In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were (...) allowed to ask that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

In the twenty-fourth aporia of Theophrastus' Metaphysics, there appears an important, if ‘bafflingly elliptical’, ascription to Plato and the ‘Pythagoreans’ of a theory of reduction to the first principles via ‘imitation’. Very little attention has been paid to the idea of Platonic and ‘Pythagorean’ reduction through the operation of ‘imitation’ as presented by Theophrastus in his Metaphysics. This article interrogates the concepts of ‘reduction’ and ‘imitation’ as described in the extant fragments of Theophrastus’ writings – with special attention to (...) his Metaphysics – in an attempt to make sense of how, precisely, Theophrastus characterizes the metaphysical systems of Plato and the ‘Pythagoreans’. A fuller examination of Aporia 24 produces important new understandings of the nature of the Early Academy in the mid fourth century B.C.E. Specifically, by ascribing the concept of reduction via ‘imitation’ to Plato and the ‘Pythagoreans’, Theophrastus is actually describing theories about the structure of the universe held by an important Platonist competitor and the contemporary head of the Academy in Athens, Xenocrates of Chalcedon (396/5–314/13 B.C.E.), who (a) took it upon himself to establish a Platonic doctrine that could be associated with his master’s writings and (b) coordinated that doctrine with the philosophical precepts of the Pythagoreans. As a consequence, we are prompted to question Aristotle’s famous ascription of a theory of ‘imitation’ to the metaphysics of the genuine contemporary or recently deceased Pythagoreans (such as Philolaus of Croton or Archytas of Tarentum) and consider how Xenocrates’ writings on Plato and the ‘Pythagoreans’ might be informing both Theophrastus’ and Aristotle’s descriptions of the Platonic and Pythagorean philosophical system(s). (shrink)

This paper reexamines Theophrastus’ Metaphysics 11a18–26, an obscure testimony about Speusippus, the second head of the Platonic Academy. As opposed to the traditional interpretation, which takes this passage as Theophrastus’ polemic against Speusippus’ doctrine of value, I argue that he here dialectically takes advantage of, rather than launches an attack on, the Platonist. Based on this new reading, I further propose a revision and a reassessment of the ‘gloomy metaphysics’ of Speusippus which will shed new light on his (...) ethics. (shrink)

This article is the first to bring into scientific discussion and to provide a historico-philosophical analysis of a manuscript “Neoplatonic Philosophy from the archive of Pamfil Danylovych Yurkevych (1826–1874). The reviewed manuscript belongs to P. D. Yurkevych’s handwritten nachlass stored in the funds of the Institute of Manuscript of V. I. Vernadsky National Library of Ukraine in the city of Kyiv. Additional archival materials (in particular, programs of P. D. Yurkevych’s lectures that took place in 1850s – beginning of 1860s (...) in Kyiv Theological Academy) are involved to answer several research questions. The author of this article provides arguments in favor of proving that the manuscript is to be attributed to P. D. Yurkevych’s own handwriting, to be dated circa 1856, and that the purposing of its content is to be qualified as didactic. As it is established in the article, textual content of the manuscript in question is an original concise description and analysis of neoplatonic philosophy, which belongs to the set of materials created by P. D. Yurkevych in preparation for teaching the course on Ancient Philosophy in Kyiv Theological Academy during Kyivan period of his work. Turning to the inner critique of the manuscript, author of this article emphasizes an analysis that P. D. Yurkevych conducts concerning Plotinus’s ideas of the process of emanation of the world from the One and the role that philosophy has in true cognition. While comparing the manuscript “Neoplatonic Philosophy” with one of P. D. Yurkevych’s substantial philosophical works “Idea” (1859), additional light is shed upon the prosess of genesis and development of Christian-Platonic worldview of the thinker. Furthermore, it is established that the manuscript in question played a major role in P. D. Yurkevych’s own schooling, particulary concerning his view on the philosophy of Plotinus, and his general reception of the Platonic tradition. (shrink)

The literature on the Cambridge Platonists abounds with references to Neoplatonism and the Alexandrian Fathers on general themes of philosophical and theological methodology. The specific theme of the spiritual senses of the soul has received scant attention however, to the detriment of our understanding of their place in this important tradition of Christian speculation. Thus, while much attention has been paid to the clear influence of Plotinus and the Florentine Academy, far less has been given to important theological figures (...) that also form a vital part of the tradition the Cambridge Platonists find irresistible. Similarly, scholarship on the spiritual senses has tended to ignore early modern Protestant developments in this tradition focusing instead on patristic, medieval, and later modern figures. In response to these oversights, the present chapter provides a close reading and analysis of the reception and modification of Origen of Alexandria’s (185-252) doctrine of the spiritual senses in the “Discourse on the True Way or Method of Attaining to Divine Knowledge” by the Cambridge Platonist, John Smith (1618-1652). Although Smith accepted much of the doctrine as he found it in Origen his allegiance to modern notions of methodology, derived especially from Descartes, as well as his Protestantism, made taking the doctrine on authority or antiquity alone unacceptable. Smith therefore offered his own case for the spiritual senses, at once intentionally mimicking the Alexandrian’s interpretive synthesis of Platonism and Scripture (“Origen as model”) and echoing Origen’s own words (“Origen as source”). Whereas Origen made spiritual sensibility intelligible by means of Middle Platonic thought, Smith’s Neoplatonism provided the conceptual tools needed to make sense of biblical passages without suggesting a merely metaphorical meaning for sensory language concerning the awareness of spiritual realities. In this way, both tradition and innovation guide Smith’s reformulation of the doctrine of the spiritual senses. In addition to demonstrating Smith’s debt to patristic thought, this chapter also discusses his influence on such leading figures in modern theology as John Wesley (1703-1791) and Jonathan Edwards (1703-1758). The chapter thus presents an important moment in the development of Christian speculation about the spiritual senses that begins to bridge scholarship on the Patristic and Enlightenment periods. (shrink)

This paper advances an assessment of Kant’s Critique of Pure Reason made from a bird’s eye view. Seen from this perspective, the task of Kant’s work was to ground the spontaneity of human reason, preserving at the same time the strict methods of science and mathematics. Kant accomplished this objective by reviving an old philosophical discipline: the peirastic dialectic of Plato and Aristotle. What is more, he managed to combine it with logic. From this blend, Kant’s transcendental idealism appeared as (...) a new logic that paralleled Aristotle’s syllogistic logic. The first result of this move was that philosophy became a formal study that treats even such subjects as ethics with rigour. Another outcome was that it established philosophy as a professional – school – discipline. In the twentieth century academy, this development was echoed by the emergence of analytic philosophy, in which Kant’s new logic evolved into a philosophical logic. (shrink)

Plato drew on the philosophical work of some of his predecessors, especially Socrates, but also Parmenides, Heraclitus, and Pythagoras, to develop his own philosophy, which explores most important fields, including metaphysics, ethics, aesthetics, and politics. With his professor Socrates and his student Aristotle, he laid the foundations of Western philosophical thought. Plato is considered one of the most important and influential philosophers in human history, being one of the founders of Western religion and spirituality. The philosophy he developed, known as (...) Platonism, is based on the theory of Forms known by pure reason as a solution to the problem of universals. Plato's philosophy is in line with the pre-Socratics, sophists and artistic traditions that underlie Greek education, in a new framework, defined by dialectics and the theory of Ideas. For Plato, knowledge is an activity of the soul, affected by sensible objects, and by internal processes. In The Republic of Plato, the highest form is considered to be the Form of Good, the source of all other Forms that could be known by reason. The central theme of the book is justice, argued with the help of several Platonic theories, including the allegorical myth of the cave, the doctrine of ideas, dialectics, the theory of the soul, and the design of an ideal city. His dialectic is a type of knowledge, with an ontological and metaphysical role, which is reached by confronting several positions to overcome opinion (doxa), a shift from the world of appearances (or "sensible") to intellectual knowledge (or " intelligible ”) to the first principles. Plato's educational model (paidèia) differentiates the level of education according to the students' skills. According to Socratic principles, in order to do justice, one must know what is good, and this is best known to the philosopher. Plato detailed this concept, highlighting the distinction between the philosopher (who seeks the principles of truth without claiming to possess it) and the sophist (who lets himself be guided by opinion as the only valid parameter of knowledge). -/- CONTENTS -/- Plato - Biography - Travels - Socrates - Academy - Plato's work - - Classifications of works - - - Chronological - - - Tetralogy - - - Trilogies - - - Lexical grouping Plato's philosophy - Soul - The function of the myth - Ideas - Theory of Forms - Ontology - Epistemology - Ethics - Politics - The philosophical state - Art - Unwritten doctrines: One and the Dyad The Republic - Characters - Summary - Topics - - Justice and righteousness (Book I) - - The Ideal State (Books II-III) - - The city-soul analogy. Harmony of the parties (Books IV-V) - - Form Theory (Metaphor of the Line and the Myth of the Cave, Books VI-VII) - - Family and State (Books VIII-IX) - - Myth of Er (Book X) Dialectics Education Philosopher-king Bibliography -/- DOI 10.13140/RG.2.2.29990.19520 . (shrink)

In this chapter, I make the case for platonic realism, the thesis that there are properties that lack spatial locations. After criticizing the one-over-many argument for realism and Lewis's argument for realism, I endorse a modal argument that derives the existence of platonic properties from considerations involving necessary truth. I then defend this argument from various objections. Finally, I argue that epistemic considerations and considerations of parsimony favor a weak form of platonic realism on which there are (...) platonic properties, but each property could have had an instance, and would have been located in its instances if it had any. (shrink)

Robert Adams defends a platonic account of goodness, understood as excellence, claiming that there exists a platonic good that all other good things must resemble, identifying the Good with God. Mark Murphy agrees, but argues that this platonic account is in need of Aristotelian supplementation, as resemblance must take into account a thing’s kind-membership. While this article will accept something like Murphy’s account of goodness, it will further develop its details and support. Without relying on theistic premises, (...) I show that the metaphysical status of an individual’s goodness consists in resemblance with the platonic good. As for the distinct question of what that goodness holds in virtue of, I conclude it holds in virtue of exactly: the thing’s own properties, those properties being such as to satisfy its kind-based standards, and those K-standards resembling the platonic good. I then develop an account of how K-standards resemble the platonic good: The K-standards resemble it firstly with respect to requiring activities, as the platonic good will be posited to be active, and must resemble it secondly also at the level of what teleology those activities are directed towards. I also motivate the need for a third respect of resemblance, to be developed in future work. The article ends with a discussion of the nature of the platonic good. (shrink)

This paper provides a rational reconstruction of a Platonic trope bundle theory that is a live alternative to contemporary bundle theories. According to the theory, Platonic particulars are composed of what Plato calls images of Forms; contemporary metaphysicians call these tropes. Tropes are dependent on Forms and the Receptacle, while trope bundles are structured by natural kinds using the Phaedo's principles of inclusion and exclusion and the Timaeus’ geometrised elements, as well as by co-location in the Receptacle. Key (...) elements of discussion include persistence and abundance of Plato's tropes. The resulting theory is compared with contemporary trope bundle theories. (shrink)

this paper offers a new interpretation of Phaedo 96a–103a. Plato has devoted the dialogue up to this point to a series of arguments for the claim that the soul is immortal. However, one of the characters, Cebes, insists that so far nothing more has been established than that the soul is durable, divine, and in existence before the incarnation of birth. What is needed is something more ambitious: a proof that the soul is not such as to pass out of (...) existence. According to Socrates’s initial response to Cebes at 95e8–96a1, giving such a demonstration requires a thorough investigation into “the reason for coming to be and passing away in general” (ὅλως γὰρ δεῖ περὶ γενέσεως καὶ φθορᾶς τὴν αἰτίαν διαπραγματεύσασθαι 95e9–96a1). This leads Socrates to the passage with which this paper is concerned. He mentions several changes of different sorts and nominates some purported “causes” that he and other theorists used to accept, but which he now finds scarcely intelligible. He then expounds his own mature view that the Forms are causes. The existing literature on this passage is vast and highly sophisticated, so much so that one might reasonably despair of saying something new at this stage. Nevertheless, I think some of Socrates’s remarks on philosophical methodology in our passage have not yet been appreciated as deeply as they should be. In particular, there has been little work showing how well-integrated they are with his positive proposals about causes. I also think that there are metaphysical models available to modern philosophers, not merely coherent with but actually suggested by Socrates’s methodology, which give a more satisfactory picture of those positive proposals than others available in the contemporary literature. That, at any rate, is what this paper aims to provide. (shrink)

The Handmaid’s Tale depicts a United States taken over by a fundamentalist dictatorship called Gilead that also resembles Plato’s ideal city. Attempts to explain Gilead’s debt to Plato face two challenges. First, aspects of Gilead that recall Plato also contain features that differ, at times dramatically, from the Platonic original. Second, Gilead invokes distorted versions of ideas from philosophies other than Plato’s. I explore two ways of making sense of Gilead’s distorted philosophical appropriations. The explanations differ over whether such (...) distortions are best explained by the nature of the philosophies they misrepresent, or by the nature of Gilead. The explanation that emphasizes Gilead’s own agency is ultimately best able to make sense of how illiberal regimes misappropriate philosophical concepts, both in the novel and in reality, in order to limit the political imagination of their subjects. (shrink)

Some scientific explanations appear to turn on pure mathematical claims. The enhanced indispensability argument appeals to these ‘mathematical explanations’ in support of mathematical platonism. I argue that the success of this argument rests on the claim that mathematical explanations locate pure mathematical facts on which their physical explananda depend, and that any account of mathematical explanation that supports this claim fails to provide an adequate understanding of mathematical explanation.

Following the structuring hints given by Plato in his Timaeus you find, that the dialogue – actually Timaeus' lecture – falls in two parts, not in three as Cornford, Brisson and others suggest. The main division follows the two invocations of the gods (27c, 48d). The first part presents the world in its noetic form, poetically described as the work of the demiurg. Timaeus opens this part giving first his premises in the form of an introduction, which lead his presentation. (...) At the end of this part he remarks that the given premises are not enough for his aim, to explain the nature of man. Therefore he adds other guiding principles for the second part in form of a second introduction like in the first part. We need a third principle beside the real beings (the ideas) and the things we perceive. He names it chora and the new form of "`causation"' ananke, necessity. These supplementary principles anable Timaeus to describe the world under our everyday conditions, they mediate the noetic world with the world of our senses. Here is the point we can see a surprising parallel in Kant's work. The Metaphysische Anfangsgründe der Naturwissenschaft correspond to the first part of the Timaeus, because here Kant exposes too the metyphysical foundation of the sciences. Later, in his last years he remarks, that there is a gap between these metaphysical principles and the physics (say of Newton or other). He seeks for a mediating principle and finds it in the "Äther" or "Wärmestoff." Kant was no more able to bring his idea to an end, we only have a lot of variating attempts, named by editors Opus postumum. But the aim of them is clear – and near by the aim that Plato aimed at – to mediate the noetic structure of the world with our everyday world. And this is evidently equivalent with the second introduction in the Timaeus. -/- Here some pages of the book-version: Erwin Sonderegger, Zur Funktion der Chora in Platons Timaios und des Äthers in Kants Übergangsschrift, Königshausen & Neumann, Würzburg 2015. ISBN 978-3-8260-5837-0. Für allfällige Zitierungen bitte ich nur die gedruckte Ausgabe zu verwenden. Danke. (shrink)

The scope of Platonism is extended by introducing the concept of a “Platonic computer” which is incorporated in metacomputics. The theoretical framework of metacomputics postulates that a Platonic computer exists in the realm of Forms and is made by, of, with, and from metaconsciousness. Metaconsciousness is defined as the “power to conceive, to perceive, and to be self-aware” and is the formless, con-tentless infinite potentiality. Metacomputics models how metaconsciousness generates the perceived actualities including abstract entities and physical and (...) nonphysical realities. It is postulated that this is achieved via digital computation using the Platonic computer. The introduction of a Platonic computer into the realm of Forms thus bridges the “inverse explanatory gap” and therefore solves the “inverse hard problem of consciousness” in the philosophy of mind. (shrink)

Le modèle éducatif de Platon (paidèia) différencie le niveau d'éducation selon les compétences des élèves. Ainsi, une éducation de base comprend, outre la gymnastique et le combat (l'exercice du corps), la musique (l'exercice de l'esprit), sans être imposée par la force car un homme libre doit être libre dans la conquête du savoir. Si l'élève a des compétences, il est éduqué en mathématiques pour devenir stratège, et en astronomie pour élever l'âme. Parmi ceux-ci, les meilleurs sont sélectionnés pour devenir de (...) bons leaders, étudiant la philosophie et la dialectique. Les femmes auront les mêmes droits et devoirs que les hommes. 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 détaillé ce concept en soulignant la distinction entre le philosophe (qui cherche les principes de vérité sans prétendre les posséder) et le sophiste (qui se laisse guider par l'opinion comme seul paramètre valable de la connaissance). Platon considère les philosophes comme des leaders idéaux pour deux raisons principales : parce qu'ils savent ce qui est juste et parce qu'ils ne veulent pas diriger. -/- DOI: 10.13140/RG.2.2.14844.82564. (shrink)

Die Beschäftigung mit Platon hat eine lange Geschichte, Rezeptionen seines Denkens sind so prägend für die Philosophiegeschichte geworden, dass diese verständlicherweise zuweilen als eine Sammlung von Fußnoten zu seinem Werk begriffen wurde. Das gilt besonders für einen durchgängigen metaphysischen Zug des abendländischen Denkens, ein grundsätzliches Ordnungsmodell aus der Antike, das, christlich gewendet, die Theoriebildung bis in unsere Tage fundiert. Aber mit einer Reihe anderer Gewissheiten ist auch dieser erfolgreiche Platonismus Gegenstand der Kritik geworden. Kann und soll man den metaphysischen Platon (...) retten oder muss man Platon vielmehr gegen die metaphysische Tradition neu verstehen? Muss man Platon gegen die Platonisten verteidigen, ist er der Anfang einer philosophischen Verirrung? -- Dorothea Frede, Ekkehard Martens, Arbogast Schmitt, Gernot Böhme, Hermann Schmitz, Wolfgang Detel und andere entdecken – auch durch ihre Kritik – Platon als Gesprächspartner der Gegenwart neu. (shrink)

David Armstrong accepted the following three theses: universals are immanent, laws are relations between universals, and laws govern. Taken together, they form an attractive position, for they promise to explain regularities in nature—one of the most important desiderata for a theory of laws and properties—while remaining compatible with naturalism. However, I argue that the three theses are incompatible. The basic idea is that each thesis makes an explanatory claim, but the three claims can be shown to run in a problematic (...) circle. I then consider which thesis we ought to reject and suggest some general lessons for the metaphysics of laws. (shrink)

I argue that in the Phaedo, Plato maintains that the soul is located in space and is capable of locomotion and of interacting with the body through contact. Numerous interpreters have dismissed these claims as merely metaphorical, since they assume that as an incorporeal substance, the soul cannot possess spatial attributes. But careful examination of how Plato conceives of the body throughout his corpus reveals that he does not distinguish it from the soul in terms of spatiality. Furthermore, assigning spatial (...) attributes to the soul plays an important role in Plato’s account of the relation of body and soul. (shrink)

Some remarks about commentaries on Plato in the medieval Byzantium.

Reflections on the linkage between and the provocative force of problems in the analogy of city and soul, in the simile-bound characterization of the Good, and in the performative tension between what Plato has Socrates say about the philosopher's disinclination to descend into the city and what he has Socrates do in descending into the Piraeus to teach, with a closing recognition of the analogy between Socratic teaching and Platonic writing.

Psiche sets up a close-knit comparison between the psychology of Plato's Republic and Freud's psychoanalysis. Convergences and divergences are discussed in relation both to the Platonic conception of the oneiric emergence of repressed desires that prefigures the main path of Freud's subconscious, to the analysis of the psychopathologies related to these theoretical formulations and to the two diagnostic and therapeutic approaches adopted. Another crucial theme is the Platonic eros - the examination of which is also extended to the (...) Symposium and Phaedrus - taken up explicitly by Freud in relation to the concept of libido. Finally, the author also addresses the two themes - of, inter alia, a metapsychological nature - inherent to the moral dimension. -/- Psiche istituisce un confronto ravvicinato tra la psicologia della "Repubblica" di Platone e la psicoanalisi di Freud. Convergenze e divergenze vengono discusse in relazione sia alla concezione platonica dell'emersione onirica dei desideri repressi, che prefigura la via regia per l'inconscio di Freud, sia all'analisi delle psicopatologie correlate a tali impostazioni teoriche, sia ai due approcci diagnostici e terapeutici adottati. Altro tema cruciale è l'eros platonico - la cui disamina viene estesa anche al "Simposio" e al "Fedro" - ripreso esplicitamente da Freud in relazione al concetto di libido. L'autore affronta, infine, le due tematizzazioni, di natura metapsicologica e non solo, inerenti alla dimensione morale. (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)

A standard interpretation of Plato’s metaphysics holds that sensible particulars are images of Forms. Such particulars are fairly independent, like Aristotelian substances. I argue that this is incorrect: Platonic particulars are not Form images but aggregates of Form images, which are property-instances. Timaeus 49e-50a focuses on “this-suches” and even goes so far as to claim that they compose other things. I argue that Form images are this-suches, which are tropes. I also examine the geometrical account, showing that the geometrical (...) constituents of the elements are also Form images. Thus everything in the sensible world is composed of tropes. (shrink)

In this note I examine the two main differences between Plato's and Dennett's views of the self as an abstract object. I point out that in the presence of certain forms of ontological realism, abstract-object theories of the self are compatible with the full reality of the self. I conclude with some remarks on the relationship between ontology and ethics.

Principala sursă biografică despre Platon, după mărturia neoplatonicului Simplicius, ar fi fost scrisă de discipolul Xenocrate, dar din păcate nu a ajuns la noi. Cea mai veche biografie a lui Platon care a ajuns până la noi, De Platone et dogmate eius, este a unui autor latin din secolul al II-lea, Apuleius. Toate celelalte biografii ale lui Platon au fost scrise la peste cinci sute de ani de la moartea sa. Istoricul grec Diogene (secolele II și III) este autorul unei (...) serii de biografii ale filosofilor greci (Viețile filosofilor) în care face referire la viața lui Platon. Acesta ar fi scris și un elogiu funerar lui Platon. Alți biografi timpurii ai lui Platon sunt Olimpiodor cel Tânăr în secolul al VI-lea și o sursă anonimă. O sursă importantă despre viața lui Platon sunt chiar dialogurile sale filozofice, treisprezece scrisori (posibil false totuși, cu excepția poate a Scrisorilor VII și VIII), scrierile lui Aristotel, un fragment din Istoria filozofilor (Syntaxis ton philosophon) a epicureanului Philodemus de Gadara din secolul I î.e.n., scrierile anonime Prolegomena despre filozofia platonică atribuite în mod tradițional lui Olimpiodor, Suda, secolul al X-lea și Viața lui Dio a lui Plutarh, secolul I-II. -/- DOI: 10.58679/CS86928. (shrink)

La principale source biographique sur Platon, selon le témoignage du néoplatonicien Simplicius, a été écrite par le disciple Xénocrate, mais malheureusement elle ne nous est pas parvenue. La première biographie de Platon à ce jour, De Platone et dogmate eius, est d'un auteur latin du IIe siècle, Apulée. Toutes les autres biographies de Platon ont été écrites plus de cinq cents ans après sa mort. L'historien grec Diogène (IIe et IIIe siècles) est l'auteur d'une série de biographies de philosophes grecs (...) (Les vies des philosophes) dans lesquelles il se réfère à la vie de Platon. Il a également écrit une louange funèbre pour Platon. D'autres premiers biographes de Platon sont Olympiodore le Jeune au VIe siècle et une source anonyme. Une source importante sur la vie de Platon est ses dialogues philosophiques, ses treize lettres (peut-être fausses, à l'exception peut-être des Lettres VII et VIII), les écrits d'Aristote, un extrait de l'épicurien Philodème dede Gadara, l'Histoire des philosophes (Syntaxis ton philosophon), Ier siècle av. J.-C., les écrits anonymes de Prolégomène sur la philosophie platonicienne traditionnellement attribués à Olympiodore, Suda, Xe siècle, et La vie de Dio de Plutarque, Ier-IIe siècle. -/- DOI: 10.13140/RG.2.2.18219.92969 . (shrink)

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 (...) by ability. I argue that we may better explain Socrates' claims that epistēmē suffices for successful action by attending to the nature of abilities, what it is that we attempt to do when acting, and what successful action amounts to in the relevant contexts. These considerations suggest that, contrary to several recent treatments, the success in question is not always internal-success. (shrink)

Abstract Platon, Phaidros 249bc A philological check of the grammar of this passage shows its philosophical impact. To be able to understand the many as unity, thanks to the ideas, is the specifity of us human beings.

The objective of this work is to investigate the philosophical anthropology that underpins the anthropology of the Early Christians. It is curious to know why Christian anthropology is intellectually and practically inclined towards the philosophical anthropology of the Platonic tradition rather than the theological-philosophical tradition of the biblical Hebrew people in the Old Testament. Today the emphasis on Christian anthropology is that the human person is an integration of body and soul. Contrary to this position, the writer maintains that (...) the Christian anthropology, especially during the period of the early Christians (here understood as the period within the first five centuries C.E.), fundamentally conceives the human person as a composite of soul and body, which is a conscious employment of Platonic anthropology. This article observes that, as regards the doctrine of the resurrection of the dead, there is a dichotomy between theological coherency and the actual Christian practice on the Christian conception of the human person. Hence, this work argues that the Platonic influence on the philosophical anthropology of the Early Christian was a deliberate act to give a more rational foundation to the theological problematic on the resurrection of the dead and on the resurrected body. It explains why Aquinas’s theological cum philosophical thinking, though overwhelmingly an Aristotelian ground, could not “Aristotelize” his philosophical anthropology. (shrink)

Platon s-a inspirat din activitatea filosofică a unora dintre predecesorii săi, în special a lui Socrate, dar și Parmenide, Heraclit și Pitagora, pentru a-și dezvolta propria filosofie, care explorează majoritatea domeniilor importante, inclusiv metafizica, etica, estetica și politica.Împreună cu profesorul său Socrate și elevul său Aristotel, a pus bazele gândirii filosofice occidentale. Platon este considerat ca unul dintre cei mai importanți și influenți filosofi din istoria omenirii, fiind unul dintre fondatorii religiei și spiritualității occidentale. Filosofia dezvoltată de el, cunoscută sub (...) numele de platonism, se bazează pe teoria Formelor cunoscută prin rațiune pură ca soluție la problema universalelor. Filosofia lui Platon se înscrie pe linia presocraticilor, a sofiștilor și a tradițiilor artistice care stau la baza educației grecești, într-un cadru nou, definit de dialectică și teoria ideilor. Cunoașterea este pentru Platon o activitate a sufletului, afectată de obiectele sensibile, și de procesele interne. În Republica, forma cea mai înaltă este considerată ca fiind Forma Binelui, sursa tuturor celorlalte Forme care ar putea fi cunoscute prin rațiune. Tema centrală a cărții este dreptatea, argumentată cu ajutorul mai multor teorii platonice, inclusiv mitul alegoric al peșterii, doctrina ideilor, dialectica, teoria sufletului și proiectul unui oraș ideal. Dialectica lui este un tip de cunoaștere, cu rol rol ontologic și metafizic, la care se ajunge prin confruntarea mai multor poziții pentru a depăși opinia (doxa), o deplasare din lumea aparențelor (sau a „sensibilului”) către cunoașterea intelectuală (sau „inteligibilul”) până la primele principii. Modelul educațional al lui Platon (paidèia) diferențiază nivelul educației în funcție de aptitudinile elevilor. 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). -/- CUPRINS -/- Platon - Biografie - Călătoriile lui Platon - Socrate - Academia - Lucrările lui Platon - - Clasificări ale lucrărilor - - - Cronologic - - - Tetralogii - - - Trilogii - - - Grupări lexicale Filosofia lui Platon - Sufletul - Funcția mitului - Idei - Teoria formelor - Ontologia - Epistemologia - Etica - Politica - Statul filosofic - Arta - Doctrinele nescrise: Unu și Diada Republica - Personaje - Conținut - Temele Republicii - - Justiția și dreptatea (Cartea I) - - Statul ideal (Cărțile II-III) - - Analogia oraș-suflet. Armonia părților (Cărțile IV-V) - - Teoria Formelor (Metafora liniei și mitul peșterii) (Cărțile VI-VII) - - Familia și statul (Cărțile VIII-IX) - - Mitul lui Er (Cartea X) Dialectica Educația Filosoful-rege Bibliografie -/- DOI 10.13140/RG.2.2.27534.23361 . (shrink)

As a way of arguing that Platonic characters' individual roles within familial, social, and religious structures could deepen our understanding of some philosophical issues--human nature, epistemology, justice and education in the polis, virtue--I present information about the characters Meno of Thessaly, Theaetetus of Sunium, Diotima of Mantinea, Phaenarete (wife of Sophroniscus and Chaeredemus), and [unnamed] of Athens (wife of Pericles and Hipponicus).

Öz -/- Antikçağ’dan modern dönemlere değin kadınların mevcut durumlarının iyileştirilmesine dair çalışmaların sayısının oldukça yetersiz kaldığını söylemek yanlış olmayacaktır. Bu bağlamda siyaset felsefesinin kurucu metinlerinden olan Devlet’in hem yazıldığı dönem hem de takip eden iki milenyuma yakın süre hesaba katıldığında kadınların toplumdaki rolü ve konumu üzerine oldukça radikal ve yenilikçi fikirleri barındırdığı açıktır. Bu çalışmada Platon’un diğer çalışmaları da hesaba katılmakla birlikte özellikle Devlet adlı eseri nezdinde nasıl olup da kimi düşünürlerce hem bir mizojinist hem de bir kadın hakları savunucusu (...) sayıldığı; hem bir kadın düşmanı hem de proto-feminist olarak görülebildiği incelenecek ve Platon bu bağlamda yeniden ele alınacaktır. Anahtar Kelimeler: Platon, Kadın Hakları, Devlet, Feminizm, Mizojini -/- Abstract -/- It is safe to propound that the quantity of studies on the amelioration of the present conditions of women from antiquity through to modern times is quite insufficient. In this context, it seems that the Republic by Plato, which is one of the founding texts of political philosophy, has provided quite radical and innovative ideas about the role and position of women in society, considering into account both its production period and the next two millenniums. This study, based particularly upon his Republic and other works, aims to re-consider how Plato is regarded both as a misogynist and a women's rightist, or both as a woman hater and a proto-feminist by certain scholars. -/- Keywords: Plato, Woman Rights, Republic, Feminism, Misogyny. (shrink)

Aristotle's syllogistic theory, as developed in his Prior Analytics, is often regarded as the birth of logic in Western philosophy. Over the past century, scholars have tried to identify important precursors to this theory. I argue that Platonic division, a method which aims to give accounts of essences of natural kinds by progressively narrowing down from a genus, influenced Aristotle's logical theory in a number of crucial respects. To see exactly how, I analyze the method of division as it (...) was originally conceived by Plato and received by Aristotle. I argue that, while Plato allowed that some divisions fail to rigorously investigate the essence, he began a program continued by Aristotle (and others in antiquity and the middle ages) of seeking norms for division that would apply in any domain whatsoever. This idea of a rigorous, general method was taken up and developed by Aristotle in his syllogistic. Aristotle also used Plato's conception of predication as parthood in his semantics for syllogistic propositions. As part of my argument, I prove that a semantics based on Platonic divisional structures is sound and complete for the deduction system used in the literature to model Aristotle's syllogistic. (shrink)

Edward Feser defends the ‘Neo-Platonic proof ’ for the existence of the God of classical theism. After articulating the argument and a number of preliminaries, I first argue that premise three of Feser’s argument—the causal principle that every composite object requires a sustaining efficient cause to combine its parts—is both unjustified and dialectically ill-situated. I then argue that the Neo-Platonic proof fails to deliver the mindedness of the absolutely simple being and instead militates against its mindedness. Finally, I (...) uncover two tensions between Trinitarianism and the Neo-Platonic proof. (shrink)

The aim of this paper is to provide some acquaintance with the exegetical history of ἐξαίφνης inside the Platonic Tradition, from Plato to Marsilio Ficino, by way of Middle Platonism and Greek Neoplatonism. (Since this is only a draft, several modifications should be made later, notably in order to improve the English.) Some part has been presented in Los Angeles: “Damascius’ Theodicy: Psychic Input of Disorder and Evil into the World”, 16th Annual ISNS (International Society for Neoplatonic Studies) Conference, (...) Loyola Marymount University, 14th June 2018. (shrink)

Ce recueil de textes propose de contribuer à l’histoire des grandes académies scientifiques européennes. Plutôt que de vouloir tenter d’en dégager une homogénéité discutable, les études réunies tentent, au contraire, de montrer comment la pratique académique trouve son unité dans un ensemble de querelles.

Since 1976, when Thomas A. Szlezák held his inaugural lecture as a private lecturer at the University of Zurich entitled "The Dialogue Form and Esotericism: On the Interpretation of the Platonic Dialogue the Phaedrus", the now-emeritus professor at Tübingen has advocated a particular interpretation of the Platonic dialogues and especially of the Phaedrus: namely, that what is referred to in the latter dialogue—without further explanation—as "more valuable" than what is set down in writing corresponds to Plato's "so called (...) unwritten doctrines", or for Szlezák, "unwritten... (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)

From the second half of the 16th century the question about Platonis Aristotelisque Concordia is no more a merely doctrinal problem, but it involves a discussion about methodus and ordo, according to the importance given to them in the coeval philosophical debate. In many cases underscoring Plato’s scientific merits, not only about inventio but also about the transmission of knowledge, meant promoting Platonism as a philosophy suitable for University. In this context the need for Platonic handbooks is perceived as (...) compelling, due to the recognised didactic superiority of Aristotle’s writings. The Compendio and the Vere Conclusioni are the specific contribution of Francesco Verino secondo, who gave holiday lectures on Plato at the Florentine Studium from 1576 to 1579. The present study focuses on the platonism of Francesco Verino, covering nearly all his works, printed and manuscript, in a constant comparison with his noble predecessors Marsilio Ficino, Giovanni Pico della Mirandola and Francesco Cattani da Diacceto. In order to give light to Verino’s lectureship, particular attention is paid to glosses in his working and teaching copy of Platonis Opera. (shrink)

Ancient philosophy knew two main skeptical traditions: the Pyrrhonian and the Academic. In this final paper of the three‐part series devoted to ancient skepticism, I present some of the topics about Academic skepticism which have recently been much debated in the specialist literature. I will be concerned with the outlooks of Arcesilaus, Carneades, and Philo of Larissa.

Based upon the Ukrainian hierarchs’ epistolary legacy, the article analyzes characteristic features of Kyiv-Mohyla Academy intellectual space, which was created by Academy alumni of different generations and various hierarchy levels. The author establishes that the closest relations were between correspondents belonging to the same or almost same hierarchy level and who were bonded together by the Kyiv-Mohyla Academy educational system and school comradeship, eventually obtained high positions in the hierarchy. Communication within the boundaries of individual centers (the (...) Kyiv-Mohyla Academy, the Kyiv Pechersk Lavra, collegiums in Chernihiv, Kharkiv, and Pereiaslav, seats of Ukrainian bishops in Russia, etc.) depended on specificity of the environment. Predominant themes encountered in the letters of the Ukrainian bishops included needs of the alma mater, the Kyiv Academy, and the collegiums. The correspondence addressed issues of their legal status, academic staff, financial support, as well as the literary work and publishing activities of the hierarchs. (shrink)

Plato's 'Symposium': Kierkegaard and Platonic Eros.

recolection and the street, probably two similar ways to percieve the world and the self.

A two-fold study, on the one hand of the thought-provoking mimesis by which Plato gives his hearer an occasion for self-knowledge and self-transcendence and of the typical sequential structure, an appropriation of the trajectory of the poem of Parmenides, by which Plato orders the drama of inquiry, and on the other hand a commentary on the Crito that aims to show concretely how these elements — mimesis and Parmenidean structure — work together to give the dialogues their exceptional elicitative power.