This article argues that in Pindar's epinicians first-person statements may occasionally be made in the persona of the chorus and the athletic victor. The speaking persona behind Pindar's first-person statements varies quite widely: from generic, rhetorical poses—a laudator, an aoidos in the rhapsodic tradition (the “bardic first person”), an Everyman (the “first person indefinite”)—to strongly individualized figures: the Theban poet Pindar, the chorus, the victor. The arguable changes in the speaker's persona are not explicitly signalled in the text. This can (...) lead to significant ambiguities concerning the identity of the speaker (“blurred quotation,” “indeterminate speech boundaries”). The lack of a concern always to distinguish clearly the primary from the secondary narrators relates to a desire to confuse diegetic and mimetic forms; the practice of the fifth-century choral lyric poets in this regard is compared to that of other ancient Greek writers. The main challenge is to indicate how it is possible, in theory and in practice, for the athletic victor to be identified as the speaker when this is not explicitly signalled in the text; and, if this is possible, to suggest how it is possible for an audience to recognize when the speaking persona subsequently reverts to laudator or poet. An attempt is made to consider whether any formal, structural, or thematic tendencies can be observed in those passages in choral lyric where the chorus or the victor are tacitly introduced as speaking personae: such effects, it is argued, occur especially when links of ritual or genealogy enable the ode to “zoom” from the mythical past to the present occasion of the performance. The main passages discussed in the article are Pind. P.8.56–60, P.9.89–92, N.7.85, Pae. 2.73–79, and Bacch. 3.84–85. But the phenomena discussed are related broadly to other phenomena in Greek literature, in Latin poetry, and, especially, in Cicero's forensic oratory. (shrink)

What role, if any, does dialectic play in Aristotle’s epistemology in the Topics? In this paper I argue that it does play a role, but a role that is independent of endoxa. In the first section, I sketch the case for thinking that dialectic plays a distinctively epistemological role—not just a methodological role, or a merely instrumental role in getting episteme. In the second section, I consider three ways it could play that role, on two of which endoxa play at (...) least a co-starring role. But in the third section, I argue that endoxa don’t play that co-starring role, by arguing for a deflationary account of what endoxa are. For that reason, the third view emerges as the most plausible; but the third view is, I’ll suggest, Platonic. (shrink)

Platon s'est inspir? des travaux philosophiques de certains de ses pr?d?cesseurs, en particulier Socrate, mais aussi Parm?nide, H?raclite et Pythagore, pour d?velopper sa propre philosophie, qui explore les domaines les plus importants, notamment la m?taphysique, l'?thique, l'esth?tique et la politique. Avec son professeur Socrate et son ?l?ve Aristote, il pose les bases de la pens?e philosophique occidentale. Platon est consid?r? comme l'un des philosophes les plus importants et les plus influents de l'histoire humaine, ?tant l'un des fondateurs de la religion (...) et de la spiritualit? occidentales. La philosophie qu'il a d?velopp?e, connue sous le nom de platonisme, est bas?e sur la th?orie des Formes connues par la raison pure comme une solution au probl?me des universaux. La philosophie de Platon s'inscrit dans la lign?e des pr?socratiques, des sophistes et des traditions artistiques qui sous-tendent l'?ducation grecque, dans un cadre nouveau, d?fini par la dialectique et la th?orie des Id?es. Pour Platon, la connaissance est une activit? de l'?me, affect?e par des objets sensibles, et par des processus internes. Dans La R?publique de Platon, la forme la plus ?lev?e est consid?r?e comme la Forme du Bien, la source de toutes les autres Formes qui pourraient ?tre connues par la raison. Le th?me central du livre est la justice, argument?e ? l'aide de plusieurs th?ories platoniciennes, dont le mythe all?gorique de la caverne, la doctrine des Id?es, la dialectique, la th?orie de l'?me et la conception d'une cit? id?ale. Sa dialectique est un type de connaissance, ? r?le ontologique et m?taphysique, qui s'atteint par la confrontation de plusieurs positions pour d?passer l'opinion (doxa), un passage du monde des apparences (ou ? sensible ?) ? la connaissance intellectuelle (ou ? intelligible ? ) aux premiers principes. Le mod?le ?ducatif de Platon (paid?ia) diff?rencie le niveau d'?ducation selon les comp?tences des ?l?ves. Selon les principes socratiques, pour faire justice, il faut savoir ce qui est bien, et c'est ce que le philosophe sait le mieux. Platon a d?taill? ce concept en soulignant la distinction entre le philosophe (qui cherche les principes de v?rit? sans pr?tendre les poss?der) et le sophiste (qui se laisse guider par l'opinion comme seul param?tre valable de la connaissance). (shrink)

This thesis examines the Platonic brand in utopian fiction. It looks at Plato's dialogues, H. G Wells' A Modern Utopia and Aldous Huxley's Brave New World. The modern texts provide opportunities to observe the effects of ideas found in the dialogues, helping illustrate their implications for the Platonic utopia. Understanding the implications of Plato's textual criticism found in his dialogues is indispensable in understanding how his dialogues are to be understood and what may be understood to be his utopia. This (...) thesis is divided into four chapters; the first two chapters are further divided into sub-headings to assist with navigation of the argument. The first chapter isolates meaning from vocabulary and sets out Socrates' understanding of the relationship between the two entities. The second chapter proceeds to set out Socrates understanding of the hermeneutic effect on the interplay of his dialectic and interlocutors. The third chapter sets out how Socrates seeks to mitigate the distortion of articulated ideas. The fourth chapter concludes the argument stating that Plato's dialogues can only be understood as a unity, that his utopia cannot have a finality, instead it is fluid, free, continuing, Socratic, dialectic. (shrink)

Modelul educațional al lui Platon (paidèia) diferențiază nivelul educației în funcție de aptitudinile elevilor. Astfel, o educație de bază include, pe lângă gimnastică și luptă (exercițiul corpului), și muzica (exercițiul spiritului), fără a fi impusă cu forța „deoarece un om liber trebuie să fie și liber în cucerirea cunoașterii”. Dacă elevul are aptitudini, este educat în matematică pentru a deveni strateg, și în astronomie pentru înălțarea sufletului. Dintre aceștia se selectează cei mai buni pentru a deveni buni conducători, studiind filosofia (...) și dialectica. Femeile vor avea aceleași drepturi și îndatoriri ca și bărbații. Conform principiilor socratice, pentru a face dreptate trebuie să se știe ce este bine, iar aceasta o știe cel mai bine filosoful. Platon a detaliat acest concept, evidențiind distincția dintre filosof (care caută principiile adevărului fără a pretinde că îl posedă) și sofist (care se lasă ghidat de opinie ca singurul parametru valid al cunoașterii). Platon consideră filozofii ca fiind conducătorii ideali din două motive principale: pentru că ei știu ce este bine, și pentru că nu vor să conducă. -/- DOI: 10.13140/RG.2.2.23824.89604. (shrink)

Walter Sinnott-Armstrong argues that moral disagreement and widespread moral bias pose a serious problem for moral intuitionism. Seneca’s view that we just recognise the good could be criticised using a similar argument. His approach to argumentation offers a way out, one that may serve as a model for a revisionary intuitionism.

The paper starts with reflections on Plato’s critique of the poets and the preference many express for Aristotle’s view of poetry. The second part of the paper takes a case study of analytic treatments of ancient philosophy, including the ancient philosopher poets, to examine the poetics of analytic philosophy, diagnosing a preference in Analytic philosophy for a clean non-poetic style of presentation, and then develops this in considering how well historians of philosophy in the Analytic tradition can accommodate the contributions (...) of philosophers who wrote in verse. The final part of the paper reviews the current enthusiasm for decoding Empedocles’ vague and poetic descriptions of the cosmic cycle into a precise scientific periodicity on the basis of the recently discovered Byzantine scholia on Aristotle. I argue that this enthusiasm speaks to a desire for definite and clear numerical values in place of poetic motifs of give and take, and that this mathematical and scientific poetic is comparable to the preferred poetic of analytic philosophy. (shrink)

La exposición y crítica de las doctrinas antiguas tiene un lugar importante en los escritos de Aristóteles. Sin embargo, ciertas dudas se han vuelto corrientes acerca de la confiabilidad de sus descripciones. Más aún, se ha sostenido que Aristóteles deforma la comprensión histórica a través de la introducción de conceptos y términos propios. En este libro se aborda el problema a través de un análisis de las críticas que Aristóteles dirige a la teoría platónica de las Ideas, que permite explicar (...) la constitución y desarrollo de importantes conceptos aristotélicos a partir de la confrontación dialéctica con las doctrinas de su maestro. En efecto, las dificultades genuinas que Aristóteles descubre en el platonismo constituyen el motor para gestar nuevos conceptos, que no son ajenos, sino que surgen como implicaciones del examen crítico. Así, la imposición de términos propios no debe interpretarse como distorsión, sino como el modo que Aristóteles adopta para exhibir su particular solución a los problemas que los filósofos anteriores dejaron sin solución. (shrink)

The strange and challenging stretch of dialectic with which Plato’s Sophist begins and ends has confused and frustrated readers for generations, and despite receiving a fair amount of attention, there is no consensus regarding even basic issues concerning this method. Here I offer a new account of bifurcatory division as neither joke nor naïve method, but instead a valuable, propaedeutic method that Plato offers to us readers as a means of embarking upon the kind of mental gymnastics that will stretch (...) us properly in preparation for further, more challenging dialectical work. Considering several interpretive issues, I argue that bifurcatory division is a process of collective inquiry into the common through which an account, both definitional and taxonomical, is discovered. Depending on the level of understanding exhibited by the inquirers, this account may or may not allow for noetic understanding of the object in the deepest sense. (shrink)

ABSTRACT My aim in this paper is to challenge the neo-Aristotelian tradition, currently dominant in contemporary theories of virtue education, by proposing the Platonic pedagogical methodology for virtue cultivation as a worthy alternative to the Aristotelian theory of education. I highlight that, in contrast to Aristotle’s limited remarks concerning virtue education, Plato conceptualizes and develops a rigorous educational theory in the Republic that considers many different facets of education – i.e. moral character education, intellectual character education, exemplarism and educational corruption. (...) Given Plato’s immense contribution to virtue education theory, I conclude that his educational program merits more attention. It can serve as inspiration both for improving existing theories of character education and for developing new ones. (shrink)