Plato: Moral Education

In this paper I examine some of the positive epistemic and moral dimensions of anger in Plato’s dialogues. My aim is to show that while Plato is clearly aware that retaliatory anger has negative effects on people’s behavior, the strategy we find in his dialogues is not to eliminate anger altogether; instead, Plato aims to transform or rechannel destructive retaliatory anger into a different, more productive, reformative anger. I argue that this new form of anger plays a crucial positive role (...) in our intellectual and moral development. In relation to our intellectual development, anger is often part of people’s reactions to the Socratic interrogations and it often helps or hinders attempts to acknowledge one’s ignorance and become motivated to learn. For anger to play a positive role in the context of philosophical conversations, Plato suggests its transformation from being an outward-looking and reactive emotion oriented towards retaliation (refutation), into a mostly inward-looking emotion aimed at ones’ own moral and intellectual reform or self-betterment. In relation to our moral progress, anger is strategically linked both to the control of our appetites and to the virtue of courage, so anger is crucial to the psychology of the good citizen. Concretely, anger is needed both for the development of the right opposition to injustice and greed, and for the formation of an adequate sensitivity to justice. (shrink)

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 (...) method of collection and division. Some scholars have argued that this so-called method is value neutral and therefore unable to address the question how philosophy differs from sophistry and statesmanship according to worth. This article contends that the procedures of collection and division does not preclude the visitor from taking considerations of worth into account, but rather helps establish an objective basis for settling the main questions of the dialogue. (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)

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 (...) core of his philosophy. Plato’s Republic is consistently interpreted here as a treatise on justice, relating to an individual and not to the state. The famous myth of the cave is a story about education taking place in the world here and now. The best activity is not contemplation, but acting for the benefit of others. Not ideas, but individuals are the proper objects of love. Plato’s philosophy may provide foundations for modern-day human rights protection rather than for totalitarian orders. (shrink)

This paper examines Plato’s conception of shame and the role intoxication plays in cultivating it in the Laws. Ultimately, this paper argues that there are two accounts of shame in the Laws. There is a public sense of shame that is more closely tied to the rational faculties and a private sense of shame that is more closely tied to the non-rational faculties. Understanding this division between public and private shame not only informs our understanding of Plato’s moral psychology, but (...) his political and ethical theory as well. (shrink)

Many scholars have viewed the noble lie as fundamentally a device for educating the non-philosophers in the Kallipolis. On this reading, the elite and sophisticated philosopher rulers lie to the non-philosophers, who are unable to fully grasp the truth; such lies help motivate the non-philosophers towards virtuous activity and the promotion of the common good. Hence, according to many scholars, the falsehoods of the noble lie play no role in motivating fully accomplished adult philosophers towards virtue. The motivation for this (...) view is that it would seem strange that the wisest citizens, who have knowledge of the Forms, believe something as far-fetched as the myth of the metals. However, this paper challenges this tradition by arguing that the falsehoods of the noble lie are fundamental to the philosophers’ virtuous dispositions. More precisely, this paper argues that the non-reasoning part of the rulers believes the falsehoods of the noble lie and that these false beliefs have positive ethical value because the non-reasoning part of the soul is too unsophisticated to grasp the complete truth. Thus, the non-reasoning part of a philosopher’s soul requires false beliefs in the same way that non-philosophers require false beliefs. (shrink)

Socrates' attitude towards falsehood is quite puzzling in the Republic. Although Socrates is clearly committed to truth, at several points he discusses the benefits of falsehood. This occurs most notably in Book 3 with the "noble lie" (414d-415c) and most disturbingly in Book 5 with the "rigged sexual lottery" (459d-460c). This raises the question: What kinds of falsehoods does Socrates think are beneficial, and what kinds of falsehoods does he think are harmful? And more broadly: What can this tell us (...) about the relationship between ethics and epistemology? The key to answering these questions lies in an obscure and paradoxical passage in Book II; at 382a-d Socrates distinguishes between "true falsehoods" and "impure lies." True falsehoods are always bad, but impure lies are sometimes beneficial. Despite Socrates' insistence that he is not saying anything deep, his distinction is far from straightforward. Nevertheless, in order to determine why some falsehoods are beneficial and why some are always harmful, we must understand what exactly true falsehoods are and how they differ from impure lies. In this paper, I argue that true falsehoods are a restricted class of false beliefs about ethics; they are false beliefs about how one should live and what one should pursue. I refer to these beliefs as "normative commitments." False normative commitments are always pernicious because they create and sustain psychological disharmony. Unlike true falsehoods, impure lies can be about anything. Nevertheless, they are only beneficial when they help produce and sustain true normative commitments. I argue that the upshot of this is that practical concerns have a kind of primacy over theoretical concerns. (shrink)

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 (...) better his self-oblivion, his failure to see his own soul as implicated in the logos, that propels him always to seek out what’s next in the logos without any reflection on what has already been said. (shrink)

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 (...) cannot be properly assessed without considering its intellectual debts. By detailed examinations of the practical, generic and textual origins of the dialogues, it has been shown how Plato’s chosen form of philosophical inquiry is deeply influenced by traditional forms of poetry, rhetoric, sophistry, and even medicine... (shrink)

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 (...) philosophy, this is contested by others. Readers may consider the distinctions between philosophy and traditional forms of poetry and sophistry through these papers. Questions for readers' attention include: To what extent is Socrates’ preferred mode of discourse, and his short questions and answers, superior to Protagoras’ method of sophistic teaching? And why does Plato make Socrates and Protagoras reverse positions as it comes to virtue and its teachability? This book will appeal to graduates and researchers with an interest in the origins of philosophy, classical philosophy and historical philosophy. (shrink)

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, (...) it becomes clear that even if the conversation between Socrates and Protagoras was conducted by means of short questions and answers, this spoken mode of discourse is problematic too, because it ended up distracting the inquiry from its proper course. As this paper 2 sets out to argue, Plato does not only make Socrates articulate these worries to exhibit the hazards of discursive commodifi cation. In line with Socrates’ warning to the young Hippocrates of the dangers of sophistic rhetoric, and the sophists’ practice of trading in teachings, they are also meant to problematize the thin line between philosophical and sophistical practice. By examining these worries in the light of how the three relevant modes of discourse are exemplifi ed in the dialogue, this paper aims to isolate and clarify the reasons behind them in terms of deceit, presumptuousness and distraction; and to argue that these reasons cast doubts on the common assumption that the dialogue’s primary aim is to show how sophistical rhetoric must succumb to Socratic dialectic. (shrink)

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, (...) that the cave itself represents the visible world of ordinary experience while the world outside the cave represents the realm of the Forms. Disrupting these assumptions opens up a reading that highlights the cultural and political themes at play in this famous allegory and allows us to make better sense of it. -/- Keywords: Plato, Cave, Politics, Culture -/- Resumen: En este ensayo sostengo que la Caverna de Platón es fundamentalmente una alegoría política, no epistemológica, y que solo tratándola como tal, podremos apreciar correctamente la relación que guarda con las imágenes del Sol y de la Línea. Sobre la base de evidencia textual, pongo en duda las dos hipótesis principales sobres las que se funda (a mi parecer, equivocadamente) el esfuerzo por encontrar un paralelo epistemológico entre la Caverna y la Línea: la primera, que los prisioneros representan a la humanidad en general, y la segunda, que la propia caverna representa el mundo visible de la experiencia corriente, mientras que el mundo fuera de la caverna representa el reino de las Ideas. La suspensión de estos supuestos posibilita una lectura que pone de relieve los temas culturales y políticos que están en juego en esta famosa alegoría y nos permite así entenderla mejor. -/- Palabras Clave: Platón, Caverna, Política, Cultura . (shrink)

In Plato’s Laws, the Athenian Stranger maintains that law should consist of both persuasion (πειθώ) and compulsion (βία) (IV.711c, IV.718b-d, and IV.722b). Persuasion can be achieved by prefacing the laws with preludes (προοίμια), which make the citizens more eager to obey the laws. Although scholars disagree on how to interpret the preludes’ persuasion, they agree that the preludes instill true beliefs and give citizens good reasons for obeying the laws. In this paper I refine this account of the preludes by (...) arguing that the primary purpose of the preludes is to motivate correct action, and that for citizens who lack rational-governance this is achieved via useful false beliefs. That is to say, in many cases, the prelude functions as a “noble lie” (γενναῖον ψεῦδος). (shrink)

This paper raises a new interpretive puzzle concerning Socrates’ attitude towards truth in the Phaedo. At one point Socrates seems to advocate that he is justified in trying to convince himself that the soul is immortal and destined for a better place regardless of whether or not these claims are true, but that Cebes and Simmias should relentlessly pursue the truth about the very same matter. This raises the question: Why might Socrates believe that he will benefit from believing things (...) about death irrespective of the truth, but that Cebes and Simmias will not? Why should they continue pursuing the truth? This paper argues that the relevant difference between Socrates and his friends is that Socrates is a fully accomplished philosopher, while his friends are not. This, I argue, makes Socrates an epistemic authority, and it is in virtue of being an epistemic authority that he is justified in not pursuing the truth about death. The upshot of this paper is that sometimes the demands of living well require that we abandon the pursuit of truth and knowledge. (shrink)

In this paper, I reconsider the commonly held position that the early moral education of the Republic is arational since the youths of the Kallipolis do not yet have the capacity for reason. I argue that, because they receive an extensive mathematical education alongside their moral education, the youths not only have a capacity for reason but that capacity is being developed in their early education. If this is so, though, then we must rethink why the early moral education is (...) arational. I argue that the reason is rooted in the nature of moral explanations. These sorts of explanations are rooted in the Forms and thus one can only understand those explanations when they have knowledge of the Forms. But this requires preparation – the very sort of preparation that is provided by both the mathematical and moral educations. (shrink)

Socrates’ admirers and successors in the fourth century and beyond often felt the need to explain Socrates’ reputed relationship with Alcibiades, and to defend Socrates against the charge that he was a corrupting influence on Alcibiades. In this paper I examine Plato’s response to this problem and have two main aims. First, I will argue in Section 2 that (...) central points: that motivations associated with the spirited part of the soul play a decisive role in moral education, particularly in the case of exceptionally ambitious and talented individuals; and that the democratic Many themselves, not Socrates, are primarily responsible for the corruption of promising young men like Alcibiades. These points are connected, moreover: the Many exert a moral influence on the young by shaping and exploiting their spirited motivations. I aim to show that Plato develops and dramatizes this diagnosis of the problem of Alcibiades in three earlier dialogues—Protagoras, Gorgias, and Symposium—as well as in Book 6 of the Republic. My second main claim will be that the psychological and educational theories of the Republic are informed by Plato’s diagnosis of the problem of Alcibiades, and that they are conceived, at least in part, as a solution to that problem. (shrink)

This paper argues that the creation of Kallipolis and the educational pro­gamme designed therein should be read in the context of one branch of Plato’s critique of Athenian democracy; namely, its employment of the Laconizing trope prominent in Politeia literature in order to identify and radicalize the desires innervated by an idealized vision of Spartan unity. In particular, it aims to show that the discussion of sexual difference in the famous first wave of Book 5, as well as the peculiar (...) concep­tion of phusis on which the foundation of Kallipolis rests and the account of familial discord so decisive for the distinct moments of its demise, should be read in light of the service they perform to Plato’s reframing of ownership. (shrink)

This paper deals with two forms of education—Platonic and Socratic. The former educates childhood to transform it into what it ought to be. The latter does not form childhood, but makes education childlike. To unfold the philosophical and pedagogical dimensions of this opposition, the first part of the paper highlights the way in which philosophy is presented indirectly in some of Plato’s dialogues, beginning with a characterisation that Socrates makes of himself in the dialogue Phaedrus. The second part details Plato’s (...) condemnation of writing in the Phaedrus, and draws on the critique by Jacques Derrida and Gilles Deleuze to establish what is at stake in this condemnation. In the third part, the pedagogical and political implications of this condemnation are reviewed, and Plato is placed in a surprising position in relation to his own teacher, Socrates. Finally, through a comparison between childhood and philosophy, the educational value of putting childhood and philosophy together is questioned. Through a number of questions, the paper ends problematising the pedagogical, political and philosophical value of placing the practice of philosophy in the realm of childhood citizenship education. It also recovers the value of philosophy—as a form of questioning and unlearning what we know and affirming the value of not knowing—in a childlike education. (shrink)

The Callicles colloquy of Plato’s Gorgias features both examination and ridicule. Insofar as Socrates’ examination of Callicles proceeds via the elenchus, the presence of ridicule requires explanation. This essay seeks to provide that explanation by placing the effort to ridicule within the effort to examine; that is, the judgment/pronouncement that something/ someone is worthy of ridicule is a proper part of the elenchic examination. Standard accounts of the Socratic elenchus do not include this component. Hence, the argument of this essay (...) suggests a need to revise the standard account of the elenchus, at least as it relates to the use of that method within the Gorgias. Insofar as a revised account of the elenchus has implications for our understanding of Socratic moral psychology, the argument of this essay also suggests a need to reconsider the moral psychological framework within which Socrates operates in the Gorgias. (shrink)

Dieser Aufsatz erörtert Heideggers Auffassung vom ‚metaphysischen‘ Charakter des abendländischen Humanismus mittels einer Hervorhebung einiger Grundzüge der Geschichte des philosophischen Bildungsbegriffes. Nach Heidegger sind die Bildungsideale der europäischen Humanismen von den metaphysischen Grundauffassungen vom idealen Sein des Seienden bestimmt. Außerdem ist für Heidegger der Bildungsbegriff mit der Tradition der Bildmetaphysik – sowohl mit der platonisch-christlichen Vorstellung des Menschen als Abbild eines göttlichen Vorbilds als auch mit der neuzeitlich-subjektivistischen ‚Eroberung der Welt als Bild‘ – verbunden. Schließlich wird die Möglichkeit eines Heideggerschen (...) nachmetaphysischen, nicht mehr ‚idealistischen‘ Bildungsbegriffes mit Rücksicht auf seinen späteren Begriff des ‚Wohnens‘ behandelt. (shrink)

The gods, however, took pity on the human race, born to suffer as it was, and gave it relief in the form of religious festivals to serve as periods of rest from its labors. They gave us the Muses, with Apollo their leader, and Dionysus; by having these gods to share their holidays, men were to be made whole again . . .That Plato1 regarded music as an extremely powerful means to cultivate morality and good citizenship is well-known.2 In the (...) Laws we are told that musical license is the chief reason for political license, and in the Republic Socrates insists that music education is the greatest bulwark of a polis.3 The Platonic corpus is also peppered with striking suggestions that the well-educated soul is, above .. (shrink)

In our reply to Rowe, we explain why most of what he criticizes is actually the product of his misunderstanding our argument. We begin by showing that nearly all of his Part 1 misconceives our project by defending a position we never attacked. We then question why Rowe thinks the distinction we make between motivational and virtue intellectualism is unimportant before developing a defense of the consistency of our views about different desires. Next we turn to Rowe’s criticisms of our (...) account of the prudential paradox and show these criticisms to rest on a misunderstanding. We close with some remarks about the implausibility and textual problems Rowe faces in denying that Socrates recognized a role for painful punishments. (shrink)

Cet ouvrage constitue la version révisée d'une thèse de doctorat soutenue à la Scuola Normale Superiore de Pise, et traduite en anglais. Composé de quatre chapitres, l'ouvrage se propose d'abord d'examiner le rôle que Platon attribue à la musique dans l'éducation, pour ensuite analyser la relation que la musique entretient avec l'âme et le corps. F. Pelosi étudie la conception platonicienne de la musique et envisage son importance pour comprendre non seulement la relation corps-esprit chez Platon, mais (…) - 12. (...) Plato 12 (2012). (shrink)

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 (...) possible reason for this use of makaria is that aspects of Kallipolis are a parody of Glaucon that aim to instruct Glaucon intellectually. (shrink)

In Plato’s Protagoras Alcibiades plays the role of Hermes, the ‘ambassador god,’ who helps lead Socrates’ conversation with Protagoras through a crisis of dialogue that threatens to destroy the community of education established by the dialogue itself. By tracing the moments when Alcibiades intervenes in the conversation, we are led to an understanding of Socratic politics as always concerned with the course of the life of an individual and the proper time in which it might be turned toward the question (...) of justice and the good. (shrink)

The article resonates Plato's ideas on education and art. In the Apology, Socrates describes his life's mission of practicing philosophy as aimed at getting the Athenians to care for virtue; in the Gorgias, Plato claims that happiness depends entirely on education and justice; in the Protagoras and the Meno, he puzzles about whether virtue is teachable or how else it might be acquired; in the Phaedrus, he explains that teaching and persuading require knowledge of the soul and its powers, which (...) requires knowledge of what objects the soul may act on and be acted on by which, in turn, requires knowledge of nature. The article also looks at musical and gymnastic education's effects on the soul using images from metallurgy and dyeing wool, saying that prerational souls are “most malleable and take on any pattern one wishes to impress on them.”. (shrink)

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 (...) offer an account of philosophical education based on a notion of musical inheritance. (shrink)

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 (...) offer some complaints about this gap-filling strategy and offer an alternative account, according to which there was never a gap. On my account, Socrates assumes that no one can have a just soul unless they have been raised well and that anyone who is raised well will act justly. On this view, the account of moral education in Books Two through Four is the key to understanding the connection between psychological and practical justice. I argue that this account makes better sense of what the Republic says, and that it attributes to Plato a more plausible moral psychology. (shrink)

This paper analyzes how the figure of the childhas been used to authorize a series ofboundaries that have constituted thelimit-points of educational theories orphilosophies. Limit-points are the conceptualboundaries that educational theories produce,move within, respond to, and make use ofbecause the perception is that they cannot beargued away or around at the time. A method ofcomparative historico-philosophy is used tocontrast limit-points in Platonic figurationsof the child and education with childcenteredand eugenic theories of the late nineteenth andtwentieth century West. The figuration of (...) thechild in both periods is imbricated in formingboundaries around a power-motion-reason nexusand in delineating what necessity and justicemean. The meaning-space that the child canoccupy in relation to such concepts has shiftedwith them and has been important to depictingUtopian and cosmological imaginings atdifferent historical moments and forauthorizing in turn what counts as anappropriate and/or realistic educationalphilosophy. (shrink)

Evidence from the Apology, Crito, Protagoras, and Gorgias is mustered in defense of the claim that for Socrates, dialectic typifies just punishment: Dialectic benefits the punished by making her more just, since it disabuses her of the false beliefs that stand in the way of her acquiring knowledge of justice. Though painful and disorienting to the interlocutor, having one’s opinions refuted by Socrates—who is wiser than his interlocutors due to his awareness of the vastness of his ignorance —is in fact (...) a benefit. Socrates’ attitude toward his own pending death sentence, his claim that the virtues are unified around wisdom, and his opposition to vengeance or retaliation as a moral motive, all underscore how dialectical engagement is a paradigm instance of just Socratic punishment. (shrink)

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 (...) an abstract notion of Eros or rather to an individualised, personal one. (shrink)

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 (...) an abstract notion of Eros or rather to an individualised, personal one. (shrink)

This thesis examines the philosophy of education presented in Plato's dialogues. It dates the composition of these writings to the time of the transition of Greek culture and education from orality to literacy following the adoption of the phonetic alphabet. It shows that an awareness of this revolution in the technology for storing and retrieving communication has not been incorporated into our paradigm for interpreting Plato's philosophy. ;The study takes Homer as an example of a literature with roots in an (...) oral tradition. It explains how poetry functioned as a technology for preserving culture, and how formulas, the sequential ordering of topics, and the geometric ring structure were techniques used by the poets to recite the epics from memory, and by the audience as a guide to reception. ;Applying to Plato an understanding of the principles of the oral traditional style used to structure the verse in Homer allows us to see, in the dialogues, certain characteristic mnemonic patterns that have not been noticed until now. Recognizing the oral patterns in these writings opens the door to a comprehension of the "unwritten doctrine" of principles attributed to Plato by Aristotle, which scholars in the modern era have had difficulty finding in the dialogues. ;The analysis centers on the instructions in Plato's Sophist for drawing the lines that divide the definition of "art" into a sequence of topics, The study shows that this geometry provides the framework for the mnemonic ring composition. The ideas classed in each topic in this definition make up a sequence that recurs in every dialogue. This same series is repeated in Xenophon's Memorabilia and in Aristotle's Poetics. It is also present in the Chuang Tzu and in Genesis 1--3 of the Old Testament. The frequency of the occurrence of this multi-part sequence makes it unlikely that it is either random or accidental. That it turns up in four other ancient works that have been dated to the same time period adds even more weight to the conclusion. These different treatises were all shaped by the techniques and conventions of an oral traditional system of philosophy. (shrink)

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 (...) closer to the divine. Philosophical development is a moral and spiritual quest aimed at becoming god-like. (shrink)

With this new book the gap between Straussian and analytic approaches to Plato’s dialogues begins to look like it is unbridgeable. While the analytic side has been furiously fussing over the critical minutia regarding the dating and authenticity of the Platonic dialogues in order to determine what we can know of Socrates through Plato, Lutz without so much as a nod toward that project simply takes any Platonic dialogue to be a reliable guide to “Socrates” and his thought. This will (...) sit poorly with those who think that we can no more know about Socrates from reading Platonic dialogues than we can about Jesus from reading the Gospels. Further, in the drama-versus-doctrine debate that is the great divide among Anglo-American scholars today, Lutz, like many a Straussian, opts for drama in the dialogues, rather than arguments in them, as the “least arbitrary and most revealing way” to philosophy. Lutz’s thesis is that Plato uses drama to support substantive Socratic theses, one of which is, according to Lutz, that “by nature we are moved by an erotic need to know we are ‘noble and good’”. Also according to Lutz, the recognition of this need is Socrates’ meaningful insight into human motivation, that of philosopher and scientist alike. He warns, however, that Socrates never decisively refutes his interlocutors’ rival conceptions of nobility and goodness. This is especially evident in the ongoing dialectic among the interlocutors in Plato’s Republic, which Lutz believes is dedicated to an examination of civic virtue. In addition, the dramatic portrayal of Socrates’ inability to educate Alcibiades shows, according to Lutz, “a fundamental limit on the power of reason to reform political life”. The value of Socratic education therefore consists in the idea that the content of virtue and efficacy of rationality are open to interpretation and must necessarily remain so. This essentially searching education, Lutz believes, may thus help us in our fragmented postmodern world, especially in bringing together competing conceptions of virtue in literature, politics, law, and science, and perhaps even Straussian and analytic philosophy. (shrink)

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 (...) dialogue exhibits a somewhat different model for learning; each adds a distinctive dimension to Plato's fully considered counsel for education. Setting aside the important difficult questions about the chronological sequence in which the dialogues were written and revised, we can trace the argumentative rationale of Plato's fully considered views on paideia, on who should be educated by whom for what, on the stages and presuppositions of different kinds of learning. Those views are inextricably connected with his views about the structure of the soul, about the virtues and the politeia that can sustain a good life; and about cosmology and metaphysics. (shrink)