This paper argues for the need of philosophical translator-advocates to overcome the (would-be) limitations produced by the linguistic narrowness of analytic philosophy. It draws on a model used to analyze epistemic communities in order to characterize a form of linguistic injustice. In particular it does so by treating language as an epistemic barrier to entry of ideas and people and by treating philosophical translator-advocates as engaged in a form of arbitrage. Along the way I specify some necessary and jointly sufficient (...) characteristics of a philosophical translator-advocate. My argument is illuminated and vivified with examples from the history of analytic philosophy and other episodes from the history of philosophy. (shrink)

The question contrasts two ways of expressing the role of the sense organ in perception. In one the expression referring to the sense organ is put into the dative case ; the other is a construction with the preposition δiá governing the genitive case of the word for the sense organ.

Scholars who have taken interest in Theaetetus' educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes (...) presented in the dialogue's digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in Theaetetus, emerges as superior to a base sophistic education, though it remains inferior to Socratic education. (shrink)

The Cratylus begins with a paradox; it ends with a paradox; and it has a paradox in between. But this disturbing characteristic of the dialogue has been overshadowed, not to say ignored, in the literature. For commentators have seen it as their task to discover exactly what theory of language Plato himself, despite his declared perplexity, intends to adopt as he rejects the alternatives of Hermogenes and Cratylus. A common view, then, has been to suppose that the πορίαι of the (...) dialogue are mere camouflage for the hidden dogma, whatever that may be. A favoured candidate, of course, has been the theory of transcendent forms, in some preliminary version. As a consequence, the dialogue has often been seen as a precursor to the great metaphysical works of Plato's middle period such as the Phaedo or the Republic. Not so, I shall argue. My case is that this dialogue centres upon a series of paradoxes which are both powerful and unsettling. Their final effect is to attack the theory of forms, not to defend it. They are, I suggest, genuine proposals of philosophical difficulty, rather than mere artifice to disguise an idealist truth. As such, they belong, and may clearly be seen to belong, with works of the critical period which subject the theory of forms to scrutiny. Thus the πορίαι of the Cratylus have their counterparts in the Parmenides, the Theaetetus and the Sophist. I propose, then, that the dialogue was written during the late, critical period of Plato's philosophical activity. (shrink)

Any comprehensive interpretation of the "Theaetetus" has to provide answers to, among others, two very general questions concerning that dialogue: "What is Plato's relation to the problems faced in the "Theaetetus"?" and "What is the significance of the absence of the Forms from the discussion of the "Theaetetus", given their undoubted relevance to the topic of the dialogue, i.e. knowledge?" Predominantly, the answer given to the first question in the literature has been that the problems are those that Plato is (...) trying to tackle and the one to the second question, when it has been addressed at all, that the Forms are left out of the discussion because Plato no longer thought them relevant, either for having abandoned or seriously revised them, by the time of writing the "Theaetetus". In this study of the Wax Block and the Aviary models of judgment that occur in the second part of the "Theaetetus" as part of its discussion of the problem of false judgment, I argue that the problems faced there actually arise because of the neglect of Forms. The discussion of the second part is, I contend, carried out on a materialist ontology, an ontology assumed because it suits the definition of knowledge as true judgment which inaugurates that part of the dialogue, an ontology in no way subscribed to by Plato. The Wax Block is, I explain, a materialist model and fails in the case of judgments about numbers for treating them on a par with material subjects, ignoring their intelligible status. In particular, it fails to distinguish judging 5 and 7 to be 11 from judging 12 to be 11 because of its neglect of Forms; Plato would distinguish those judgments by distinguishing 5 and 7 from 12 with help from his part-whole analysis, to which the Forms are essential. (shrink)

Há muita discussão sobre como interpretar o papel do argumento ‘Saber ou não Saber’ em Teeteto 188a-c. Alguns intérpretes supõem que esse papel é dialético e Platão não está comprometido com sua verdade. Outros pensam que o argumento revela a confusão de Platão sobre o tema da opinião falsa à época do Teeteto. Em minha análise, há uma terceira via que faz mais justiça ao que Platão está desenvolvendo em 188a-c. Penso que em 188a-c temos uma versão do princípio platônico (...) da infalibilidade. (shrink)