In this paper, I offer a new interpretation of Aristophanes’ speech in Plato’s Symposium. Though Plato deliberately draws attention to the significance of Aristophanes’ speech in relation to Diotima’s (205d-206a, 211d), it has received relatively little philosophical attention. Critics who discuss it typically treat it as a comic fable, of little philosophical merit (e.g. Guthrie 1975, Rowe 1998), or uncover in it an appealing and even romantic treatment of love that emphasizes the significance of human individuals as love-objects (...) to be valued for their own sakes (e.g. Dover 1966, Nussbaum 1986). Against the first set of interpreters, I maintain that Aristophanes’ speech is of the utmost philosophical significance to the dialogue; in it, he sets forth a view of eros as a state of lack and a corresponding desire for completion, which is the starting-point for Diotima’s subsequent analysis. Against the second, I argue that Aristophanes’ speech contains a profoundly pessimistic account of eros. Far from being an appreciative response to the individuality of the beloved, eros, for Aristophanes, is an irrational urge, incapable of satisfaction. It is this irrationality that precludes Aristophanes’ lovers from achieving the partial satisfaction of erotic desire that is open to their Socratic counterparts through their relationship to the forms. (shrink)

Using an interdisciplinary approach to reading Plato's Apology of Socrates, I argue that the counter penalty offered by Socrates, what is commonly translated as maintenance in the Prytaneion, was a literary addition from Plato, resembling comic topoi from Aristophanes. I begin with the accounts we have from Plato and Xenophon, then analyze the culture and context of the Prytaneion. Given the evidence, I provide arguments for why the historical Socrates wouldn't respond with sitēsis in the Prytaneion. I suggest that (...) Plato borrows the grammatical phrase from Aristophanes' Knights. (shrink)

I set the stage for Socrates and Aristophanes’ alliance by beginning with Hegel’s question, what is the object of art?, in the context of his analysis of ancient Greek “art-religion.” Hegel traces the shifting object of art through a variety of artistic practices before arriving at comedy, which he identifies as the last stage of Greek aesthetic life. He finally asks, what is the object of comedy? Unlike other artistic practices that are positively defined by their created object or (...) creative activity, ancient comedy appears to be purely destructive, terminating anything that might be traditionally recognizable as an object of art. Hegel points to Aristophanes and Socrates as representing two sides of the defacement of the object of art-religion as such. Moving beyond Hegel, I turn to Aristophanes and Plato to consider how in the performative destruction of the object of aesthetic and philo- sophical reflection, something slips into being that may be identified as the phantom form of the Subject. (shrink)

A commentary on the Symposium as a challenge and a gift to Athens. I begin with a reflection on three dates: 416 bce, the date of Agathon’s victory party, c. 400, the approximate date of Apollodorus’ retelling of the party, and c. 375, the approximate date of the ‘publication’ of the dialogue, and I argue that Plato reminds his contemporary Athens both of its great poetic and legal and scientific traditions and of the historical fact that the way late fourth (...) century Athens appropriated them in some way led to the city’s demise at the turn of the century; thus the dialogue is Plato’s challenge to his contemporary Athens to recognize and overcome its flawed relation to its cultural resources. Heard in this way, the key moments are Aristophanes’ implied critique of Pausanias and Eryximachus and Socrates’ implied critique of Aristophanes and Agathon. Proceeding by a close reading, I argue that Plato exposes, for those moved to rise to his challenge, the failure of his great predecessors to conceive the divine in a way that, worthy of the height and otherness divinity requires, can provide substantive orientation for the burgeoning new reason that animates the city’s culture. (shrink)

The chapter, while exploring the interconnections between Plato’s Republic and Aristophanes’ Ecclesiazusae, postulates the existence of a third common source, which was presumably Hippodamus’ project of the best constitution. Hippodamus embraced the Pythagorean idea that the leading role in the polis should pertain to a group of morally and intellectually perfect philosophers who live on a communist basis; on this background, he proposed a tripartite functional division of the city. Aristophanes had adopted this model and reformulated it comically (...) by identifying the ruling group with women. This comical travesty then successfully manifested the fundamental connection between nourishing, sexuality and ruling. In the Republic, Plato integrates all these impulses into the dialectical context and develops a theory of naturalness of the political community. (shrink)

This article explores the controversy between ancient Greek dramatists and their fellow philosophers over the vertical axis, with special reference to Socrates. I begin with a discussion of the vertical axis in Greek theatre, and turn to Sophocles’ Oedipus Tyrannus to discuss the vertical as a manifestation of the tragic preference ascribed to our “divine” upper body over our “bestial” lower body. Then, I discuss the deus ex machina as an image of divine vertical intervention in the horizontal human plot, (...) and claim that Plato’s and Aristotle’s philosophical critique of this theatrical convention fails to notice that the dramatists made a subversive use of the illogicality of this convention. The second part of the article is dedicated to the vertical as an expression of man’s desire to transcend the boundaries of the human sphere. I discuss the negative treatment of this desire by Greek dramatists, who regard it as an unworthy aspiration, compared to its positive treatment by Greek philosophers, who presents it as a worthy aspiration, since it is only through such an ascent that one can get a glimpse of the eternal. In this context, I examine two representations of Socrates: his deus ex machina appearance in Aristophanes’ Clouds, implying the hubristic stance of philosophers; and his habit of long immobile standings as introduced in Plato’s Symposium, implying the philosophers’ superiority over the dramatists. However, the publicly-visible nature of Socrates’ standstills also turns them into a display of philosophizing, meaning that Socrates of the Symposium is a philosopher who (perhaps unfairly) theatricalizes his verticality so as to challenge the art of theatre. (shrink)

In order to articulate an account of erotic love that does not attempt to transcend its personal features, Robert Solomon and Martha Nussbaum lean on the speeches by Aristophanes and Alcibiades in Plato’s Symposium. This leads them to downplay the sense in which love is not only for another person, but also for the good. Drawing on a distinction between relative and absolute senses of speaking about the good, I mediate between two features of love that at first may (...) seem irreconcilable. The first is the sense in which love is deeply personal in character. The second is the sense in which we in love come to articulate ethical demands. With the help of the Diotimian ascent of love that Socrates presents in his speech, I submit that these two can come together in the realization that our personally conditioned responses in love are transformed to accommodate demands that carry an unconditional meaning. (shrink)

In the study of education, as in many more travelled regions of Classical scholarship, democratic Athens is something of a special case. The cautions formulation is appropriate: in the case of education, surprisingly few studies have sought to establish quite how special Athens was, and those which have, have often raised more questions than they answered. The subject itself is partly to blame. The history of education invites comparison with the present day, while those planning the future of education rarely (...) fail to invoke the past. The place of Classical Athens in European culture has ensured a place for Athenian education in almost every debate from the relation between education and democracy to the value of educationversustraining, and as the original champion of causes as varied as mass education, co-education, and the national curriculum. Desirable as it is to be in demand, such treatment is not calculated to produce the most circumspect account of the subject. The study of education is further hampered by the fact that our knowledge of Athenian culture is so vibrant and diverse in some ways and so partial in others. Plato and Aristophanes present a vivid fictional picture of education in the late fifth century. If we add a few passages from Xenophon and Aristotle, a large number of vases depicting men, women, and children reading, playing the lyre, and doing athletics, and one or two archaeological finds of an educational appearance, it is tempting to take the result as a clear portrait of a society at school. (shrink)

Socrates’ eros model, St. Paul’s agape model, and Aristophanes’ shared-identity model have different takes on the constancy of love and on the loss of love. I illustrate how these models and themes find expression within literature, music, and film through the ages.

Ancient Greek comedy takes interesting approaches to mythological narrative. This article analyzes one excerpt and eight fragments of ancient Greek Old, Middle, and New Comedy. It attempts to show a comic rationalizing approach to mythology. Poets analyzed include Aristophanes, Cratinus, Anaxilas, Timocles, Antiphanes, Anaxandrides, Philemon, Athenion, and Comic Papyrus. Comparisons are made to known rationalizing approaches as found in the mythographers Palaephatus and Heraclitus the Paradoxographer. Ancient comedy tends to make jokes about the ludicrous aspects of myth. Early Greek (...) myth rationalization and mythography share a similar approach to comedy in that they attempt to rationalize the improbable parts of myth narrative. (shrink)

This article shows the origin of the famous Aristotelian expression τὸ τί ἦν εἶναι in everyday language. The expression is analysable in τὸ εἶναι and τί ἦν, and this part is the core of the common language question τουτὶ τί ἦν; or τουτὶ τί ἦν τὸ πρᾶγμα; always in imperfect form. This question is often found in Aristophanes’ comedies, which represent common Attic language. The imperfect ἦν is noted as a common Attic form indicating the present already by early (...) comentators of Aristotle as Alexander of Aphrodisias, the scholia to Aristophanes, later by Budaeus, but also in the modern Greek Lexikon of D. Demetrakos. Therefore not the imperfect is the problem, by mere embarrassement it was called "philosophic." The situations in the Aristophanean comedies, in which the question occurs, show that the thing about which somebody asks, is present, in front of the speaker, that it is an individual thing and something absolutly unexspected. The questioner will ask "What on the whole is this?" He asks about the first ground of being of the thing. The term τὸ τί ἦν εἶναι quotes only the use of εἶναι in this question in common language (like many other terms are quotations as τὸ τί ἐστίν; τὸ οὗ ἕνεκα etc.) and may be paraphrased by "Think of ’to be’ as you use it in the question ’What at all is this?’ " See also my article: Sonderegger (2001). Zur Sprachform des Ausdrucks to ti en einai. Rheinisches Museum Für Philologie 144:113–122. -/- The consequences of this linguistic finding can be found in my comments on Metaphysik Z and Metaphysics Λ (English version from 2020). (shrink)

At first glance, Aristotle’s Politics is a repository of dry, professorial lecture notes. Although the work contains the occasional literary reference or historical digression, analysis, argumentation, and socio-political taxonomies predominate. Beneath the surface of such prose, Pangle locates an Aristotle who seeks to involve the reader in dialogical exchange—much like as in a Platonic dialogue—by means of dialectical, rhetorical and literary devices. Pangle—a student of the political theorist Leo Strauss, a translator of Plato, Aristophanes and Sophocles, and the author (...) of books on modern political theorists such as Montesquieu, Locke, and the Federalist Papers—has written a study of the Politics informed not only by a close reading of the text, but also its relationship to modern republicanism, and the conflict between rationalism and religion. A previously published introduction presents what Pangle takes to be Aristotle’s rhetorical strategy in the Politics; it is followed by chapters organized around individual books in the Politics (a chapter each for Politics I, II, and III, and consolidated chapters for Politics IV-VI and VII-VIII—the last of which had been previously published in part). The text is followed by almost 50 pages of notes, notes in which Aquinas is cited as frequently (and sometimes more frequently) than contemporary Aristotle scholars like P. Simpson, R. Kraut, and E. Schütrumpf and Alfarabi is cited more frequently than F. Miller (although by far the most frequently cited authorities are the 19th century scholars F. Susemihl, R.D. Hicks, and above all, W. Newman). The book is clearly a mature work of scholarship, informed by extended reflection on Aristotle’s Politics and the subsequent western tradition of political theory and philological commentary which has responded to it. (shrink)

The method of dissoi logoi in Pre-Platonic testimonies The paper analyzes some references to the method of "dissoi logoi" (which is called by Plato "antilogic") in Pre-Platonic testimonies such as Aristophanes’ The Clouds, fragments of Euripides' Antiope and The Phoenicians, and the anonymous work called "Dialexeis" (Dissoi logoi). The analysis of these Pre-platonic sources results in the following conclusions: (1) The method of dissoi logoi was the universal strategy adopted by the sophists to argue on both sides - for (...) and against any thesis. (2) The Sophists are pointed out by all the testimonies as those who invented this method. (3) the same as it is in Plato's dialogues the criticism of the method in these Pre-platonic sources is based on the conviction that the method can be used immorally. (shrink)

This paper explores in detail Gorgias' defense of rhetoric in Plato 's Gorgias, noting its connections to earlier and later texts such as Aristophanes' Clouds, Gorgias' Helen, Isocrates' Nicocles and Antidosis, and Aristotle's Rhetoric. The defense as Plato presents it is transparently inadequate; it reveals a deep inconsistency in Gorgias' conception of rhetoric and functions as a satirical precursor to his refutation by Socrates. Yet Gorgias' defense is appropriated, in a streamlined form, by later defenders of rhetoric such as (...) Isocrates and Aristotle. They present it as an effective reductio against a critique of rhetoric that depends on the "harm criterion." This is puzzling, since Plato 's own critique of rhetoric does not depend on the harm criterion. On the other hand, Plato does seem to embrace the harm criterion as a more general principle—as if pre-emptively embracing the reductio —in his arguments about the good in the Meno and Euthydemus. Nonetheless, Isocrates and Aristotle seem to be deliberately misreading Plato on rhetoric: where he intends to criticize its intrinsic nature, they respond as if he were merely complaining about its contingent effects. (shrink)

Towards the very end of his wide-ranging lectures on the philosophy of art, Hegel unexpectedly expresses a preference for comedy over tragedy. More surprisingly, given his systematic claims for his aesthetic theory, he suggests that this preference is arbitrary. This essay suggests that this arbitrariness is itself systematic, given Hegel’s broader claims about unity and necessity in art generally and his analysis of ancient as opposed to modern drama in particular. With the emergence of modern subjectivity, tragic plots lose their (...) necessity and so their redemptive conclusions; comic plots disintegrate into mockery and entertainment. In many cases, the dramas in question consequently fail to be art. This does not, however, mean that art ends: insofar as it inspires humans to a better understanding of their unity with the divine, it will continue to meet its mandate. But the lack of necessity in modern drama means we are free to prefer happy endings. Hegel’s seemingly arbitrary preference is, in the end, systematically justified. (shrink)

This essay provides a medical theory that could clarify enigmas surrounding the historical Socrates. It offers textual evidence that Socrates had temporal lobe epilepsy and that its two types of seizure manifested as recurrent voices and peculiar behaviour, both of which were notorious hallmarks of Socrates. Common and immediate criticisms against the methodology of retrospective diagnosis are addressed first. Next, the diagnostic reasoning is presented in detail. The possibility of temporal lobe personality in Socrates is also considered. The important implication (...) of this theory is that one of the charges against Socrates, introducing new divinities, was a now well-known neurologic symptom. (shrink)

This thesis contends that the possession of a sense of humour would contribute considerably to the quality of human life. It is an exploration and discussion of some of the difficulties involved in justifying the development of humour in terms of a philosophy of education. In light of developments in the digital age with consequent changes in science, technology and society, the educated person of the future will have to be less concerned with the accumulated knowledge of the past than (...) with the development and interplay of social and natural environments. Such a person will need to have, more than ever, a sense of what is truly real and what is truly valuable in human life. If the primary purpose of education is the preparation of students for their future lives, educators are now faced with some challenging problems. Apart from the high social value of laughter, there is a recognized relationship between humour and intelligence. Knowing that the two are related proves to be a key factor in understanding the learning process and assuring that the development of a sense of humour in education is worthy of consideration. (shrink)