In contrast to the abundance of discussion of Plato’s portrayal of the Socratic elenchos, relatively little work has been done on the elenchos as it appears in Xenophon. The reason is obvious: Xenophon makes much less use of the elenchus than Plato and what he does offer is not as interesting philosophically. Nevertheless, there are good reasons to look more closely at Xenophon’s portrait. It provides a corrective to the excessively intellectualizing portrait of the elenchus found in Plato’s writings, and (...) exhibits an educational quality that is characteristic of ancient Greek attitudes but not always stressed in treatments of Socrates. In the introduction to Bandini and Dorion 2000-2010, cxviii-clxxxii, Louis-André Dorion offers a probing analysis of the term elenchos as used by Xenophon and a broad survey of the elenchoi in Xenophon’s Socratic writings. Although Xenophon’s Socrates sometimes uses argumentation reminiscent of his Platonic cousin, this is only a minor part of his over-all conversational repertoire. Education is accomplished not by interrogation but by the direct and open communication of doctrine and by the practice of virtue (askēsis: see Mem. i 2.23, ii 1.1). Rather than employing the elenchos, Xenophon’s Socrates generally spends his time offering abundant useful advice to his friends. According to Dorion, Xenophon’s scant use of the elenchos is a result of his deep skepticism about its educational value. As a result of this skepticism, Xenophon creates an alternative portrait of Socrates in which interrogation plays a much smaller role. Dorion is certainly right to note that the elenchos is far less important for Xenophon than for Plato, but his conclusion is somewhat extreme. Although Xenophon does not focus on the Socratic elenchos, he does offer some portraits of it and he does not contest Plato’s fuller portrait of it either. This is because the elenchos does have some value for Xenophon, even if this value differs from what we may assume is its value in the Platonic portrait. As Morrison 1994 has shown, the elenchos serves a valuable role in selecting or preparing students for more substantive lessons. It can also play a valuable role in training for and acting in political affairs. And the elenchos can serve an educational role in another way, by contributing directly to the acquisition of virtue (sophrosune) by the interlocutor. I shall trace these significant roles of the elenchos for Xenophon. (shrink)

Both Heraclitus and Democritus, as the philosophers of historia peri phuseôs, consider nature and human character, habit, law and soul as interrelated emphasizing the links between phusis, kinesis, ethos, logos, kresis, nomos and daimon. On the one hand, Heraclitus’s principle of change (panta rhei) and his emphasis on the element of fire and cosmic motion ultimately dominate his ethics reinforcing his ideas of change, moderation, balance and justice, on the other, Democritus’s atomist description of phusis and motion underlies his principle (...) of moderation and his ideas of health and measured life. In this series, particularly referring to the main principles of motion, moderation and justice, I attempt to describe a coherent pre-Socratic ethical perspective based on the Heraclitean and Democritean fragments. I explore the connections between their physics and ethics also borrowing from Nietzsche’s lectures and writings on the Pre-Socratics. I redefine such Heraclitean and Democritean concepts as harmony, order, perfection, health, self-control, contentment, cheerfulness, concord, sound judgment, wisdom, measure and balance and discuss them under the principles of motion (phusis), moderation (sophrosyne) and justice. In doing so, I also expose the relevance of the Heraclitean notion of logos (interpreting it as the underlying categorical principle of transition between phusis and ethos) in bringing together these ideas and principles. Finally, based on this pre-Socratic Weltanschauung, I assess the possibility of a coherent picture of humanity, its nature and conduct as extending from or fitting into or extending-from-when-fitting-into the cosmos of moving forces and atoms. (shrink)

En 1942 Gadamer publicó su ensayo Platos Staat der Erziehung. En este artículo interrogará la mutua relación entre pólis y psyché, así como entre política y filosofía en el diálogo República de Platón. El presente texto se propone exponer de modo crítico el análisis que el autor realizó, en el ensayo mencionado, de la dikaiosýne entendida como “hacer propio” en los diálogos platónicos, así como el rango político de la educación filosófica. Para ello se pondrá énfasis en el papel que (...) desempeñan en su elaboración las nociones de andreía y sophrosýne. Finalmente, en las conclusiones se mostrará cómo en la lectura de Gadamer la educación filosófica de los guardianes y de los líderes se inscribe en una interpretación inescindible de una caracterización utópica de la kallípolis, que problematiza la cuestión del poder en el pensamiento platónico. (shrink)