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  1. Platonic know‐how and successful action.Tamer Nawar - 2017 - European Journal of Philosophy 25 (4):944-962.
    In Plato's Euthydemus, Socrates claims that the possession of epistēmē suffices for practical success. Several recent treatments suggest that we may make sense of this claim and render it plausible by drawing a distinction between so-called “outcome-success” and “internal-success” and supposing that epistēmē only guarantees internal-success. In this paper, I raise several objections to such treatments and suggest that the relevant cognitive state should be construed along less than purely intellectual lines: as a cognitive state constituted at least in part (...)
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  • Philosophical Rule from the Republic to the Laws 1 : Commentary on Schofield.Rachana Kamtekar - 1997 - Proceedings of the Boston Area Colloquium of Ancient Philosophy 13 (1):242-254.
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  • Knowing-how and knowing-that.Jeremy Fantl - 2008 - Philosophy Compass 3 (3):451–470.
    You know that George W. Bush is the U.S. president, but you know how to ride a bicycle. What's the difference? According to intellectualists, not much: either knowing how to do something is a matter of knowing that something is the case or, at the very least, know-how requires a prior bit of theoretical knowledge. Anti-intellectualists deny this order of priority: either knowing-how and knowing-that are independent or, at the very least, knowing that something is the case requires a prior (...)
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  • Límite de la téchne y virtud del diálogo según Platón.Cristián De Bravo Delorme - 2019 - Trans/Form/Ação 42 (4):9-28.
    Resumen: El siguiente artículo parte reconociendo el carácter protector de la téchne y sus momentos constitutivos. De acuerdo a esta determinación es posible advertir el límite de la téchne a partir de la cuestión socrática de la virtud. La virtud, en la medida que no es un asunto análogo a los objetos de la téchne, precisa de un especial acceso. Desde la constatación del diálogo como el único modo de conocer la virtud, se pone de relieve su sentido comunitario y (...)
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  • Feeling without thinking: Lessons from the ancients on emotion and virtue-acquisition.Amy Coplan - 2010 - Metaphilosophy 41 (1-2):132-151.
    By briefly sketching some important ancient accounts of the connections between psychology and moral education, I hope to illuminate the significance of the contemporary debate on the nature of emotion and to reveal its stakes. I begin the essay with a brief discussion of intellectualism in Socrates and the Stoics, and Plato's and Posidonius's respective attacks against it. Next, I examine the two current leading philosophical accounts of emotion: the cognitive theory and the noncognitive theory. I maintain that the noncognitive (...)
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