Plato, Misc

This is the annotated bibliography that accompanied Volume 2 of American Association of Philosophy Teachers Studies in Pedagogy, a special issue on teaching Plato. It includes sections covering teaching several specific dialogues: Republic, Meno, Euthyphro, Apology, Crito and Lysis, as well as sections on "Socrates as Teacher" and general articles on teaching Plato.

Dans l’œuvre de Platon, l’image du rêve semble d’abord servir à désigner l’état d’ignorance du commun des mortels qui « rêvent » leur vie. Cet usage métaphorique ne saurait correspondre parfaitement à la pensée platoni- cienne du phénomène onirique, particulièrement lorsqu’on l’envisage d’un point de vue éthique (qu’advient-il de la vertu de l’homme dans son sommeil ?), plutôt qu’épistémologique ou ontologique. Dans la République, le sommeil apparaît essentiellement comme l’endormissement d’une partie de l’âme – la rationnelle – au profit d’une (...) autre – la désirante. Platon laisse pourtant entendre que, sous certaines conditions, les visions qui s’y manifestent ne sont pas nécessairement mensongères et pourraient même, pour certaines, avoir une origine divine. Le rêve doit donc être compris non seulement comme un moment de séparation de l’âme et du corps, mais aussi de différenciation des facultés ou parties de l’âme elles-mêmes qui acquièrent là leur autonomie propre et déploient, sans se limiter l’une l’autre, leur plein pouvoir. -/- In Plato’s works the image of a dream at first seems to serve the purpose of indicating the state of ignorance of ordinary humans who « dream » their way through life. This metaphorical usage does not reflect perfectly Plato’s thought on the phenomenon of dreams, especially when it is considered from an ethical point of view (what happens to human virtue during sleep?) rather than an epistemological or ontological one. In the Republic sleep appears to be essen- tially where a part of the soul goes asleep – namely the rational part – to the advantage of the desiring part. However, Plato implies that under certain condi- tions the visions that occur in sleep are not necessarily false and could even, in some cases, have a divine origin. Dreams must therefore be understood not merely as a moment of separation of soul and body, but also of differentiation of the faculties or parts of the soul themselves, which acquire their own autonomy in dreams and deploy their full power without limiting one another (transl. J. Dudley). (shrink)

On chercherait en vain dans l’œuvre de Platon des développements explicites sur le silence. Mais le génie littéraire de Platon lui fait une place, et la mise en scène des dialogues, comme les interactions des personnages, mettent en jeu différentes figures du silence par lesquelles se dévoilent d’autres aspects des réflexions socratico-platoniciennes sur le langage. Les silences du philosophe s’opposent, en effet, à ceux de ses interlocuteurs, autant que la pratique philosophique du dialogue aux discours sophistiques. Car le silence véritable (...) n’est pas que l’absence de voix, ni même simplement l’attente d’une parole à venir, mais, en dernière analyse, un retour à la source du logos : la pensée et l’être même. (shrink)

Payne's commentary on Republic I–VII is not advanced as a sustained argument for the new type of teleology he finds there but is structured by themes in the text. It engages with selected previous scholarship on the Republic and is written with care and deliberation. Payne begins with an overview of the types of teleology, or end-directed action, found in Plato's corpus, but does not address contemporary philosophy of action. Payne's own "functional teleology of action" accounts for how agents act (...) for the sake of ends of which they are unaware, as when mathematical study is directed to the Form of the Good... (shrink)

This article discusses two well‐known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’. I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy and the (...) body of the teacher/pupil. Teaching and learning are re‐addressed in ways that challenge the gender‐neutral representation of pedagogy as a systematic technique. (shrink)

When we speak of philosophy and therapy, or of philosophy as therapy, the usual intent is to suggest that ‘philosophizing’ is or should be a way to clarify the mind or purify the soul. While there may be little point in arguing with psychoses or deeply-embedded neuroses our more ordinary misjudgements, biases and obsessions may be alleviated, at least, by trying to ‘see things clearly and to see them whole’, by carefully identifying premises and seeing what they – rationally – (...) support, and by seeking to eliminate the residual influence of premises that we have long since, rationally, dismissed. I don't intend to argue with this account – though of course it may be as well to remember that ‘philosophizing’ may have more dangerous effects. It is not obvious that philosophical argument will always help us ‘see things straight’, and the Athenian democracy was not altogether wrong to think that some of Socrates' followers or pupils learnt quite the wrong things from him. (shrink)

Whitehead’s widely cited and accepted remark that the history of philosophy is but a series of footnotes to Plato has implications for how both Plato and the history of philosophy is to be understood. Such an understanding does an injustice to both Plato and the history of philosophy. A recent book by John Sallis, Platonic Legacies, presents us with a counterview, one that offers a more exciting view of both Plato and the meaning of his legacy for the history of (...) philosophy. The chief purpose of this article is to unpack some of Sallis’s contributions in this regard. (shrink)

S. Sara Monoson challenges “the canonical view of Plato as a virulent antidemocrat”. More precisely, she undertakes “to render problematic the standard view that Plato’s texts are unequivocally hostile to democracy”. “Although Plato’s dialogues are unquestionably and radically critical of elements of Athenian democracy, it is not accurate to claim further that they attack democracy unrelentingly”. Rather, “Plato’s dialogues contain explicit, albeit qualified, expressions of acceptance of the wide dispersal of political power characteristic of democracy, enlist certain celebrated Athenian democratic (...) principles in the design of his critique of democratic politics, and depict the practice of philosophy as indebted to Athenian democratic culture”. On this basis Monoson denies that Plato “is unambiguously opposed to democratic culture.” On the contrary “the ethos and culture of democratic Athens subtly informs his presentation of the work of philosophy”. (shrink)

This paper argues that Plato’s “what-is-T” questions offer a more instructive method for introducing students to philosophy than his use of the Allegory of the Cave. In supporting this claim, the paper presents a Socratic dialogue that illustrates how what-is-T questions along with an answer to said questions via a list can be used as a starting point for introducing philosophy. However, this Socratic dialogue also reveals that this initial answer cannot succeed and so it motivates Plato’s preferred answer which (...) involves defining T by giving its essential characteristics. In addition to providing a summary of this dialogue, the paper responds to the objection that introducing philosophy to students in this way is too challenging for beginning students. (shrink)

Dr Brandwood's book presents a factual and critical account of the more important of the various attempts that have been made to establish the order of composition of Plato's dialogues by analysing his diction and prose style. Plato's literary activity covered fifty years and there is almost no direct evidence, either external or internal, to help in establishing the relative order of his writings. Until the middle of the nineteenth century people were dependent on personal interpretation of the probable line (...) of development of Plato's thought and doctrines, but then a less subjective method was discovered, which relied instead on the observation of changes in Plato's prose style. Dr Brandwood examines the investigations of each scholar individually, checking the correctness of the methodology and the accuracy of the statistics, before arriving at fairly definite conclusions of his own, at least as far as the works of Plato's middle and old age are concerned. (shrink)