Stasis is a process of classical rhetoric that identifies the core issue in a trial or a similar debate. Hermagoras of Temnos included the first comprehensive analysis of stasis in his second-century BCE treatise on rhetoric, now lost. Modern scholars tend to echo George Kennedy, who maintains that Hermagoras’ inspiration for the hierarchical structure of stasis is indeterminate. This article, however, employs scholarship in legal semiotics, including the work of Miklós Könczöl and Bernard S. Jackson, to argue that Hermagoras based (...) stasiastic structure on Aristotle’s first-figure syllogism. Ideally, knowledge of that structure can enhance modern applications of stasis. (shrink)

Scholarship on ancient skepticism has undergone a remarkable renaissance in the last three decades. Specialists in ancient philosophy have explored the complex history of the Greco‐Roman skeptical traditions and discussed difficult philological and exegetical issues. But they have also assessed the philosophical significance of the various ancient skeptical outlooks. In this first paper, I provide a general presentation of this area of study, while in the two subsequent articles I will focus on some of the topics that have been the (...) object of much attention in the recent literature on ancient skepticism. (shrink)

How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively ‘certain’ criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In order to explore the possibilities of a conception of educational critique that avoids the pitfalls of foundationalism, I (...) analyse the epistemological dimensions of this much-feared relativism, illustrating this with some characteristic examples. Solving the problems raised will require an interpretation of critique that leaves our daily sense of critique intact, without literally adopting its—foundationalist—basic assumptions. After systematically developing such an alternative interpretation of critical usage, a non-relativist but still non-foundationalist and powerful conception of philosophical critique seems possible. I illustrate results with some examples from philosophy of education. (shrink)

The principate of Augustus coincided with a surge of interest in the short Aristotelian treatise which we now entitle Categories, contributing to its later installation at the outset of the philosophical curriculum and its traditional function as an introduction to logic. Thanks in part to remarks made by Plutarch and Porphyry , the origin of this interest has often been traced to Andronicus of Rhodes: his catalogue and publication of the Aristotelian corpus began with the Categories and may have drawn (...) fresh attention to a previously obscure treatise. But the later Neoplatonic sources name several other philosophers who also discussed the Categories and played an important role in crafting its interpretation during the first centuries of our era. For example, the Neoplatonist Simplicius discusses the views of Stoics and Platonists who questioned the Categories' value as a treatment of grammar or ontology, while others defended its usefulness as an introduction to logic. These early debates, as these later sources suggest, exercised a lasting influence on the shape of subsequent philosophy and philosophical education within and beyond the Aristotelian tradition. (shrink)

This chapter examines the philosophical context in which Seneca thought and wrote, drawing primarily on evidence within Seneca's works. It considers Seneca's immediate teachers, his debt to the Stoic tradition, other Greek philosophical influences, and other contemporary philosophers.