The main aim of our paper is to identify the potential limits of Socratic dialogue in moral education. These limits will be identified using a) the original ancient writings preserving several versions of Socrates’ dialogue, and b) modern writing on the Socrates’ dialogue in moral education. We will determine whether these limits are to be found in the writing of Plato or Xenophon, or rather in the problems and paradoxes of this type of education. We assume (...) that a historical exploration of the original Socratic philosophy will help us to more easily identify the limits and problems in moral education. However, our intention is not to reject the Socratic dialogue as such, but merely to point out some of the potentially controversial aspects of its use in moral education. (shrink)

In a transcendent gathering beyond the confines of time and space, philosopher Socrates finds himself engaged in profound dialogues with some of history's most influential thinkers. These dialogues span five days and delve into a wide array of philosophical topics, guided by quantum entanglement. This unique assembly unearths the timeless questions surrounding knowledge, reality, causation, and the interface between philosophy and science. The first day witnesses Socrates conversing with Plato, Aristotle, René Descartes, John Locke, and David Hume, delving into the (...) essence of knowledge. Their discourse navigates through Plato's Theory of Forms, Aristotle's empirical approach, Descartes' emphasis on the role of the mind, Locke's ideas on the role of experience, and Hume's skepticism regarding causation. The day culminates in Kant's synthesis of empiricism and rationalism. On the second day, these thinkers explore the nature of reality and the distinction between ontology and mental reality. Quantum physicist Richard Conn Henry joins them, bringing fresh insights on quantum perspectives. They contemplate the implications of quantum causation and how it challenges traditional notions of cause and effect. The third day centers on the relationship between philosophy and science, highlighting the significance of imagination and empirical evidence. Philosopher Thomas Kuhn introduces the concept of paradigms, sparking intriguing discussions. The fourth day extends this discourse, emphasizing the role of imagination and empirical evidence in philosophy and science. It touches on atomic theory, Max Planck, Niels Bohr, and the fascinating world of sub-particles. The final day reflects on the differences between philosophy and science, with philosopher Karl Popper adding his perspective. The dialogue culminates in discussions on cosmology, where ancient cosmologists and modern scientists intertwine in an exploration of the cosmos. In these five days, Socrates and his esteemed colleagues delve into the timeless questions that have shaped human understanding for millennia. Their insights shed light on the interplay between ancient wisdom and contemporary knowledge, reminding us that the pursuit of wisdom transcends temporal and spatial boundaries. (shrink)

Socratic dialogue is widely recognized as an effective teaching tool inside of the classroom. In this paper I will argue that Socratic dialogue is also a highly effective teaching tool outside of the classroom. I will argue that Socratic dialogue is highly effective outside of the classroom because it is a form of learning based assessment. I will also show how instructors can use technology like email to implement Socratic dialogue as a (...) form of teaching and assessment, and thus offer a viable alternative to traditional assessments like exams and papers. (shrink)

The term ’risk’ is used in a wide range of situations, but there is no real consensus of what it means. ‘Risk ‘is often stipulatively defined as “a probability for the occurrence of a negative event” or something similar. This formulation is however not very informative, and it fails to capture many of our intuitions about the concept or risk. One way of trying to find a common definition of a term within a group is to use a Socratic (...) Dialogue (SD). This method is fairly new, and it is rather different from the original Socratic dialogues (at least if we are to judge from how they are described by Plato). The best explanation for the name ought to be that it is inspired by the original Socratic dialogues. The SD in its modern form was originally developed as a tool for enabling laymen to perform rather advanced concept analyses under the supervision of a professional philosopher. The formal goal of the method is to find a common way of perceiving of a particular term, or at least to find out exactly how the members of the group differ in their understandings of the term, and why. The largest gain from the process has in practice turned out to be a higher awareness among the participants of different ways of understanding the term, and the ideas and intuitions behind it. This has turned out to be very useful in educational settings, but the method has also been used with great success both in research, and in e.g. business, public administration and nongovernmental organisations. In the present case, a Socratic dialogue on the concept of risk was performed within the framework of a Ph D-course about risk and uncertainty at the Swedish University of Agriculture in Alnarp, Sweden. The participants on the course where all quite familiar with practical issues relating to risks. Both from the course work, and from their own research. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research (...) questions are: What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

Socratic dialogue written for use as an undergrad or highschool resource in the Philosophy of Religion. This dialogue covers the standard formulation and objections to Aquinas' Second Way. Unpublished at this time - to be updated and included in book (in progress).

By means of a brief Socratic dialogue, I consider the question of whether organizing involves destruction, prefaced by a poem of course.

In this modern Socratic dialogue, Socrates discusses the nature of punishment with a friend who believes that criminals are dealt with too softly. Socrates argues that retributive punishment is unjust.

This dialogue turns into a discussion between three people. The interlocutors are Socrates, Jeito and finally also Plato. The dimensions of Time, Space and Person are occasionally transgressed. The conclusion is that information seems to be unidirectional concerning life and death.

We provide an intuitive motivation for the hyperreal numbers via electoral axioms. We do so in the form of a Socratic dialogue, in which Protagoras suggests replacing big-oh complexity classes by real numbers, and Socrates asks some troubling questions about what would happen if one tried to do that. The dialogue is followed by an appendix containing additional commentary and a more formal proof.

Epicurus asked: “Is God willing to prevent evil, but not able? Then he is not omnipotent. Is he able, but not willing? Then he is malevolent. Is he both able and willing? Then whence cometh evil? Is he neither able nor willing? Then why call him God?” This Socratic dialogue, suitable to an introductory audience, explores a popular version of the argument from evil.

Epicurus asked: “Is God willing to prevent evil, but not able? Then he is not omnipotent. Is he able, but not willing? Then he is malevolent. Is he both able and willing? Then whence cometh evil? Is he neither able nor willing? Then why call him God?” This Socratic dialogue explores a popular version of the Argument From Evil. Suitable as an introduction to the topic.

Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...) right but simply uses his dialogues as a theoretical tool for gaining insight into protreptic. The book argues that by analyzing Socrates' behavior in the right way, one can better understand how to foster thoughtfulness nowadays, and there is a need to foster it, in part since the health of democracy is at stake. (shrink)

Socrates’ view about human motivation in Plato’s early dialogues has often been called ‘intellectualist’ because, in his account, the motivation for any given intentional action is tied to the intellect, specifically to beliefs. Socratic motivational intellectualism is the view that we always do what we believe is the best (most beneficial) thing we can do for ourselves, given all available options. Motivational intellectualism is often considered to be at the centre of Socrates’ intellectualist account of actions, according to which: (...) (1) we never act against our present judgment about what is best to do; (2) all wrongdoing is due to ignorance; (3) non-rational desires cannot motivate actions; (3) we all desire the good; and (5) no one does wrong willingly. Despite their centrality for Socratic philosophy, interpreters disagree on the exact interpretation of these five claims and of Socrates’ account of motivation. This chapter surveys the interpretative landscape so that the reader may more easily navigate the primary and secondary literature and decide for themselves whether Socrates is a motivational intellectualist and, if so, in what sense. (shrink)

In order to understand the Gricean "logic of conversation" that underlies the Nicomachean Ethics, Burger believes it necessary to identify the audience to which the work is addressed: this is the audience of men and citizens who have received a good education, that is, have learned the virtues through habit, but have doubts about the content of the education received, that is, about the beautiful and the just. Aristotle proposes on the one hand to give them reasons to defend and (...) justify the moral virtues they have learned and they practice, but on the other hand also to lead them to understand a dimension that goes beyond the horizon of traditional ethos. (shrink)

This paper demonstrates the central role of the Socratic elenchus in the Sophist. In the first part, I defend the position that the Stranger describes the Socratic elenchus in the sixth division of the Sophist. In the second part, I show that the Socratic elenchus is actually used when the Stranger scrutinizes the accounts of being put forward by his predecessors. In the final part, I explain the function of the Socratic elenchus in the argument of (...) the dialogue. By contrast with standard scholarly interpretations, this way of reading the text provides all the puzzles about being (241c4–251a4) with a definite function in the dialogue. It also reveals that Plato’s methodology includes a plurality of method and is more continuous than what is often believed. (shrink)

What makes a good leader? This paper takes Socrates in Plato’s early dialogues as the starting point for developing three leadership skills that are still relevant today: being on a mission, thinking in questions, and thinking like a beginner. I arrive at these Socratic leadership skills through an interdisciplinary approach to Plato’s early dialogues that puts Socrates in conversation with a diversity of thinkers: modern-day business leaders and leadership coaches, educators, Zen Buddhists, and art historians. I show that (...) class='Hi'>Socratic leadership skills are valued in today’s business world, and I propose concrete exercises that can help anyone acquire these skills. In contrast to Platonic leadership—the leadership skills of the philosopher king—Socratic leadership skills have not been the focus of much investigation. This paper aims to advance a scholarly conversation about Socrates as a leadership model. (shrink)

Socrates’ burial is dismissed as philosophically irrelevant in Phaedo 115c-e although it had previously been discussed by Plato’s older contemporaries. In Antisthenes’ Kyrsas dialogue describes a visit to Socrates’ tomb by a lover of Socrates who receives protreptic advice in a dream sequence while sleeping over Socrates’ grave. The dialogue is a metaphysical explanation of how Socrates’ spiritual message was continued after death. Plato underplays this metaphorical imagery by lampooning Antisthenes philosophy and his work (Phd. 81b-82e) and subsequently (...) precludes him from an active role in the Phaedo. A similar case is the exclusion of Euclides of Megara. Fragments of a lost Socratic dialogue depict Apollodorus citing an unnamed Megarian in order to justify care for the remains of the dead. Similar mistaken notions explain Kyrsas’ belief when he lusts after Socrates even though he was dead. In spite of these disputes, the philosophers (Euclides, Antisthenes and Plato) each attempted to present Socrates’ moral influence as a force that continued after his death and burial. (shrink)

Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates' practices are more defensible than they often look: although there are risks in refuting (...) people and posing leading questions, Socrates has sensible ways of minimizing the risks, ways that are feasible even for teachers nowadays, and there are times when the risks are worth taking. I illustrate my point by discussing Plato's _Meno_. (shrink)

In this paper, I clarify and defend a provocative hypothesis offered by Bernard Williams, namely, that modern people are much more likely to speak in terms of master-concepts like “good” or “right,” and correspondingly less likely to think and speak in the pluralistic terms favored by certain Ancient societies. By conducting a close reading of the Platonic dialogues Charmides and Laches, I show that the figure of Socrates plays a key historical role in this conceptual shift. Once we understand that (...) our narrow, reductionist focus on “thin” ethical concepts is a contingent historical development, we are, I claim, in a much better position to evaluate it. (shrink)

I argue that the Stoics were right to portray Socrates as a cosmopolitan, because this portrait is fully consistent with the Socrates of Plato's Socratic dialogues. His rejection of ordinary political engagement in favor of an extraordinary way of doing the political work of improving others lives by examining them is also the rejection of locally engaged politics in favor of benefiting human beings as such. It is less clear whether his cosmopolitanism is moderate (admitting special obligations to benefit (...) compatriots alongside general obligations to benefit humans as such) or strict (denying the special obligations), but I argue that the evidence of Socrates' attachment to Athens, in the Crito and elsewhere, is compatible with his being a strict cosmopolitan. (shrink)

In Plato’s early dialogues, the impossibility of talking to the crowd appears as a constitutive element of the opposition between rhetoric and dialectic and raises the understudied question of the role of the audience in Socratic thought. However, Xenophon’s Socrates constantly identifies public and private speech. But this likening is also found in the Alcibiades Major, which gives a key to understand the true meaning of this assimilation: one can convince an audience, by talking to each individual in the (...) crowd. The need to address each one implies an adaptation of language that can be found in the texts of different disciples of Socrates. The rhetorical aspects of the Phaedrus’ psychagogia should then be understood, not as a new Platonic concept which allows the good orator to address the many, but rather as a new for- mulation of a well-known and shared Socratic ideal. (shrink)

On a number of occasions in Plato’s dialogues Socrates appears to disavow all knowledge. At Apology 21d, for example, Socrates says of one of his interlocutors: ‘He, having no knowledge, thinks he knows something, while I, having none, don’t think I have any,’ On other occasions, however, Socrates does claim to know some things: ‘It is not a mere guess to say that knowledge and right opinion are different. There are few things I would claim to know, but that at (...) least is among them, whatever else is’ (Meno 98b). Gregory Vlastos has sought to show that Socrates did not contradict himself but operated on the basis of two different senses of ‘know’: ‘know in the sense of having certainty’ and ‘know on the basis of elenctic examination.’ I argue against Vlastos’ interpretation and propose instead that Socrates claimed to know various things, but not the essential nature of virtue. (shrink)

In this chapter, I offer an overview of current scholarly debates on Plato's Lysis. I also argue for my own interpretation of the dialogue. In the Lysis, Socrates argues that all love is motivated by the desire for one’s own good. This conclusion has struck many interpreters as unattractive, so much so that some attempt to reinterpret the dialogue, such that it either does not offer an account of interpersonal love, or that it offers an account on which (...) love is, in fact, an other-regarding state. Others, notably Vlastos, criticize Socrates’ theory as implausibly and repellently egoistic. I maintain, against the first group, that Socrates is indeed offering an egoistic theory of love. I argue, against the second, that, while Socrates’ theory may be repellent, it possesses considerable explanatory power and avoids certain weaknesses which infect contemporary approaches to love. (shrink)

At first glance, one might wonder how a philosopher such as Aristotle, born in 384 BCE, could—as the title of Burger’s book puts it—have a dialogue with Socrates, who died in 399 BCE. Not only did Aristotle never see or hear Socrates in person, but since Socrates—according to his contemporaries—never wrote anything, Aristotle also never encountered the thoughts or opinions of Socrates at first hand. Of course, Aristotle encountered Plato’s depiction of Socrates and it is Plato’s Socrates whom Burger (...) presents as Aristotle’s central “interlocutor” in his Nicomachean Ethics [EN]. Burger presents a rich and challenging reading of the Ethics based on the interpretative principle that “Aristotle constructs the figure of Socrates as a perfect foil against which to develop a different account of virtue of character” (5). Burger’s claim is not an empirical or historical one about whom Aristotle had in mind when writing the Ethics, but rather a philosophical claim about how Aristotle’s Ethics begins in, wrestles with, and modifies a set of theses espoused by the Platonic Socrates. (shrink)

In this chapter, I offer an overview of current scholarly debates on Plato's Lysis. I also argue for my own interpretation of the dialogue. In the Lysis, Socrates argues that all love is motivated by the desire for one’s own good. This conclusion has struck many interpreters as unattractive, so much so that some attempt to reinterpret the dialogue, such that it either does not offer an account of interpersonal love, or that it offers an account on which (...) love is, in fact, an other-regarding state. Others, notably Vlastos, criticize Socrates’ theory as implausibly and repellently egoistic. I maintain, against the first group, that Socrates is indeed offering an egoistic theory of love. I argue, against the second, that, while Socrates’ theory may be repellent, it possesses considerable explanatory power and avoids certain weaknesses which infect contemporary approaches to love. (shrink)

Intellectualism about human virtue is the thesis that virtue is knowledge. Virtue intellectualists may be eliminative or reductive. If eliminative, they will eliminate our conventional vocabulary of virtue words-'virtue', 'piety', 'courage', etc.-and speak only of knowledge or wisdom. If reductive, they will continue to use the conventional virtue words but understand each of them as denoting nothing but a kind of knowledge (as opposed to, say, a capacity of some other part of the soul than the intellect, such as the (...) will or the appetites). Virtue intellectualists may be pluralists or monists. If pluralist, they identify the virtues with distinct kinds of knowledge. If monist, they identify all the virtues with one and the same kind of knowledge. In a number of dialogues-including the Euthyphro, Apology, Charmides, Euthydemus, Laches, Lysis, Protagoras, and Republic I-Socrates gives arguments that support Reductive Monist Intellectualism (RMI) about human virtue. I disarm an influential objection to RMI as the correct interpretation of Socrates. (shrink)

In this dialogue, Mileva and Albert start to talk about physics and its subject matter, the physical. They end up in a situation that permits causal dependence between separate ontological domains. In this possible world, they continue talking. First, they Socratically agree that the physical is physical and only physical. Then, they call the physical an ontologically homogeneous domain. They then generalise the principle that the physical is causally unaffected by anything non-physical, into the principle that ontologically homogeneous domains (...) do not cause ontologically homogeneous domains. From a modern point of view talking about black hole singularities, they continue discussing the Chandrasekhar limit and the collapse of the physical laws as we know them. Mileva carries a burden and Albert stands up and carries it with her. The burden is an implication of the generalised principle. Relying on parsimony, only ontologically homogeneous domains are forbidden to cause ontologically homogeneous domains. This leaves the door open for ontologically heterogeneous domains to cause ontologically homogeneous domains. Also relying on parsimony, only ontologically homogeneous domains are forbidden to be caused by ontologically homogeneous domains and this allows ontologically heterogeneous domains to be caused by ontologically homogeneous domains. Ontologically heterogeneous domains, thus, are allowed to causally link ontologically homogeneous domains. Albert realises that the mathematical could qualify as an ontologically homogeneous domain and that the theoretical difficulties that are foreseen beyond the Chandrasekhar limit could be addressed by expanding physics into a context that contains also an ontologically heterogeneous domain. The theoretical difficulties beyond the Chandrasekhar limit would be due to an emergent mathematical-physical domain. Mileva concludes that Albert’s theory is not faulty but regional. A global theory would have to include the explanation of the mathematical-physical. (shrink)

Responds to two other chapters that describe what they identify as the "Socratic Method." Our claim is that the elenchos is not sufficiently methodical as to qualify as a "method.".

Are the long, wildly inventive etymologies in Plato’s Cratylus just some kind of joke, or does Plato himself accept them? This standard question misses the most important feature of the etymologies: they are a competitive performance, an agôn by Socrates in which he shows that he can play the game of etymologists like Cratylus better than they can themselves. Such show-off performances are a recurrent feature of Platonic dialogue: they include Socrates’ speeches on eros in the Phaedrus, his rhetorical (...) discourse in the Menexenus, and his literary interpretation in the Protagoras. The paper compares these cases to work out the ground rules, purposes and implications of the Platonic agôn, and the Cratylus etymologies in particular. (shrink)

The few people familiar with the pseudo-Platonic dialogue Axiochus generally have a low opinion of it. It's easy to see why: the dialogue is a mish-mash of Platonic, Epicurean and Cynic arguments against the fear of death, seemingly tossed together with no regard whatsoever for their consistency. As Furley notes, the Axiochus appears to be horribly confused. Whereas in the Apology Socrates argues that death is either annihilation or a relocation of the soul, and is a blessing either (...) way, "the Socrates of the Axiochus wants to have it both ways": death is both annihilation and a release of the soul from the body into a better realm. This may be used to construct a valid argument for the conclusion that death is not evil, but at the expense of having a contradiction as one of its premises. But D. S. Hutchinson has recently proposed that these inconsistencies shouldn't surprise us if we view the Axiochus as "an unconventional version of a very conventional genre--the consolation letter." In this paper I expand on Hutchinson's brief suggestion and argue that the Axiochus can be rehabilitated by paying attention to its genre. Although the Axiochus does display many similarities to the consolation letter, the shift from letter to dialogue does--pace Hutchinson--significantly affect what's going on. Within the dialogue, Socrates behaves toward Axiochus in a way similar to the way the author of a consolation letter behaves towards the letter's reader: he is willing to use inconsistent arguments, borrowed from any source, in order to soothe the patient. However, in depicting this type of consolatory relationship between Socrates and Axiochus, the dialogue itself is not aiming at consoling its readers. Instead, it should be seen as displaying for the reader's consideration a certain type of consolatory argumentative practice. -/- Socrates notes that Axiochus is "very much in need of consolation" (365a), and he uses any means necessary to accomplish this task. Socrates exhibits many ways in which he is willing to sacrifice argumentative hygiene for the sake of therapeutic effectiveness. These include: -/- * Use of arguments with inconsistent premises, presented in propria persona. * Appeals to emotion * Tailoring arguments to the audience. * Presenting invalid arguments so as to induce unjustified but comforting beliefs. * Evasion. In these respects, I think that Socrates' argumentative practice is best compared to PH III 280-1, where Sextus Empiricus says that the skeptic will deliberately use logically weak arguments as long as they work. Dorothy Tarrant claims that what links the Socrates of the Axiochus to Socrates as he appears elsewhere in the Platonic corpus is his evident care for the welfare of his interlocutor's psyche. But this concern takes a quite different form in the Axiochus than it usually does. As with Sextus, psychic therapy in the Axiochus involves relief from pain. The primary difference between them is that Socrates, unlike Sextus, is not aiming at producing epochê in his patient. (shrink)

This is an imagined dialogue between one of the more famous skeptics regarding moral attribution, Thrasymachus, and an imagined Socrates who, through the convenient miracle of time travel, returns to Athens after exposure to contemporary metaethics, now a devoted and formidable quasi-realist expressivist. The dialogue focuses on the characterization of moral conflict and moral justification available to the expressivist, and the authors attempt to lay out the distinctive strengths and weaknesses of the expressivist view.

Socrates, Plato and Aristotle – “Christians before Christ”? -/- The compatibility of ideas and metaphysical concepts, from Antic Philosophy to Christian Apologetic and Patristic Theology from the fist ages gather together many important and commune elements. In the study below, we have try to demonstrate that the most important philosopher of the antic world where “Christians before Christ”. Their ideas about soul, virtue, metaphysic existence and the entity of a single God comes to meet the Holy Gospel of Christ. Starting (...) with Socrates we can discover a very important preoccupation for an existential philosophy. He is the first philosopher who tries to discover a new way of understanding the unseen reality. His disciple, Plato, goes forward and speaks about an ideal world. In his well-known Dialogues, he develops the theme of virtue, and also treats the problematic of Logos. Aristotle, the disciple of Plato, comes with a logical line in the philosophical interpretation. His is the father of rational philosophy and also the greatest promotor for the scholastic theology. Also, he speaks about ousia and physis, two of the most important concepts used in the dogmatic theology of the Church. Apologetically speaking, the importance of this tree fathers of the pre-Christian thinking is incontestable. Later, Saint Justin the Martyr and the others apologists used their concepts to develop the theology of the Incarnated Logos. (shrink)

The most famous Socratic question—ti esti touto?—is often pre- ceded by a far less famous, but more fundamental question—esti touto ti? Though this question is posed in many dialogues with re- spect to myriad topics, in every instance it receives but one answer: it is something, namely something that is. The dialogue devoted to why this question always meets with an affirmative answer would appear to be the Parmenides, for there Parmenides throws into question whether the eidē are, (...) only to establish that, if we have opinions that there is some unity in being, such unity must be. Nevertheless, the dramatic setting of the Parmenides is the quarreling of the Pre-Socratic schools, and the popular dismissal of philosophy that their quarreling engendered. For a dialogue that establishes that the object of inquiry is simply because we have opinions about it, we must, as I hope to show, turn to the Euthyphro. (shrink)

Victor Eremita proposes that the reader understand parts I and II of Either/Or as parties in a dialogue; most readers in fact view II as a devastating reply to I. I suggest that part I be read as a reaction or follow-up to Kierkegaard’s dissertation. Much of part I presents reflective characters who are aware of their freedom but reluctant or unable to adopt the ethical life. The modern Antigone and the Silhouettes are sisters of Alcibiades—failed students of Socrates. (...) I articulate and defend their modes of loving, which are significantly different from Don Giovanni’s and Johannes the Seducer’s purely aesthetic approaches to love. Such feminine love, I argue, dwells in the disputed territory between passion and action, substance and freedom, the aesthetic and the ethical. Antigone’s love is a passion she both suffers and tries to appropriate. The Silhouettes’ devotion to their beloved makes them dependent on him. I defend this dependence even though it is undoubtedly a form of despair. By appealing to Sartre’s account of love, I argue moreover that this love involves a recognition and appraisal of the beloved absent in the love exemplified by Fear and Trembling’s knight of infinite resignation. (shrink)

What distinguishes the Socrates of the early from the Socrates of the middle dialogues? According to a well-known opinion, the “dividing line” lies in the difference between the Socratic and the Platonic theory of action. Whereas for the Platonic Socrates of the early dialogues, all desires are good-dependent, for the Platonic Socrates of the middle dialogues, there are good-independent desires. The paper argues first that this “dividing line” is blurred in the "Symposium", and second that we have in the (...) "Symposium" a more distinctive dividing line, namely the introduction of the separate existence of the idea of beauty. This introduction by Diotima/Plato of separate ideas and the lack of understanding of separate ideas – here the idea of beauty – by Socrates may have been the limit not only of the Socrates of the early Platonic dialogues, but of the historical Socrates as well. (shrink)

In the "Republic," Plato has Socrates attack poetry’s use of mimēsis, often translated as ‘imitation’ or ‘representation.’ Various scholars (e.g. Blondell 2002; Frank 2018; Halliwell 2009; K. Morgan 2004) have noticed the tension between Socrates’ theory critical of mimēsis and Plato’s literary practice of speaking through various characters in his dialogues. However, none of these scholars have addressed that it is not only Plato the writer who uses mimēsis but also his own character, Socrates. At crucial moments in several dialogues, (...) Socrates takes on a role and speaks as someone else. I call these moments “Socratic mimēsis.” While previous commentators have noticed some of these moments, they have either overstated their rarity or they have not studied them collectively. My dissertation is the first in-depth investigation of this phenomenon in the dialogues. Socrates’ dramatic imitation of others is way of teaching in a voice separate from his own, and it is also a way for Plato to speak to, and to educate, different kinds of audiences. Although “Socratic mimēsis” occurs throughout the Platonic corpus, I focus on three passages from three different dialogues, which are paradigm instances: [1] in the "Crito" Socrates plays the part of ‘the Laws’ (50a-54c); [2] in the "Theaetetus" he acts the part of ‘Protagoras’ (166a-168c); and [3] in the "Menexenus" he recites a funeral speech learned from ‘Aspasia’ (236d-249c). Instead of one-sidedly reading the dialogues as either only literary works of art or as only a series of philosophical arguments, this study gleans philosophic insights from the literary and dramatic details of the dialogues. In chapter one I argue that in the "Crito" Socrates tries to convince Crito of a universal and absolute ethics based on never committing injustice, but Crito is not able to understand. In order to make Crito more just—but not yet at the level of Socratic ethics—Socrates creates ‘the Laws’ to persuade Crito to expand his personal notion of justice. Socrates instills a political obedience in place of Crito’s existing lawlessness as a second-best recourse. Plato expects the astute listener or reader to see the contrast between Socrates’ earlier ethical principles, said in his own voice, with what he says in the voice of ‘the Laws.’ In chapter two I argue that in the part of the "Theaetetus" where Socrates defends Protagoras (often called ‘the Defense’), Socrates, by imitating ‘Protagoras,’ is actually criticizing Protagorean relativism. The Protagorean theory cannot account for mimēsis and Socrates’ mimetic act performatively contradicts the identity of appearance and reality, which the theory presupposes. Finally, in chapter three I argue that in the Menexenus the funeral oration that Socrates recounts for Menexenus that he heard from ‘Aspasia’ is actually a disguised criticism of political rhetoric and of Athenian imperialism. Although the speech is never interrogated within the dialogue, Plato provokes the listener or reader outside the dialogue to question its message and to see how it conflicts with many of Socrates’ positions in other dialogues. Beyond reconsidering the long-standing and persistent view that Plato was against poetry and mimetic performance, I re-examine the role that performance and role-playing can have in philosophy and pedagogy more generally. Actors, by taking on other personas, and audience members, in observing actors and their actions, are both involved in acts of imagination that can expand their horizon of thinking and feeling. (shrink)

The Parmenides poses the question for what entities there are Forms, and the criticism of Forms it contains is commonly supposed to document an ontological reorientation in Plato. According to this reading, Forms no longer express the excellence of a given entity and a Socratic, ethical perspective on life, but come to resemble concepts, or what concepts designate, and are meant to explain nature as a whole. Plato’s conception of dialectic, it is further suggested, consequently changes into a value-neutral (...) method directed at tracing the interrelation of such Forms, an outlook supposedly documented in certain passages on method from the Sophist and the Statesman as well. -/- The article urges that this reading is untenable. For in the Parmenides the question for what entities one should posit Forms is left open, and the passages on method from the Sophist and Statesman neither encourage a non-normative ontology nor a value-neutral method of inquiry. What the three dialogues encourage us to do is rather to set common opinions about the relative worth and value of things aside when conducting ontological inquiries; and this attitude, the article concludes, demonstrates a close kinship, rather than a significant difference, between Plato’s Socrates and his Eleatic philosophers. (shrink)

From my ongoing "Metalogical Plato" project. The aim of the diagram is to make reasonably intuitive how the Socratic elenchos (the logic of refutation applied to candidate formulations of virtues or ruling knowledges) looks and works as a whole structure. This is my starting point in the project, in part because of its great familiarity and arguable claim to being the inauguration of western philosophy; getting this point less wrong would have broad and deep consequences, including for philosophy’s self-understanding. (...) -/- (i.) is the first pass at elenchos in which the Socratic interlocutor does not reflect on knowledge being the crux of the problem. (ii.) is the second, rarer, reflective pass in which they are, making the investigation explicitly about knowledge. Its centrality in the Charmides makes that neglected dialogue of superlative importance. This structure is also the gateway through which the discussion/dialectic crosses into the Agathology (discussion of the form of the good) at Republic 505. -/- The problem of elenchos, then, grasped as a whole structure, is that it seems that knowledge can neither satisfactorily be included in nor excluded from its own scope. The development of the ti esti (“what is ---?”) question leads to the introduction of knowledge into its own scope (i. implicitly, as goodness contrasted with blind rule-following ii. explicitly qua knowledge) while the development of the dual peri tinos (“----about what?) question leads to K’s elimination from its own scope. The introductions are motivated to avoid contradiction, but produce regress; the eliminations are motivated to avoid regress, but produce contradiction. In scholarship, and in the history of philosophy, the ti esti question is universally recognized, to the point of being identified with philosophy’s origin and essence; the peri tinos question is neglected textually and never recognized as the equal dual to the ti esti. This, I claim, has blocked the development of a nontrivial logical appreciation of what Plato's Socrates is up to. (One rather disastrous effect of this neglect is taking Aristotle as the beginning of the development of logic, rather than, correctly, for the beginning of logic’s fatal separation from mathematics and dialectic.) -/- Further, because of this monopticism of the ti esti, the function of consistency in the elenchos has not been understood, even with respect to the ti esti. The ti esti is actually in search of completeness, given a norm of consistency; the peri tinos is in search of consistency, given a norm of completeness. Only appreciating the two questions as dual allows space in the structure to clarify these different orientations relative to consistency. (And, dually, to completeness, whose function in the elenchos is generally entirely missed by scholars and relegated to discussions of eros; it's not out of place there, of course, but its significance is secured here.) Recognizing the duality of the ti esti and peri tinos questions is thus the royal road, in the Socratic-Platonic context, to catching sight of what we post-Cantorians can recognize as the metalogical duality of consistency and completeness. (The salutary disruptive effects of this Plato-Cantor proximity have, of course, been traced in complementary ways by Badiou.) -/- Note that the diagram is supposed to provide a relatively accessible orientation, not to stand on its own, and certainly not to be the last word on any subject. An important qualification (telegraphed in the previous paragraph) is that what elenchos shows is not finally circular or paradoxical, though the problem first presents as such (stubbornly, obdurately, as "difficult" Plato's Socrates always says with characteristic understatement). What is depicted here is meant, at a first pass, to be the shape of that first presentation, the form of the problem of elenchos, rather than of its solution. It's not an accident that this problem strongly resembles "Russell's paradox" (not Russell's not a paradox.) Problem is to solution as RP is to the diagonal theorems. (shrink)

In this paper, we defend Socratic studies as a research programme against several recent attacks, including at least one recently published in Polis . Critics have argued that the study of Socrates, based upon evidence mostly or entirely derived from some set of Plato's dialogues, is founded upon faulty and indefensible historical or hermeneutical technique. We begin by identifying what we believe are the foundational principles of Socratic studies, as the field has been pursued in recent years, and (...) we then show how the research programme that derives from accepting these principles is not defeated by any of the most common recent criticisms of it. Specifically, we argue that challenges to sorting Plato's dialogues by date, more general challenges to historicist interpretations of Plato's dialogues, as well as recent literary criticisms of Socratic studies all fail to undermine the research programme. We conclude with some thoughts about how and why Socratic studies has proved itself a valuable and fruitful research programme. (shrink)

Commentators have often been puzzled by the structure of the Symposium; in particular, it is unclear what the relationship is between Socrates’ speech and that of the other symposiasts. This chapter seeks to make a contribution to that debate by highlighting parallels between the first four speeches of the Symposium and the goals of the early education in the Republic. In both dialogues, I contend, we see Plato concerned with educating people through (a) activating and cultivating spirited motivations, (b) becoming (...) lawful and taking virtue as a goal, (c) harmonizing the opposing forces in their soul, and (d) minimizing the appetites and making them orderly. While these are familiar points from the moral education of the Republic, I argue that they also map onto the first four speeches of the Symposium respectively. Because in the Republic this moral education is necessary to make progress on the epistemic ascent, we can speculate that there is a similar point to be made in the Symposium – without first training our character adequately, we will not be able to climb the ladder of love. While the positive effects of Eros described in the early speeches of the Symposium are only imitations of the ideal education regime of Kallipolis, they nevertheless improve one’s character in such a way that better prepares the soul for philosophy. Finally, I argue that the importance of this moral education is dramatized at the end of the Symposium through Agathon’s amicable refutation by Socrates on the one hand, and the drunken entrance of Alcibiades on the other. Agathon shows potential for philosophy whereas Alcibiades is the exemplar of what happens when somebody comes to philosophy without a harmonized soul. (shrink)

A review of John Beversluis' "Cross-Examining Socrates: A Defense of the Interlocutors in Plato's Early Dialogues".

At Apology 33c Socrates explains that "some people enjoy … my company" because "they … enjoy hearing those questioned who think they are wise but are not." At Philebus 48a-50b he makes central to his account of the pleasure of laughing at comedy the exposé of the self-ignorance of those who presume themselves wise. Does the latter passage explain the pleasure of watching Socrates at work? I explore this by tracing the admixture of pain, the causes, and the "natural harmony" (...) that Socrates' general account of pleasure implies for laughing at comedy. These reflections precipitate an aporia about the moral effect of Socrates' elenchtic practice. I suggest a path through the aporia that keys from Socrates' notion of "human wisdom" and the distinctive structure Plato gives the dialogues. (shrink)

It is not mere coincidence that several of Plato’s dialogues are set in gymnasia and palaistrai (wrestling schools), employ the gymnastic language of stripping, wrestling, tripping, even helping opponents to their feet, and imitate in argumentative form the athletic contests (agōnes) commonly associated with that place. The main explanation for this is, of course, historical. Sophists, orators, and intellectuals of all stripes, including the historical Socrates, really did frequent Athens’ gymnasia and palaistrai in search of ready audiences and potential students. (...) Perhaps they were following the example of Pythagoras, who may have been a boxing coach (gymnastēs) and was, in any case, associated with the extraordinary Olympic success of athletes from his adopted Croton—success so great it generated the saying that the last of the Crotonites was the first among all other Greeks. After his visit to Western Greece, Plato famously established his school in or adjacent to the Academy gymnasium in Athens, and he may have held the public office of Gymnasiarch there. In this essay, I would like to argue that there are also symbolic reasons for Plato setting some of his dialogues in gymnasia. These dialogues function as virtual gymnasia in which readers are coached by the character of Socrates toward an innovative ideal of aretē (virtue, excellence). (shrink)