THE EXISTENTIAL CONDITION OF THE IJAWS IN THE EMERGING SOCIO-ECONOMIC AND POLITICAL MILIEU OF NIGERIA. By Ebo Socrates, PhD. -/- Nigeria is a hybrid nation of over two hundred and fifty ethnic nationalities. The Ijaws as a people among the multitude of peoples that have come to constitute the geographic expression and sovereign entity known as Nigeria, find themselves enmeshed in the fluctuating socio-economic milieu of Nigeria. They as well as other ethnic nationalities that constitute Nigeria, found themselves bound to (...) the contingencies and exigencies of the nation-state called Nigeria not by act of will or treaty but by the Lugardian fiat which in itself was a full expression of the British imperialist will to power. By fiat and history, a country was made; the country is Nigeria, its people simply are; a fact of history. Their mode of being however, is a confluence of contraction and progress. So many models of nationhood explicates Nigeria. But Nigeria, is undeniably a “torn” nation. In the words of Samuel Huntington, a nation of conflicting civilizations: the Islamic civilization and the Judeo-Christian civilization. The Ijaws, an oil rich minority tribe found themselves entwined and involved in the destiny of this phenomenal nation called Nigeria. Has such an entwinement been a curse or blessing? Have the Ijaws significant power in the organogram of the Nigerian nationhood? Are they tossed about by the tide and flow of events or are they active movers in the making of the Nigerian history? This paper critically looks at these existential realities and elucidates the existential condition of the Ijaws in the contemporary Nigeria . (shrink)

GLOBALIZATION, ARAB SPRING AND THE CHANGING SOCIAL VALUES By Socrates Ebo, PhD -/- ABSTRACT -/- The tumultuous and eponymous events that set-off socio-political changes in the Maghreb from November 2010 were a confirmation or, better still, manifestation of a lager process which had gradually but steadily emerged a major factor in the socio-economic formation of the globe. This factor is no other than the process of globalization; a process that was heightened by the revolutions in Information and Communication Technology (ICT) (...) and the emergence of the New Media. Until the days of the social media, strong men who held authoritarian sway in the Maghreb carried on without any qualms as to the security of their political formation. But the New Media revolution changed all that. This work captures the role of globalization in the revolutions that swept through the Maghreb which have come to be known as the Arab Spring. -/- . (shrink)

THE WORD IN AFRICAN ONTOLOGY Socrates Ebo, PhD ABSTRACT The word in African ontology is more than mere expression of sounds. It is a being which is intra-mental and extra-mental. It is a creation of human mind and the human lips. But it is also an independent entity with enormous causal powers in the African universe of forces. It is an art as well as a means of communication. It is the embodiment of the history of the African community. Embedded (...) in the word, is the community’s ethics. Yet, the word is also a series of sounds which can be learnt and repeated. It can be uttered by anyone yet not everyone can put it to every use. The word can be profound in a context and meaningless in another context. The same word that is commonplace in common speech can be a causal force in a coded ritual. Yet, it is the word: ubiquitous and cryptic, mystic and plebeian; sacred and profane, artistic, yet plain bland on the lips of many. -/- . (shrink)

Vlastos, G. Introduction: the paradox of Socrates.--Lacey, A. R. Our knowledge of Socrates.--Dover, K. J. Socrates in the Clouds.--Robinson, R. Elenchus.--Robinson, R. Elenchus, direct and indirect.--Robinson, R. Socratic definition.--Nakhnikian, G. Elenctic definitions.--Cohen, S. M. Socrates on the definition of piety: Euthyphro 10A-11B.--Santas, G. Socrates at work on virtue and knowledge in Plato's Laches.--Burnyeat, M. F. Virtues in action.--Walsh, J. J. The Socratic denial of Akrasia.--Santas, G. Plato's Protagoras and explanations of weakness.--Woozley, A. D. Socrates on disobeying the law.--Allen, (...) R. E. Plato's earlier theory of forms. (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)

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)

This is a study of Plato's use of the character Socrates to model what philosophy is. The study focuses on the Apology, and finds that philosophy there is the love of wisdom, where wisdom is expertise about how to live, of the sort that only gods can fully have, and where Socrates loves wisdom in three ways, first by honoring wisdom as the gods' possession, testing human claims to it, second by pursuing wisdom, examining himself as he examines (...) others, to achieve a more well justified set of beliefs about how to live, and third by trying to live wisely, insofar as he can, which includes exhorting others to care about living wisely than anything else. The essay also includes some suggestions about how Plato criticizes and revises this model of philosophy outside the Apology. (shrink)

The paper explores the methodology and goals of H. Odera Oruka’s sage philosophy project. Oruka interviewed wise persons who were mostly illiterate and from the rural areas of Kenya to show that a long tradition of critical thinking and philosophizing exists in Africa, even if there is no written record. His descriptions of the role of the academic philosopher turned interviewer varied, emphasizing their refraining from imposition of their own views (the social science model), their adding their own ideas (...) (like Plato), or their midwifery in helping others give birth to their own ideas (like Socrates). The accuracy and consistency of the various metaphors used by Oruka is the main focus of the article’s analysis. The article sums up the shortcomings of Oruka’s method as well as its strengths and concludes with Oruka’s challenge to academic philosophers to rethink their own roles in society. (shrink)

The Education of Cyrus is Xenophon’s magnum opus in political philosophy. If Memorabilia is in the center of his Socratic writings, then The Education of Cyrus is the main work in his portrayal of Cyrus. The Education of Cyrus, as Plato’s Republic, is an educational work in the Socratic sense of the word and hence an original text in the tradition of the Socratic political philosophy. The biographical form of this writing originates from the educational (...) intention of his writer who, by concentrating on the Cyrus’s deeds, encourages the reader to take notice of this question: “what is the best way of life for human beings?” If we confirm that Memorabilia has a biographical form, then we would be able to compare it to The Education of Cyrus. The author attempts to show that Xenophon’s The Education of Cyrus contains a comparison between the Socratic way of life and the Cyrus’ way of life. In spite of showing his admiration for Cyrus nearly in the entire of that work, Xenophon ultimately defends the superiority of the Socratic (or philosophical) way of life as compared to Cyrus the Great’s (or political) way of life. This is the deepest educational layer in Xenophon’s political philosophy hidden behind the disguise of political education in his work on Cyrus. In order to better understand, we should take a distinct stance on the text itself as a totality whose every part serves the whole. By whole, we mean the intention of the writer; and this is the well known approach innovated and applied by Leo Strauss who is the most eminent commentator of Xenophon’s work. Nevertheless, we should avoid the modern dogmatism in Xenophon’s scholarship which tends to depict him as a marginal or second-rate writer. As mentioned by Strauss, Xenophon “had the courage to clothe himself as an idiot and go through millennia that way— he’s the greatest con man I know.” According to Strauss, and his commentaries in Xenophon scholarship in recent decades, there is no reliable way to understand Xenophon’s intention in the Education of Cyrus, unless we use Strauss’s method of interpretation of Xenophon as a first-rank political philosopher. The Education of Cyrus might be read as a logographic text given that every part of the work “must be necessary for the whole; the place where each part occurs is the place where it is necessary that it should occur.” Using this method, the author has tried to show that—in spite of its pessimistic tone toward the political way of life—the concluding part of The Education of Cyrus is consistent with the great admiration of Cyrus as expressed by Xenophon in the most other parts of this work. We examine whether Xenophon’s intention in The Education of Cyrus is to expose the education which Cyrus received or the one he did not. Thus, he emphasizes the contradiction in The Education of Cyrus as a whole, and simultaneously in the other Xenophon’s writing, especially his Memorabilia. To understand the two main Xenophontic scholarly work, and their positions in the hierarchy of Xenophon’s philosophical thought, it is necessary to compare the similarities, differences and particularly as they relate to the limitations in the Socratic and Cyrus’ ways of life, and to analyze how each has affected the other. The aim here was to show the true intention of Xenophon as one of the most authoritative Socratic political philosophers. In doing so, we understand Xenophon’s preferences for philosophical or political ways of life. (shrink)

The advanced division of cognitive labor generates a set of challenges and opportunities for professional philosophers. In this paper, I re-characterize the nature of synthetic philosophy in light of these challenges and opportunities. In part 1, I’ll remind you of the centrality of the division of labor to Plato’s Republic, and why this is especially salient in his banishment of the poets from his Kallipolis. I’ll then focus on the significance of an easily overlooked albeit rather significant character, Damon, (...) mentioned in that dialogue. I’ll argue that if we take the relationship between Socrates and Damon seriously, we’ll notice that in modeling imperfect polities, Plato inscribes Socrates within the advanced division of cognitive labor who defers to Damon as an expert on a key feature of the art of government. In fact, I’ll argue that in Republic, Plato offers us at least two ways to conceptualize philosophy’s relationship to the sciences, and that he alerts us to the social significance of this. In part 2, I’ll re-introduce my conceptualization of synthetic philosophy and restate it. Back in 2019 I published a short paper on it that went viral and was immediately used by others. Reflection on their use instructed me about an ambiguity in my position. Building on the material in parts 1-2, in part 3, I’ll contrast my account with a number of ways that Philip Kitcher has conceptualized synthetic philosophy in order to make more precise the version promoted here. (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)

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)

This research paper explores the enduring relevance of Socratic philosophy and its applicability to the challenges faced by the young generation in today's complex and rapidly evolving society. Drawing upon the timeless wisdom of Socrates, this study aims to provide actionable advice for young individuals navigating the complexities of modern life. By examining key Socratic principles such as critical thinking, self-examination, and the pursuit of virtue, this paper offers a framework for personal growth, ethical decision-making, and the (...) cultivation of a meaningful and purposeful life. (shrink)

The Socratic Paradox (that only Socrates is wise, and only because only he recognizes our lack of wisdom) is explained, elaborated and defended. His philosophical scepticism is distinguished from others (Pyrrhonian, Cartesian, Humean, Kripkean Wittgenstein, etc.): the doubt concerns our understanding of our beliefs, not our justification for them; the doubt is a posteriori and inductive, not a priori. Post-Socratic philosophy confirms this scepticism: contra-Descartes, our ideas are not transparent to us; contra-Verificationism, no criterion distinguishes sense from (...) nonsense. The import of this scepticism for professional ethicists is examined. (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)

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)

In this paper, we argue that, in order to account for the apparently substantive nature of definitional disputes, a commitment to what we call ‘Socratic essentialism’ is needed. We defend Socratic essentialism against a prominent neo-Carnapian challenge according to which apparently substantive definitional disputes always in some way trace back to disagreements over how expressions belonging to a particular language or concepts belonging to a certain conceptual scheme are properly used. Socratic essentialism, we argue, is not threatened (...) by the possibility that some apparently substantive definitional disputes may turn out to be verbal or conceptual, since this pluralist strategy, in our view, requires a commitment to more, rather than fewer, essences. What is more, a deflationary, metaphysically ‘light-weight’ construal of the essence-ascriptions in question leads to a peculiar conception of the pursuit of metaphysicians as behaving like deceptive (or self-deceived) grammarians pretending to be scientists. Moreover, this deflationary attitude, we argue, spreads beyond metaphysics and philosophy more broadly to apparently substantive definitional disputes in the sciences as well as other in other disciplines, such as art criticism. (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)

Philosophers have no time. They are tired with philosophising. They doze off or even die of fatigue over yet another review, opinion, article, translation of works of an English-speaking philosophical genius, publishing and editing of a book. They are exhausted by the obligatory teaching, bored with listening to conference papers, depressed by defences of post-doctoral theses, hopeless against plagiarism, out-of-breath chasing credits, worn out by English articles, crumpled and ill-treated by institutions, tired with maintaining and co-creating them, jaded by the (...) speed of information transfer, weakened by the absence of lively thought, knackered by the number of graduates and languid due to their quality, depressed by discord, exhausted by the continuous game of getting lost and finding oneself in science and the Academy. -/- In this ruffle, shabbiness and depletion they undertake with difficulty yet another fight for philosophy, in which they often represent the lost cause and happen to be merciless to each other, sometimes they give up and even moan. Their tiredness is accompanied by heavy steps and sluggishness. Barely alive they keep on living. Somewhere they find the energy, they live for something, serve something. In the article, following the smartest of philosophers, Socrates, and his defence speech, the speech in defence of his life, we explain where the philosophers find the energy, what they live for and what, often in contradiction to their own declarations, they serve. (shrink)

I propose an alternative interpretation of the Crito. The arguments that are typically taken to be Socrates’ primary arguments against escape are actually supplementary arguments that rely on what I call the Superiority Thesis, the thesis that the state and its citizens are members of a moral hierarchy where those below are tied by bonds of obligation to those above. I provide evidence that Socrates holds this thesis, demonstrate how it resolves a number of apparent difficulties and show why my (...) interpretation is preferable to competing interpretations. (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)

The argument used by Socrates to refute the thesis that piety is what all the gods love is one of the most well known in the history of philosophy. Yet some fundamental points of interpretation have gone unnoticed. I will show that (i) the strategy of Socrates' argument refutes not only Euthyphro's theory of piety and such neighboring doctrines as cultural relativism and subjectivism, but nominalism in general; moreover, that (ii) the argument needs to assume much less than is (...) generally thought, and finally that (iii) while Socrates' argument, properly understood in its full force, appears to be inconsistent with the goal of his own inquiry, his own 'Platonic' position escapes the inconsistency. (shrink)

When experimental participants are given the chance to reflect and revise their initial judgments in a dynamic conversational context, do their responses to philosophical scenarios differ from responses to those same scenarios presented in a traditional static survey? In three experiments comparing responses given in conversational contexts with responses to traditional static surveys, we find no consistent evidence that responses differ in these different formats. This aligns with recent findings that various manipulations of reflectiveness have no effect on participants’ judgments (...) about philosophical scenarios. Although we did not find a consistent quantitative effect of format (conversation vs. static survey), conversational experiments still provide qualitative insights into debates about how participants are understanding (or misunderstanding) the scenarios they read in experimental studies, whether they are replacing difficult questions with questions that are more easily answered, and how participants are imagining the scenarios they read in ways that differ from what is explicitly stated by experimenters. We argue that conversational experiments—"Socratic questionnaires"—help show what is going on “under the hood” of traditional survey designs in the experimental investigation of philosophical questions. (shrink)

This selective and opinionated overview of English-language scholarship on the philosophical method(s) of Plato's Socrates discusses whether this Socrates has any expertise or method, how he examines others and why, and how he exhorts others to care about wisdom and the state of their soul.

This paper examines whether Socrates provides his interlocutors with good reasons to seek knowledge of what virtue is, reasons that they are in a position to appreciate. I argue that in the Laches he does provide such reasons, but they are not the reasons that are most commonly identified as Socratic. Socrates thinks his interlocutors should be motivated not by the idea that virtue is knowledge nor by the idea that knowledge is good for its own sake, but rather (...) by the idea that knowledge is needed to recognize what to aim at. His argument reaches the potentially life-altering conclusion that we should all seek knowledge of what virtue is. It is powerful precisely because it relies on uncontroversial premises that his interlocutors could be expected to accept. In laying out this argument, I distinguish different ways in which someone could count as a teacher of virtue. At the end of the article, I situate the argument within the debate about whether virtue is teachable. (shrink)

There is a wide consensus among scholars that Plato’s Socrates is wrong to trust in reason and argument as capable of converting people to the life of philosophy. In this paper, I argue for the opposite. I show that Socrates employs a more sophisticated strategy than is typically supposed. Its key component is the use of philosophical argument not to lead an interlocutor to rationally conclude that he must change his way of life but rather to cause a certain (...) affective experience, one that can be effective at changing his beliefs about how best to live. (shrink)

Although determination, perseverance, and high expectations appear to be laudable characteristics within our society, ambition seems to carry a hint of selfishness or self-promotion (perhaps especially at the cost of others). One can speak of the goals or aims of a team or group, but it seems more characteristic to ascribe ambition to a single individual. Etymologi-cally, ambition derives from the Latin word ambire, which can mean to strive or go around (ambo + ire), but the term also characterizes one (...) who canvasses for votes. It may also be telling that the Latin noun for canvassing (ambitio) is only two letters removed for the Latin term for election fraud (ambitus). It is thus welcome that in his Socrates and Alcibiades Ariel Helfer seeks to examine the notion of political ambition through a study of Plato’s dialogues concerning that most am-bitious of Athenians, Alcibiades, an Athenian general who seems to have epitomized both the German word Wunderkind and the French phrase enfant terrible in his short life. It was one that included leading, betraying, and then leading again the Athenian army and navy during the Peloponnesian Wars. Helfer examines the three dialogues of Plato that include Alcibiades as an interlocutor: First Alcibiades, Second Alcibiades, and the Symposium. He does so (in his words) “to gain a fuller understanding of the constellation of desires that gives political ambition its force, including the desire to be devoted to a noble cause, and to determine whether, in Plato’s understanding, these desires necessarily find their fullest expression in political life” (p. 7). (shrink)

The notion of Socratic Note Taking is introduced to enhance students’ learning from assigned readings. SNT features students asking questions and answering their own questions while doing the readings. To test the effectiveness of SNT, half the students from two sections of a philosophy course were assigned SNT on alternating weeks. Quizzes each week alternated between the two classes as either high or low stakes in a counterbalanced format. The design was a 2 x 2 x 2 within-participants (...) factorial. On ten-point quizzes, SNT made an average difference of 1.22 points. Furthermore, the results indicate that SNT is particularly effective with weaker students, e.g., we found a nearly three-point increase on ten-point quizzes for the weakest students. (shrink)

Enneads I: 8.14 poses significant problems for scholars working in the Plotinian secondary literature. In that passage, Plotinus gives the impression that the body and not the soul is causally responsible for vice. The difficulty is that in many other sections of the same text, Plotinus makes it abundantly clear that the body, as matter, is a mere privation of being and therefore represents the lowest rung on the proverbial metaphysical ladder. A crucial aspect to Plotinus’s emanationism, however, is that (...) lower levels of a metaphysical hierarchy cannot causally influence higher ones and, thus, there is an inconsistency in the Egyptian’s magnum opus, or so it would seem. Scholars have sought to work through this paradox by positing that Plotinus is a “paleolithic Platonist” or Socratic. The advantage of this approach is that one may be able to resolve the tension by invoking Socrates’s eliminativist solution to the problem of weakness of will, as found in The Protagoras. In the following article, I argue that such attempts are not wrong-headed just underdetermined. They take up the standard reading of Socratic moral intellectualism, namely the “informational” interpretation and, therefore, fail to render a coherent view of Plotinus’s moral philosophy. The following paper, in contrast, utilizes a new reading of intellectualism advanced by Brickhouse and Smith, which, when subtended with a “powers approach” to causality, resolves the aforementioned, problematic passage of Enneads. (shrink)

Abstract: The present paper seeks to explore the emotional structures that make human beings afraid of death in solitude, the feelings that necessitate the imagining of a peopled death, a death accompanied by fellow humans, gods, or God. In order to do this I take up the works of two great thinkers of the East and the West, and place them on a comparativist spectrum. The discussion covers many areas, including the polytheistic imaginations of ancient Greece and eighth century India, (...) in the context of the complex interface of beauty and death in the thought of Shankaracharya, the great proponent of Advaita Vedanta in India, and Socrates, who, in the Platonic dialogues, presents a monism Shankara could have recognized well. I try to investigate the tension between decay and beauty which leads these philosophers towards a strict ascetic impulse. At the same time, I also argue that neither of them could exclude the beauty of this world altogether from their thought. Finally, I explore the ways in which we can imagine a beauty greater than death that does not let us logocentrically negate death but rather encompasses it. Rather than taking death as the closure of all possible beauty, as ultimate nothingness, can we envisage a beauty that drowns death in the sea of kalon envisioned by Diotima in the Symposium, or in the saundaryalahari, the flood of majestic beauty radiated by Shankaracharya’s Goddess? To explore these areas and to understand the interconnected issues of plurality, impermanence, beauty and truth, I draw on the twentieth century philosophers like Iris Murdoch and Sri Aurobindo as well as Socrates and Shankara. This paper finally embarks on an imaginative journey towards a peopled or crowded death, where gods or divinized humans accompany the dying person in the process of death as his/her “necessary others”(a la Adriana Cavarero). Author’s bio-note: Anway Mukhopadhyay is a doctoral research scholar at the Department of English, Banaras Hindu University, Varanasi, India. He is the author of Do You Love Me, Master?, The Place of Eros in the Master Slave Dialectic(Saarbrucken, Germany: Lambert Academic Publishing, 2010),and Bloom Again in Autumn, The Move towards an Empathetic Temporality in Yuri Medvedev’s “The Bride’s Room” (Munich: Grin Verlag, 2012) and has been published in reputed international journals in India, the USA and Australia. His areas of interest include Indian and Western philosophy, gender and literary and cultural theory. His current research centres round the polyvalent nuances of ‘planetary’ feminisms in our time. Email id: [email protected], [email protected] . (shrink)

Abstract: This article offers a new formulation of the Socratic principle known as the Principle of the Sovereignty of Virtue (PSV). It is divided in three sections. In the first section I criticize Vlastos’ formulation of the PSV. In the second section I present the weighing model of practical deliberation, introduce the concepts of reason for action, simple reason, sufficient reason and conclusive reason that were offered by Thomas Scanlon in Being realistic about reasons (2014), and then I adapt (...) these concepts so as to render them apt to be used in the formulation I intend to offer. In the third section I present my formulation of the PSV using the concepts introduced in the second section and explain why I believe this formulation is better than the one offered by Vlastos. (shrink)

Socrates believes that living well is primarily an intellectual undertaking: we live well if we think correctly. To intellectualists, one might think, the body and activities related to it are of little interest. Yet Socrates has much to say about food, eating, and cookery. This paper examines Socrates’ criticism of ‘feeding on opson’ (opsophagia) in Xenophon’s Memorabilia and of opson cookery (opsopoiia) in Plato’s Gorgias. I argue that if we consider the specific cultural meaning of eating opson, we can see (...) that Socrates takes a nuanced stance on food and cookery: he recommends careful consumption and skillful production, not austerity or abstinence. This nuance in Socrates’ discussion of food changes our interpretation of Socrates’ criticism of rhetoric in the Gorgias: in comparing rhetoricians to opson chefs—not to pastry chefs, as many have assumed—Socrates evokes the dangers of indulging in speeches while acknowledging their necessity for Athenian public life. (shrink)

Purpose: Some enigmatic remarks and behaviors of Socrates have been a subject of debate among scholars. We investigated the possibility of underlying epilepsy in Socrates by analyzing pathographic evidence in ancient literature from the viewpoint of the current understanding of seizure semiology. Methods: We performed a case study from a literature survey. Results: In 399 BCE, Socrates was tried and executed in Athens on the charge of “impiety.” His charges included the “introduction of new deities” and “not believing in the (...) gods of the state,” because he publicly claimed that he was periodically and personally receiving a “divine sign,” or daimonion, that directed him in various actions. We found textual evidence that his daimonion was probably a simple partial seizure (SPS) of temporal lobe origin. It was a brief voice that usually prohibited Socrates from initiating certain actions. It started when he was a child, and it visited Socrates unpredictably. Moreover, we found at least two descriptions of Socrates’ unique behavior that are consistent with complex partial seizures (CPSs). The fact that Socrates had been experiencing both SPSs and CPSs periodically since childhood makes the diagnosis of temporal lobe epilepsy (TLE) likely. Conclusions: We hypothesize that Socrates had a mild case of TLE without secondary generalization. This is the first report in 2,400 years to present a pathographic diagnosis of TLE in Socrates based on specific diagnostic features in the ancient textual evidence. Our study demonstrates that the knowledge of modern epileptology could help understand certain behaviors of historic figures. (shrink)

Argument and myth, historical figure and archetype, Socrates dominates our image of inquiry. How did this come about and should it continue?

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)

Argues that the Socratic profession of wisdom is not an expression of skepticism. Plato's Socrates claims to know things and says that others also know things. The profession of ignorance is a profession about wisdom, not about any other type of knowledge.

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)

In Republic 1, Thrasymachus makes the radical claim that being just is ‘high-minded simplicity’ and being unjust is ‘good judgment’ (348c–e). Because injustice involves benefiting oneself, while justice involves benefiting others, the unjust are wise and good and the just are foolish and bad (348d–e). The “greedy craftsperson” argument (1.349b–350c) attempts to show that the unjust person's desire to outdo or have more than ( pleon echein) everyone is a symptom of her ignorance. Many commentaries have found the argument problematic (...) and unclear. However, this paper argues that the greedy craftsperson argument defends plausible constraints on the nature of justice and wisdom. (shrink)

The essay investigates two personae: Socrates as depicted by Plato and Descartes as narrator of the Discourse on Method and Meditations. Socrates is aware of his ignorance and insists on remembering to care for the self; Descartes claims to have overcome ignorance through a method that breaks problems into simple and certain elements, establishing a self-certain yet impersonal subject that comprehends and controls objects. The Cartesian approach has led to the modern process of “liquidation” that reduces beings, property, and truth (...) to resources, wealth, and information – initiating the dangerous and unprecedented epoch known as the Anthropocene. The Socratic approach offers some promise of reintegration and resistance to liquidation by urging us to care for wholeness and recognizing that being exceeds what we comprehend. (shrink)

“Philosophy as a way of life” has its roots in ancient ethics and has attracted renewed interest in recent decades. The aim in this paper is to construct a contemporized image of Socrates, consistent with the textual evidence. The account defers concern over analytical/theoretical inquiry into virtue, in favor of a neo-existentialist process of self-examination informed by the virtue of what is called “moral seriousness.” This process is modeled on Frankfurt’s hierarchical account of self-identification, and the paper suggests an (...) expansion of Frankfurt’s concept of a person to include “full” personhood, in which the apprehended “meaning” of one’s “whole life” is taken as a necessary condition for eudaimonia (meaning of life) and is characterized by phenomenological transcendence. In addition, the importance of the informed scrutiny of a community of philosophers to the self-examination process is discussed. (shrink)

This book talks about the city's reception of philosophy. The purpose of this chapter is to show that philosophy is essential for the maintenance of human security in our cities. The importance of this apology for philosophy is precisely to undo a common but erroneous conception of the nature and disadvantages of this discipline and to politically base its existence. To do this, we will present a characterization of philosophy and some of the most important criticisms (...) of its development within the city, and show that they are not sustainable. Subsequently, we will approach the concept of human security, constructed by Amartya Sen and Obuchi Keizo, and indicate how philosophy is fundamental to its preservation. /// Este livro fala sobre a recepção da filosofia pela cidade. O objetivo deste capítulo é mostrar que a filosofia é essencial para a manutenção da segurança humana de nossas cidades. A importância dessa apologia da filosofia é justamente desfazer uma concepção comum, porém errônea, da natureza e das desvantagens dessa disciplina e fundamentar politicamente sua existência. Para fazermos isso, apresentaremos uma caracterização de filosofia e algumas das mais importantes críticas ao seu desenvolvimento no seio da cidade, e mostraremos que elas não se sustentam. Posteriormente, abordaremos o conceito de segurança humana, construído por Amartya Sen e Obuchi Keizo, e indicaremos como a filosofia é fundamental para a sua preservação. (shrink)

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)

This chapter examines a common objection to the philosophy of religion, namely, that it has not sufficiently embraced the injunction of Socrates to follow the argument where it leads. Although a general version of this charge is unfair, one emerging view in the field, which I call religious Mooreanism, nonetheless risks running contrary to the Socratic injunction. According to this view, many people can quickly, easily, and reasonably deflect all known philosophical challenges to their core religious outlooks, including (...) arguments from evil. This chapter argues that, in addition to being in tension with the Socratic injunction, religious Mooreanism is less plausible than traditional Mooreanism and in any case has not been adequately defended. (shrink)

Aristotle said that induction (epagōgē) is a proceeding from particulars to a universal, and the definition has been conventional ever since. But there is an ambiguity here. Induction in the Scholastic and the (so-called) Humean tradition has presumed that Aristotle meant going from particular statements to universal statements. But the alternate view, namely that Aristotle meant going from particular things to universal ideas, prevailed all through antiquity and then again from the time of Francis Bacon until the mid-nineteenth century. Recent (...) scholarship is so steeped in the first-mentioned tradition that we have virtually forgotten the other. In this essay McCaskey seeks to recover that alternate tradition, a tradition whose leading theoreticians were William Whewell, Francis Bacon, Socrates, and in fact Aristotle himself. The examination is both historical and philosophical. The first part of the essay fills out the history. The latter part examines the most mature of the philosophies in the Socratic tradition, specifically Bacon’s and Whewell’s. After tracing out this tradition, McCaskey shows how this alternate view of induction is indeed employed in science, as exemplified by several instances taken from actual scientific practice. In this manner, McCaskey proposes to us that the Humean problem of induction is merely an artifact of a bad conception of induction and that a return to the Socratic conception might be warranted. (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)

The Socratic Method has been the choice way to do philosophy for as long as philosophy has existed as a discipline. This method is aggressive and hierarchical, two traits that due to the semantics of engendered language alienate and exclude women. This alienation happens inevitably when the choice is presented to play the “game” that is the argumentative discipline of philosophy or not. When women chose to play the game, they are alienated from themselves. Philosophy (...) is a highly universal and analytical discipline, that often does not allow for first-person narrative or philosophy done through the body, which is something that empowers most women. This means that women must do work they may not value, and in a Marxist sense are alienated from the product of their labor. If women do not play “the game” they are often excluded from the discipline through a lack of interaction with others and diminished opportunities due to the nature of their work. I proffer that this can be solved by changing how we define philosophy and philosophical success within the discipline. (shrink)