This paper puts forward a new interpretation of the argument at Philebus 36c–40d that pleasures can be false. Protarchus raises an objection at 37e–38a, and in response Socrates presents the elaborate painter-scribe analogy. Most previous interpretations do not explain how the analogy answers Protarchus’ objection. On my account, Protarchus’ objection relies on the plausible intuition that pleasure is simply not in the business of assessing the world, and so it cannot be charged with doing so incorrectly. Socrates responds by demonstrating (...) that pleasure can be mistaken about the world, despite not making an independent assessment of it. The painter-scribe analogy demonstrates how pleasure comes to be mistaken about the world by reproducing the mistake of a judgment. Socrates persuades Protarchus that pleasure can be mistaken in part by preserving his intuition that pleasure itself is not the source of the mistake. (shrink)

ABSTRACT: This article addresses two main concerns: first, the relation between the truth/falsehood and purity/impurity criteria as applied to pleasure, and, second, the status of our pleasures of learning. In addressing the first, I argue that Plato keeps the truth/falsehood and purity/impurity criteria distinct in his assessment of pleasures and thus leaves room for the possibility of hybrid pleasures in the form of true impure pleasures and false pure pleasures. In addressing the second issue, I show that Plato's view is (...) perfectly able to accommodate an understanding of our pleasures of learning as pure pleasures even if such pleasures are preceded by awareness of a lack (ignorance).RÉSUMÉ: Cet article aborde deux concepts principaux: premièrement, la relation entre les critères de vérité/fausseté et de pureté/impureté appliqués au plaisir, et deuxièmement, le statut de notre plaisir d'apprendre. En abordant le premier concept, j'argumente que Platon tient distincts les critères de vérité/fausseté et de'pureté Iimpureté dans son évaluation du plaisir, laissant ouverte la possibilité de plaisirs hybrides sous forme de vrais plaisirs impurs et faux plaisirs purs. En abordant le deuxième concept, je montre que le point de vue de Platon est parfaitement capable d'accommoder la compréhension de nos plaisirs d'apprendre comme plaisirs purs si de tels plaisirs sont précédés par la conscience d'un manque (ignorance). (shrink)