Here I interpret a central passage in Plato's Sophist by focusing on understudied elements that provide insight into the fit of the dialogue's parts and the Sophist-Statesman diptych as a whole. I argue that the Eleatic Stranger's account of what the dialectician "adequately views" at Sophist 253d1-e3 involves both division and the communion of ontological kinds, not just one or the other as has been typically argued. I also consider other key passages and the turn throughout the dialogue from imagistic (...) opining toward noetic understanding. (shrink)

There are only two places in which Plato explicitly offers a critique of the sort of theory of forms presented in the Phaedo and Republic: at the beginning of the Parmenides and in the argument against the Friends of the Forms in the Sophist. An accurate account of the argument against the Friends, therefore, is crucial to a proper understanding of Plato’s metaphysics. How the argument against the Friends ought to be construed and what it aims to accomplish, however, are (...) matters of considerable controversy. My aim in this article is twofold. First, I show that the two readings of the argument against the Friends that dominate the contemporary literature – the “Cambridge Change” reading and the “Becoming-is-Being” reading – lack sufficient textual support. Second, I offer an alternative reading of the argument against the Friends that better explains both the text of 248a4–249d5 and the role the argument plays within the Stranger’s wider project of demonstrating that non-being is. My thesis is that the Stranger’s argument against the Friends seeks to demonstrate that the forms must be both at rest and moved, where “moved” has the sense of “affected.” To participate in a form is to be affected by that form. I argue that since, according to the Stranger, every form participates in some other forms, every form is “moved” in the sense that it is affected by the forms in which it participates. Likewise, I argue that every form is at rest in the sense that its unique nature remains unaffected by the other forms in which it participates. (shrink)

In this paper I offer a reading of one of Plato’s later works, the Sophist, that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a ‘mid-wifely’ or ‘maieutic’ method, in the Sophist. In contrast to the Socratic method, the sole aim of this method is (...) not to disabuse the reader or learner of her false opinions. Rather, its purpose is to supply her with the skills and dispositions as well as the claims and counter-claims she needs to critically evaluate a view, and so facilitate knowledge acquisition, for herself. But the text does not merely teach critical thinking in this indirect manner. One of the strategies its author employed was to encourage the reader/learner to consider under what conditions a claim or idea would be false. To the extent that it achieves this, the Sophist provides both a model and an application of that particular kind of critical thinking in the learning environment that Jonathan Baron has described as ‘active open-mindedness’. (shrink)