In the Alcibiades I, Socrates argues for the importance of self-knowledge. Recent interpreters contend that the self-knowledge at issue here is knowledge of an impersonal and purely rational self. I argue against this interpretation and advance an alternative. First, the passages proponents of this interpretation cite—Socrates’ argument that the self is the soul, and his suggestion that Alcibiades seek self-knowledge by looking for his soul’s reflection in the soul of another—do not unambiguously support their reading. Moreover, other passages, particularly Socrates’ (...) cross-examination of Alcibiades, suggest the contrary reading, that self-knowledge includes knowledge of qualities peculiar to the individual. (shrink)

Socrates’ admirers and successors in the fourth century and beyond often felt the need to explain Socrates’ reputed relationship with Alcibiades, and to defend Socrates against the charge that he was a corrupting influence on Alcibiades. In this paper I examine Plato’s response to this problem and have two main aims. First, I will argue in Section 2 that (...) central points: that motivations associated with the spirited part of the soul play a decisive role in moral education, particularly in the case of exceptionally ambitious and talented individuals; and that the democratic Many themselves, not Socrates, are primarily responsible for the corruption of promising young men like Alcibiades. These points are connected, moreover: the Many exert a moral influence on the young by shaping and exploiting their spirited motivations. I aim to show that Plato develops and dramatizes this diagnosis of the problem of Alcibiades in three earlier dialogues—Protagoras, Gorgias, and Symposium—as well as in Book 6 of the Republic. My second main claim will be that the psychological and educational theories of the Republic are informed by Plato’s diagnosis of the problem of Alcibiades, and that they are conceived, at least in part, as a solution to that problem. (shrink)

Special volume of "Thaumàzein - Rivista di Filosofia" dedicated to the theme of Socratic Eudaimonia and care for others. It is a multilingual volume comprising twenty papers divided into six sections with an introduction by Linda Napolitano. Edited by Santiago Chame, Donald Morrison, and Linda Napolitano. -/- Despite the appearances given by certain texts, the moral psychology of Socrates needs not imply selfishness. On the contrary, a close look at passages in Plato and Xenophon (see Plato, Meno 77-78; Protagoras 358; (...) Gorgias 466-468; Euthydemus 278; Lysis 219; Xenophon, Memorabilia III 9, 4-5) suggests that the “egoist”’s welfare depends upon the welfare of others (i.e. family, friends or the whole city). Since the welfare of his family, friends and city is part of his own eudaimonìa, the “egoist” (phìlautos) has a direct and intrinsic motive to promote the welfare of these others. -/- This multilingual issue explores the role that other peoples’ welfare plays in Socratic ethics. Special attention is paid to test-cases in which the principle that moral action is always good only for the agent seems to have no validity. I.e., under which circumstances is the self-sacrifice for the sake of others (such as the soldier’s self-sacrifice on the battlefield) good for the agent (as in Alcibiades I 115a-116d)? Essays deal with contradictions or tensions of this sort, and relate them to more general views on eudaimonìa held within Socratic literature. Comparison between different Socratic authors is used as a means to identify the distinctive features of Socratic eudaimonìa if compared to other Greek theories of happiness, such as the Aristotelian theory of philautìa (NE IX, 1166a-1166b; 1168a-1169b). (shrink)

This selective and opinionated overview of English-language scholarship on the philosophical method(s) of Plato's Socrates discusses whether this Socrates has any expertise or method, how he examines others and why, and how he exhorts others to care about wisdom and the state of their soul.

I argue that Plato distinguishes between personal immortality and immortality of the soul. I begin by criticizing the consensus view that Plato identifies the person and the soul. I then turn to the issue of immortality. By considering passages from 'Symposium' and 'Timaeus', I make the case that Plato thinks that while the soul is immortal by nature, if a person is going to be immortal, they must become so. Finally, I argue that Plato has a psychological continuity approach to (...) personal identity. Thus, for Plato, a person becomes immortal by avoiding reincarnation and securing for themselves psychological continuity forever. (shrink)

The present article aims to examine whether this Platonic dialogue can be regarded as polemical and competing with the similar educational proposals put forward by Xenophon and Antisthenes for the young Alcibiades aspiring to power in the city of Athens. The present article has been divided into two major parts. In the first one, I propose to unify the two opposing points of view that are reflected in the interpretations of the motto: the one that takes it to be a (...) solitary dialogue of a soul talking to itself and the one that takes it to be an intersubjective dialogue. In the second part, I try to highlight a few points of contact and conflict between Plato, Xenophon and Antisthenes, arguing that it is the latter two that may be alluded to in the dialogue, albeit indirectly, as competing and polemical targets. (shrink)

Throughout the Platonic tradition, one encounters the idea that the true self of each person is, at bottom, numerically identical to a singular reality and hence that the distinction between one person’s true self and another’s is either illusory or derivative in some way. I label this idea the Strong Identity Thesis. While several passages might be cited to locate this thesis in the Platonic dialogues themselves, the striking culmination of the First Alcibiades is especially suggestive. In this paper, however, (...) I argue that this passage does not in fact support the attribution of the Strong Identity Thesis to Plato. Instead, I will argue for the Weak Identity Thesis: namely that there is merely an analogical or qualitative link between the true self and some ultimate reality. (shrink)

Plato’s Socrates is famous for claiming that “I know one thing: That I know nothing”. There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika. Socrates also refers to this expertise as his erôtikê technê, which may be translated as “erotic expertise”. In this dissertation, I investigate Socrates’ erotic expertise: what kind of expertise is it, what is it constituted by, where is it put into practice, and how is it practiced? I argue that the (...) purposes this expertise serve are, to a significant extent, educational in nature. After first having clarified the dissertation’s topic and aim, as well as my methodological approach, I present an initial account of erôs and Socrates’ erotic expertise. While discussing what constitutes Socrates’ erotic expertise, I account for two erotic educational methods: midwifery and matchmaking. I further argue that these methods tend to be accompanied by two psychological techniques, namely charming and shaming. I argue that these methods and techniques are systematically applied by Socrates when he puts his erotic expertise into practice. In the dissertation, three dialogues where Socrates practices his erotic expertise are scrutinized: Lysis, Charmides, and Alcibiades I. I focus on Socrates’ encounters with the eponymous youths of the dialogues, and each dialogue is devoted a chapter of its own. I show how these dialogues are erotically charged, and also how Socrates in these dialogues demonstrates his erotic expertise. I argue that Socrates’ expertise on erôs plays an essential role in his attempts to engage the three youths in the processes of self-cultivation, learning, and the very practice of philosophy. In the final chapter of the dissertation I turn to some questions that arise in light of my readings, and summarize the results of my investigation. (shrink)

This paper examines the late Neoplatonic evidence for the text at the crucial point of the Alcibiades I, 133c, finding that Olympiodorus' important evidence is not in the lexis, which strangely has nothing to say. Perhaps it was dangerous in Christian Alexandria to record one's views here too precisely. Rather, they are found primarily in the prologue and secondarily in the relevant theoria. Olympiodorus believes that he is quoting from the work or paraphrasing closely, but offers nothing that can be (...) paralleled in either the manuscripts or the Eusebian versions. Since both the manuscript text and the Eusebian text fail to satisfy, the evidence deserves consideration. Even if he were not in possession of a text that was wholly correct, Olympiodorus does at least offer an overall interpretation of the passage which neatly unites the daemonic and erotic aspects of Socrates' activities, and offers a real reason for Alcibiades to return Socrates' love. He is encouraged to reflect upon the nature of the divine being controlling Socrates, so that he may behold the likeness of his own, woefully obscured, inner self, and so acquire the self-knowledge necessary for true political success.The anonymous Prolegomena are compatible with Olympiodorus, while Proclus' prologue again largely agrees with Olympiodorus' interpretation. For Proclus, Alcibiades must become an observer of Socrates knowledge and indeed of Socrates' whole life. 'For to desire to know the reason for Socrates' actions is to become the lover of the knowledge which is pre-established within him.' So the path towards a total understanding of his own inner intellective self lies via the contemplation of that being that is rooted within Socrates.I also examine earlier Platonist evidence for the text and find little that is not in harmony with late Neoplatonism. (shrink)

Divers portraits de l’éducation socratique, quoique apparemment contradictoires sur certains points, témoignent d’une conception de la παιδεία qui ne consiste pas à proprement parler dans l’enseignement mais d’abord et avant tout dans la fréquentation de Socrate. Cette étude entend examiner la conception originale de l’éducation défendue par Socrate dans ses divers portraits, et en particulier en ce qui concerne les modes de transmission de la vertu et du savoir au sein du rapport enseignant-élève. À cette fin, j’analyserai la profonde révision (...) de la παιδεία opérée par l’enseignement socratique en me concentrant sur la notion de συνουσία et donc aussi sur la théorie de l’ἔρως que certaines sources, notamment Eschine et Platon, assignent à Socrate. Cette étude, divisée en quatre parties, se penche sur certains passages tirés de (1) l’Alcibiade d’Eschine, en rapport avec d’autres dialogues de l’auteur ; (2) le Banquet de Platon, en parallèle avec une section du Théétète ; (3) le Théagès et le Premier Alcibiade ; (4) les Mémorables de Xénophon. (shrink)

Roger Bacon’s On the Multiplication of Species is an attempt to analyze efficient causality in terms of forces that are multiplied from agent to patient. This essay argues that this has significant implications for the traditional distinction between appearance and reality in that Bacon refuses to think efficient cause in terms of some other reality that does not appear and yet is the ground of appearance.