Plato’s Timaeus reveals a cosmos governed by Necessity and Intellect; commentators have debated the relationship between them. Non-literalists hold that the demiurge, having carte blanche in taming Necessity, is omnipotent. But this omnipotence, alongside the attributes of benevolence and omniscience, creates problems when non-literalists address the problem of evil. We take the demiurge rather as limited by Necessity. This position is supported by episodes within the text, and by its larger consonance with Plato’s philosophy of evil and responsibility. By recognizing (...) the analogy between man and demiurge, the literal reading provides a moral component that its non-literal counterpart lacks. (shrink)

One aim of this paper is to bring to the surface the problems with the traditional, non-literal interpretation of the pre-cosmos in the Timaeus. Contrary to this traditional interpretation, I show that Necessity is an ateleological cause capable of bringing about the events in the pre-cosmos, and that Intelligence is a teleological cause that produces effects only for the sake of maximizing the good. I conclude that there are no grounds for supposing that Intelligence is a causal force operating in (...) the pre-cosmos, and that the account of the pre-cosmos should be taken literally: it is an account of the works of Necessity alone. (shrink)

At Plato’s Phaedrus 270c, Socrates asks whether one can know souls without knowing ‘the whole.’ Phaedrus answers that ‘according to Hippocrates’ the same demand on knowing the whole applies to bodies. What parallel is intended between soul-knowledge and body-knowledge and which medical passages illustrate the analogy have been much debated. Three dominant interpretations read ‘the whole’ as respectively (1) environment, (2) kosmos, and (3) individual soul or body; and adduce supporting Hippocratic passages. But none of these interpretations accounts for the (...) Phaedrus’ rhetorical method. A better reading sees the whole as the genos ‘soul,’ as the Phaedrus’ taxonomies divide that genus. (shrink)

I advocate the use of small group learning in the philosophy classroom because it engages a broad cross-section of students and because it proves to be an effective way to teach critical thinking. In this article, I suggest small group activities that are useful for developing philosophical skills, and I propose methods for circumventing common logistical problems that can arise when implementing small group learning in the classroom. Ultimately, I show that small group learning is a pedagogically powerful and logistically (...) feasible supplement to traditional teaching methods. (shrink)

Many assume that Plato's Form of the Good is a final cause. This might be true if one assumes an Aristotelian definition of final cause; however, I argue that if one adopts Plato's conception of final causation as evidenced in the Phaedo and Timaeus, the claim that the Form of the Good is a final cause for Plato is untenable.

I argue for a view that departs radically from the long-held assumption that "to know the good is to do the good". On the view I shall defend, the role of the Form of the Good in the 'Republic' is greatly demoted; I argue that Plato thinks that knowledge of the Form of the Good is in fact 'insufficient' for the philosopher-king to rule. Instead, I argue that Plato thinks that knowledge of the Forms must be complemented with a type (...) of "practical wisdom". I define "practical wisdom" as the ability to discern information about a 'particular' circumstance and the capacity to choose the best 'actions' that will bring about ideal ends for that circumstance. (shrink)