knowledge. Socrates’ courage is therefore founded on an epistemic hope that is embodied in the very activity of philosophy. (shrink)

In recent decades "virtue ethics" has become an accepted theoretical structure for thinking about normative ethical principles. However, few contemporary virtue ethicists endorse the commitments of the first virtue theorists---the ancient Greeks, who developed their virtue theories within a commitment to eudaimonism. Why? I believe the objections of modern theorists boil down to concerns that eudaimonist theories cannot properly account for two prominent moral requirements on our treatment of others. ;First, we think that the interests and welfare of at least (...) some others ought to give us non-instrumental reason for acting---that is, reason independent of consideration of our own welfare. Second, we think others are entitled to what we might call respect, just in virtue of their being persons. Eudaimonist accounts either cannot account for these intuitions at all, or they give the wrong sort of account. ;My dissertation assesses the resources of eudaimonism to meet these lines of criticism. Chapter 2, 3, and 4 survey the views of Plato, Aristotle, and the Stoics, to discover insights that are important for a successful response. In Chapters 5 and 6, I offer my own account, based on what I call empathic identification. This is the habit or disposition of seeing things, in effect, through the eyes of others. Empathic identification is a process through which the interpersonal transmission of reasons for actions between persons becomes possible. I argue first that our interest in our own eudaimonia justifies us in identifying empathically with others as a general habit or disposition. Second, I argue that empathic identification explains our intuitions about the respect others are due. So empathic identification generates the right sort of explanation of our intuitions about the constraints others and their interests impose upon us after all, and renders eudaimonist virtue ethics a viable form of ethical theory. (shrink)

This paper argues that the creation of Kallipolis and the educational pro­gamme designed therein should be read in the context of one branch of Plato’s critique of Athenian democracy; namely, its employment of the Laconizing trope prominent in Politeia literature in order to identify and radicalize the desires innervated by an idealized vision of Spartan unity. In particular, it aims to show that the discussion of sexual difference in the famous first wave of Book 5, as well as the peculiar (...) concep­tion of phusis on which the foundation of Kallipolis rests and the account of familial discord so decisive for the distinct moments of its demise, should be read in light of the service they perform to Plato’s reframing of ownership. (shrink)

In books 8 and 9 of Plato’s Republic, Socrates provides a detailed account of the nature and origins of four main kinds of vice found in political constitutions and in the kinds of people that correspond to them. The third of the four corrupt kinds of person he describes is the ‘democratic man’. In this paper, I ask what ‘rules’ in the democratic man’s soul. It is commonly thought that his soul is ruled in some way by its appetitive part, (...) or by a particular class of appetitive desires. I reject this view, and argue instead that his soul is ruled by a succession of desires of a full range of different kinds. I show how this view helps us better understand Plato’s depiction of corrupt souls in the Republic more generally, and with it his views on the rule of the soul, appetitive desire, and the nature of vice. (shrink)

In this paper I try to solve some problems concerning the interpretation of Socrates' conversation with Gorgias about the nature of rhetoric in Plato's Gorgias (448e6-461b2). I begin by clarifying what, ethically, is at stake in the conversation (section 2). In the main body of the paper (sections 3-6) I address the question of what we are to understand Gorgias as believing about the nature of rhetoric: I criticise accounts given by Charles Kahn and John Cooper, and suggest an alternative (...) account of my own. In the final section I spell out some of the implications of my account for the interpretation of the Gorgias, and of Plato more generally. (shrink)

A central aspiration of the ‘Britishness’ agenda in UK politics is to promote community through the teaching of British values in schools. The agenda’s justification depends in part on the suppositions that harmony arising from agreement on certain values is a necessary condition of social health and that conflict arising from pluralism connotes a form of dysfunction in social life. These perceptions of harmony and conflict are traceable to the ancient Greeks. Plato used the device of the soul-city analogy to (...) provide a form of independent justification for his favoured model of community according to which harmony was essential. However, the soul-city analogy involves an intellectual sleight-of-hand. The idea that conflict connotes a defect in social life, which continues to haunt contemporary debates about community and values education, is the vestige of an ancient aristocratic ideology and we must learn to see it as such. There is no more reason to accept the Platonist portrayal of the place of conflict in social life than there is to accept a diametrically opposed Heraclitean account, which interprets harmony as the central threat to social flourishing. The implications of this ancient dispute for modern education are considerable: there is nothing natural or inevitable about the association of conflict with social dysfunction that partly supports the Britishness agenda; it is a political prejudice. Coming to see it as such will reveal new pathways to belonging and new ways of understanding the role of education in fostering the good society. (shrink)

The idea that there is a distinctively practical use of reason, and correspondingly a distinctively practical form of knowledge, unites many otherwise diverse voices in the history of practical philosophy: from Aristotle to Kant, from Rousseau to Marx, from Hegel to G.E.M. Anscombe, and many others. This volume gathers works by scholars who take inspiration from these and many other historical figures in order to deepen our systematic understanding of questions raised by their work that still are, or ought to (...) be, at the center of contemporary philosophical debate: the form and nature of practical reasoning, agential self-consciousness or practical knowledge, how knowledge of the good relates to our motivational capacity, and the shape of philosophical thinking about sound forms of living together. Accordingly, the volume is divided into three parts: action theory, meta-ethics, and political philosophy. This fusion of perspectives delivers novel possibilities not only for answering the systematic questions outlined above, but also for understanding both what unifies and distinguishes those historical voices that have sought to articulate the concept of practical reason. “This fascinating volume brings out the richness and profundity of an oft-neglected approach to understanding human agency, one that foregrounds action as itself an exercise of reason. Essays on ethics, mind, action, and political philosophy explore the history, substance, and implications of this idea, cutting across while also revealing the unity underlying various parts of philosophy that are typically treated separately.” – Eric Marcus, Auburn University. (shrink)

This paper reevaluates the role of Adeimantus in Book 2 of Plato's Republic, arguing that his challenge to Socrates' view of justice—specifically, his interest in the influence of the outer world on our inner lives—serves a crucial yet underappreciated purpose in initiating the political project of the work. I suggest that it's due to Adeimantus' contribution in the Republic that Plato's wide-ranging inquiry into issues in ethics, politics, psychology, epistemology, and metaphysics hangs together as an integrated whole. A further benefit (...) of this reevaluation, I argue, is the way it illuminates Plato's assessment of poetry in the dialogue. This paper was delivered this past year as part of the Boston Area Colloquium in Ancient Philosophy. Comments are welcome but please do not cite without permission. (shrink)

Plato's city-soul analogy underwrites his overarching argument in the Philebus. I sketch the main lines of the analogy, and then defend it against two prominent objections.

This article analyses the complex relationship between the logical and the analogical dimension in the Republic of Plato, focusing synchronically on three analogies: polis-soul, polis-body and soul-body. The aim is to demonstrate first how the analogies help Plato to give strength to his political description, and second how the power relationships provide intelligible models for the description of the human being. The analogical value of the power relationships and the political value of the analogies emerge as inseparably linked. The article (...) proves at the same time how the analogy between the ideal polis and a timeless image of the soul is only possible due to the medical analogy between the polis and the body, which separate clearly the Greek culture from the «barbaric» populations. (shrink)

The spirited part, thumos, plays a complex and often disputed role in Plato's account of the soul. The doctrine of the soul as specifically tri‐partitioned seems to depend on a substantial conception of thumos as fundamental and non‐reducible. Building on John Cooper's contribution in the discussion of the topic, this article aims to show that the role of thumos is characterised by an indispensable, deep‐rooted urge for dignified self‐preservation. The view is supported by Plato's own examples, and discussed with regards (...) to Myles Burnyeat's account of thumos as an essentially social phenomenon. The main claim is that in order to preserve the Platonist idea of thumos as fundamental one should discard Burnyeat's characterisation of thumos as unequivocally social, and instead advocate a view of thumos as concerned with a particular form of self‐preservation, which Cooper's account suggests, but does not fully elaborate. (shrink)

Plato’s treatment of poetry is usually discussed without reference to other contemporary reception of Greek poetry, leading to divergent political or aesthetic accounts of its meaning. Yet the culture of the Greek polis, in particular Athens, is the defining context for understanding his aims. Four distinct points are made here, and cumulatively an interpretation of Plato’s opposition to poetry: on the basis of other evidence, including Aristophanes’ Frogs, that Plato would quite reasonably understand poetry to claim the craft of looking (...) after a city ; that Socrates makes a rival claim that philosophy is the pursuit of this skill; that Plato considers the poets, owing to this rivalry, to aim to exclude philosophy from Athens; and finally, that Plato’s exclusion of poetry from the theoretical just city of the Republic is part of his defence of the possibility of philosophy in Athens. (shrink)

Jan Zwicky's fertile essays expose by contrast the aridity of much contemporary writing about the point of humanistic endeavor and intellectual life. Thinking, in her account, is importantly the work of imagination. The more common focus on critical thinking, in arguments on behalf of liberal arts pedagogy, does put a salutary emphasis on some aspects of thoughtfulness, for instance, use of evidence and argumentation, but Zwicky is right that this approach fails to articulate a standard for synthetic, imaginative discernment that (...) meaningfully grasps the world. Zwicky usefully provides an account of just such a standard. Yet her argument that “other than pointing and hoping, there are no rules, no algorithms, by which human perception of a gestalt may be facilitated” sells the work of teachers short. An alternative case is made by Plato in his representation of Socrates-as-teacher, and most of this article is a case study of passages from the Republic. (shrink)

Several commentators since Aristotle have sought to convince us that Plato’s discussion of political constitutions or politeiai in Republic 8 is full of problems. In effect, such commentators argue that Plato’s account is not all that helpful in our efforts to understand political life. This paper argues that, despite several objections to Plato’s discussion of political constitutions in Republic 8, there is much that is helpful for thinking about political life. The following issues are taken up in an effort to (...) clarify Plato’s account of regimes: the role of such an account in the main ethical argument of the dialogue ; whether Plato’s discussion has both an a priori perspective and one based on experience; the analogy of the city and the soul and whether this holds together in Republic 8; Plato’s depiction of regime change in temporal/historical terms; and the fact that the account of political regimes seems incomplete because each regime is presented in the manner of a sketch. (shrink)

In this programmatic essay, I approach the question "What is open-mindedness?" through three more specific questions, each designed to foreground a distinct dimension along which the analysis of open-mindedness might proceed: When is open-mindedness? What is not open-mindedness? and, Where is open-mindedness? The first question refers to the temporal dimension of open-mindedness, which I analyze in terms of Dewey’s distinction between recognition and perception and the psychoanalytic concept of disavowal. The second question refers to the dialectical dimension of open-mindedness, to (...) what the many aspects of closed-mindedness reveal about open-mindedness. Here I recall Aristotle’s doctrine of the mean. The third question refers to the dimension of scale, asking what open- and closed-mindedness look like on the interpersonal and social levels. To bring out this third dimension, I draw on Jonathan Lear's reading of the Republic and psychoanalytic group dynamics theory. Through these three related inquiries I show the range of this central intellectual virtue and bring out its connections to two central, related features of the moral life: the need for integration and the need for openness to newness and complexity. (shrink)

This chapter contains sections titled: Introduction Against Writing The Hole in the Argument Spotting the Defense of Philosophical Writing A Sociology of Symbols The Psychological Power of Symbols.