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1 — 50 / 108
  1. added 2020-02-12
    Therapeia: Plato's Conception of Philosophy.John P. Anton - 1960 - Journal of Philosophy 57 (13):455-460.
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  2. added 2019-11-20
    Differentiating Philosopher From Statesman According to Work and Worth.Jens Kristian Larsen - forthcoming - Polis.
    Plato’s Sophist and Statesman stand out from many other Platonic dialogues by at least two features. First, they do not raise a ti esti question about a single virtue or feature of something, but raise the questions what sophist, statesman, and philosopher are, how they differ from each other, and what worth each should be accorded. Second, a visitor from Elea, rather than Socrates, seeks to addressed these questions and does so by employing what is commonly referred to as the (...)
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  3. added 2019-06-06
    Plato’s Protagoras: Essays on the Confrontation of Philosophy and Sophistry.Pettersson Olof (ed.) - 2017 - Springer.
    This book presents a thorough study and an up to date anthology of Plato’s Protagoras. International authors' papers contribute to the task of understanding how Plato introduced and negotiated a new type of intellectual practice – called philosophy – and the strategies that this involved. They explore Plato’s dialogue, looking at questions of how philosophy and sophistry relate, both on a methodological and on a thematic level. While many of the contributing authors argue for a sharp distinction between sophistry and (...)
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  4. added 2019-06-06
    The Injustice of Callicles and the Limits of Socrates’s Ability to Educate a Young Politician.Eric Buzzetti - 2005 - Ancient Philosophy 25 (1):25-48.
  5. added 2019-06-06
    Plato’s Socrates as Educator. [REVIEW]Heather L. Reid - 2003 - Teaching Philosophy 26 (2):188-192.
  6. added 2019-06-06
    Plato’s Socrates as Educator. [REVIEW]Jacob Howland - 2002 - Ancient Philosophy 22 (1):180-184.
  7. added 2019-06-06
    Plato’s Socrates as Educator. [REVIEW]Rebecca Benson - 2002 - Southwest Philosophy Review 18 (2):163-167.
  8. added 2019-06-06
    The Moral and Intellectual Development of the Philosopher in Plato’s Republic.Elizabeth F. Cooke - 1999 - Ancient Philosophy 19 (1):37-44.
    Many commentators of the "Republic" see the conformity to authority, emphasized in the early education, as a hindrance to the development of the critical skills necessary for the philosopher. Furthermore, they see the theoretical training of the philosopher as detached from morality. I argue that Plato does not view philosophical training as separate from morality. Rather Plato views intellectual training as integral to the philosopher's overall pursuit of the Good. Philosophical knowledge is moral because the objects of such knowledge are (...)
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  9. added 2019-06-06
    The Education of Desire: Plato and the Philosophy of Religion. [REVIEW]James B. Allis - 1989 - Ancient Philosophy 9 (1):121-125.
  10. added 2019-06-06
    Plato, Utilitarianism and Education. [REVIEW]Desmond Lee - 1977 - The Classical Review 27 (1):124-125.
  11. added 2019-06-06
    Plato on the Educational Consultant: An Interpretation of the Laches.Thomas O. Buford - 1977 - Idealistic Studies 7 (2):151-171.
    What is Plato attempting to accomplish in the Laches? A cursory reading leaves one with the strong impression that the main topic of discussion is the education of the sons of Lysimachus and Melesias. However, an equally cursory survey of the major interpretations of the Laches reveals that few, if any, scholars agree with that impression. Their view is that the main topic of conversation in the Laches is courage, the examination of which takes place in the second main section (...)
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  12. added 2019-06-06
    Plato and Modern Education. [REVIEW]J. Tate - 1945 - The Classical Review 59 (1):15-16.
  13. added 2019-02-01
    Plato’s Conception of Justice and the Question of Human Dignity.Marek Piechowiak - 2019 - Berlin, Niemcy: Peter Lang Academic Publishers.
    This book is the first comprehensive study of Plato’s conception of justice. The universality of human rights and the universality of human dignity, which is recognised as their source, are among the crucial philosophical problems in modern-day legal orders and in contemporary culture in general. If dignity is genuinely universal, then human beings also possessed it in ancient times. Plato not only perceived human dignity, but a recognition of dignity is also visible in his conception of justice, which forms the (...)
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  14. added 2018-11-03
    Minding the Gap in Plato's Republic.Eric Brown - 2004 - Philosophical Studies 117 (1-2):275-302.
    At least since Sachs' well-known essay, readers of Plato's Republic have worried that there is a gap between the challenge posed to Socrates--to show that it is always in one's interest to act justly--and his response--to show that it is always in one's interest to have a just soul. The most popular response has been that Socrates fills this gap in Books Five through Seven by supposing that knowledge of the Forms motivates those with just souls to act justly. I (...)
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  15. added 2018-06-26
    Plato, Aristotle, and the Poets.Robert R. Sherman - 1966 - Educational Theory 16 (3):250-261.
  16. added 2018-05-19
    Teloh, H. Socratic Education in Plato's Early Dialogues. Notre Dame: University of Notre Dame Press, 1986. Vii + 240 Pp. $29.95. [REVIEW]Kenneth Seeskin - 1988 - Review of Metaphysics 41 (4):859-860.
  17. added 2017-11-24
    Socrates, Plato and the Development of Reason.Samuel Scolnicov - 1994 - Studies in Philosophy and Education 13 (2):149-156.
  18. added 2017-10-16
    Philosophy as the Practice of Musical Inheritance: Book II of Plato’s Republic.Eric C. Sanday - 2007 - Epoché: A Journal for the History of Philosophy 11 (2):305-317.
    Philosophy is often taken at its core to be an argumentative appeal to our own native capacity to judge the truth without bias. I claim in this paper that the very notion of unbiased truth represents a particular interest, viz., the interests of the political as such: the city. My thesis is that Socrates’ city in speech in Book II of the Republic exposes the injustice concealed at the core of demonstrative philosophy, and on this basis he goes on to (...)
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  19. added 2017-10-10
    Plato's Theaetetus: What to Do with an Honours Student.D. Rozema - 1998 - Journal of Philosophy of Education 32 (2):207–223.
  20. added 2017-10-09
    Plato on Punishment. [REVIEW]Mary F. Rousseau - 1983 - Review of Metaphysics 36 (4):941-942.
    This book is a brilliant and painstaking analysis, at once historical and systematic, of Plato's penology. The initial sinking of a philosopher's heart at the sight of philosophy done by a classicist is soon stopped and even reversed. For Mackenzie immediately displays a mastery of the philosophical issues involved in a critique of penal institutions. The book opens with five chapters that clearly set forth the basic incongruity: experience shows that penal institutions are inevitable in human societies, and yet punishment--because (...)
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  21. added 2017-10-06
    Plato's Counsel on Education.Amélie Oksenberg Rorty - 1998 - Philosophy 73 (2):157-178.
    Plato's dialogues can be read as a carefully staged exhibition and investigation of paideia, education in the broadest sense, including all that affects the formation of character and mind. The twentieth century textbook Plato — the Plato of the Myth of the Cave and the Divided Line, the ascent to the Good through Forms and Ideas — is but one of his elusive multiple authorial personae, each taking a different perspective on his investigations. As its focused problems differ, each Platonic (...)
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  22. added 2017-10-06
    Plato, Dewey, and the Problem of the Teacher's Authority.Eliyahu Rosenow - 1993 - Journal of Philosophy of Education 27 (2):209–220.
  23. added 2017-10-06
    Plato and Aristotle on Belief, Habit, and "Akrasia".Amelie Rorty - 1970 - American Philosophical Quarterly 7 (1):50 - 61.
  24. added 2017-10-06
    Plato's Meno, 86-89.Lynn E. Rose - 1970 - Journal of the History of Philosophy 8 (January):1-8.
    This paper examines socrates' method for determining whether virtue is taught, And discusses some of the opposing interpretations that have been offered (e.G., By robinson and hackforth). Some major conclusions are: that hypotheses that have been deduced from other hypotheses can still be called hypotheses; that it is false that there can be only one hypothesis per argument; and that the several hypotheses in a given argument need not all be hypothesized with the same degree of confidence.
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  25. added 2017-09-29
    An Unfinished Argument in Plato's "Protagoras".Kent Sprague Rosamund - 1967 - Apeiron 1 (2):1-4.
  26. added 2017-09-22
    Zum Begriff der Liebe in Platons Symposion oder: Warum ist Diotima eine Frau?Eva-Maria Engelen - 2001 - Bochumer Philosophisches Jahrbuch Fur Antike Und Mittelalter 6:1-20.
    The feminine component which can be identified with creativity is, according to Plato, crucial for education and knowledge. This essay examines how Plato in the Symposium expresses his conception of educational and cognitive relationships in analogy to amorous relationships. This analogy makes it evident why Diotima is a woman. The essay shows in addition how Eros leads to knowledge and immortality, as well as how Socrates incarnates Eros in this Platonic conception. The question is also considered whether Plato subscribed to (...)
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  27. added 2017-09-22
    Grube, G. M. A., Plato's Thought. [REVIEW]Braunlich Braunlich - 1936 - Classical World: A Quarterly Journal on Antiquity 30:85-86.
  28. added 2017-09-16
    Laughing to Learn: Irony in the Republic as Pedagogy.Jonathan Fine - 2011 - Polis 28 (2):235-49.
    Recent commentators have attended to dramatic and ironic aspects of Plato’s Republic. But a more sustained examination of the relation between irony and the exchanges of Socrates and Glaucon is required because a crucial purpose and presentation of the irony have largely gone unnoticed. I argue that Socrates employs irony in part to parody Glaucon’s extremism and that he does so to exhort Glaucon to think critically. I examine how Socrates uses the term makaria (blessedness) primarily ironically and pedagogically. A (...)
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  29. added 2017-04-21
    What’s Next in Plato’s Clitophon?Brian Marrin - 2017 - Epoché: A Journal for the History of Philosophy 21 (2):307-319.
    The Clitophon has posed a riddle to its readers: Why does Socrates not respond to the criticisms levelled against him? A careful reading of the dialogue shows that Clitophon’s criticism of Socrates already contains its own rebuttal. It is not, as many have suggested, certain beliefs of Clitophon’s that make a Socratic response impossible. Rather, Socrates’s silence is itself the response, intended to force Clitophon to turn back to what has already been said. It is Clitophon’ lack of self-knowledge, or (...)
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  30. added 2017-02-15
    Dangerous Voices: On Written and Spoken Discourse in Plato’s Protagoras.Pettersson Olof - 2017 - In Olof Pettersson & Vigdis Vigdis Songe-Møller (eds.), Plato’s Protagoras: Essays on the Confrontation of Philosophy and Sophistry. Springer. pp. 177-198.
    Plato’s Protagoras contains, among other things, three short but puzzling remarks on the media of philosophy. First, at 328e5–329b1, Plato makes Socrates worry that long speeches, just like books, are deceptive, because they operate in a discursive mode void of questions and answers. Second, at 347c3–348a2, Socrates argues that discussion of poetry is a presumptuous affair, because, the poems’ message, just like the message of any written text, cannot be properly examined if the author is not present. Third, at 360e6–361d6, (...)
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  31. added 2017-02-15
    Introduction.Pettersson Olof - 2017 - In Olof Pettersson & Vigdis Songe-Møller (eds.), Plato’s Protagoras: Essays on the Confrontation of Philosophy and Sophistry. Springer. pp. 1-8.
    Guided by the bold ambition to reexamine the nature of philosophy, questions about the foundations and origins of Plato’s dialogues have in recent years gained a new and important momentum. In the wake of the seminal work of Andrea Nightingale and especially her book Genres in Dialogue from 1995, Plato’s texts have come to be reconsidered in terms of their compositional and intergeneric fabric. Supplementing important research on the argumentative structures of the dialogues, it has been argued that Plato’s philosophizing (...)
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  32. added 2017-02-13
    Gymnasion: Etude Sur les Monuments Consacres a l'Education En Grece. [REVIEW]R. E. Wycherley & J. Delorme - 1962 - Journal of Hellenic Studies 82:200-201.
  33. added 2017-02-13
    An Eastern Patriarch's Education in England.F. H. Marshall - 1926 - Journal of Hellenic Studies 46 (2):185-202.
  34. added 2017-02-13
    Oxford After the War, and a Liberal Education.J. A. Stewart - 1921 - Journal of Hellenic Studies 41:308.
  35. added 2017-02-13
    Education, Science, and the Humanities.A. W. Pickard-Cambridge - 1916 - Journal of Hellenic Studies 36:414.
  36. added 2017-02-12
    The Progymnasmata in Imperial Greek Education.Robert J. Penella - 2011 - Classical World: A Quarterly Journal on Antiquity 105 (1):77-90.
  37. added 2017-01-29
    Plato and Modern Education.Patrick A. Sullivan - 1945 - Classical World: A Quarterly Journal on Antiquity 39:61-62.
  38. added 2017-01-29
    Mr. H. B. Smith on Liberal Education Versus Vocational Education.Charles Knapp - 1925 - Classical World: A Quarterly Journal on Antiquity 19:119-120.
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  39. added 2017-01-29
    Plato and Modern Education.William Chase Greene - 1923 - Classical World: A Quarterly Journal on Antiquity 17:50-51.
  40. added 2017-01-29
    Dr. Snedden on What is Liberal Education?Gonzalez Lodge - 1911 - Classical World: A Quarterly Journal on Antiquity 5:121-123.
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  41. added 2017-01-28
    Plato & Modern Education.Richard Winn Livingstone - 1944 - The University Press Macmillan.
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  42. added 2017-01-27
    Plato on Hypothesis, Proposition, and the Education of Philosophers.Coleen Zoller - unknown
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  43. added 2017-01-26
    Plato, Time, and Education: Essays in Honor of Robert S. Brumbaugh.Brian P. Hendley (ed.) - 1988 - State University of New York Press.
    This collection of original essays pays tribute to the man by exploring topics that have interested him through a long and productive career.
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  44. added 2017-01-24
    Plato, Utilitarianism and Education.Benjamin Gibbs - 1976 - Philosophical Books 17 (1):14-16.
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  45. added 2017-01-22
    Plato and Modern Education.H. Bompas Smith - 1923 - The Monist 33 (2):161-183.
  46. added 2017-01-20
    Plato 's Metaphysics of Education.Samuel Scolnicov - 1988 - Routledge.
    CHAPTER Introduction One cannot hope to discuss Plato's philosophy of education without discussing also Socrates'. A neat separation between master and ...
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  47. added 2017-01-20
    Plato's Philosophy of Education.Dewey Houston Vass - 1929
  48. added 2017-01-15
    Plato's Lost Pupil and the Banausic Education. Rankin - 1966 - Apeiron 1 (1):32.
  49. added 2016-12-08
    Plato's Philosophy of Education in the Laws.D. N. Lambrellis - 2003 - Philosophical Inquiry 25 (3-4):127-133.
  50. added 2016-11-16
    The Political Significance of Plato’s Allegory of the Cave.Gabriel Zamosc - 2017 - Ideas Y Valores 66 (165):237-265.
    Abstract: In this paper I claim that Plato’s Cave is fundamentally a political, not an epistemological image, and that only by treating it as such can we appreciate correctly its relation to the images of the Sun and the Line. On the basis of textual evidence, I question the two main assumptions that support (in my view, mistakenly) the effort to find an epistemological parallel between the Cave and the Line: first, that the prisoners represent humankind in general, and, second, (...)
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