Seit Dodds’ Anwendung des Begriffs „Schamkultur“ auf die griechische Kultur genießt das Thema Scham die besondere Aufmerksamkeit der Gräzisten. Basierend auf einer detaillierten Analyse der relevanten Belegstellen im gesamten platonischen Corpus und einer kritischen Auseinandersetzung mit den vorherigen einschlägigen Forschungen, versucht die vorliegende Arbeit Platons Konzeption der Scham systematisch zu erläutern, und zwar thematisch unter den folgenden vier Perspektiven: dem sokratischen elenchos, der Wahrheitsliebe, dem Moralverständnis sowie der Moralerziehung im Staat. Die Studie zielt einerseits darauf ab, aufzuzeigen, dass Platons Verständnis (...) von Scham nicht so unreif ist, wie man bislang dachte; andererseits möchte sie vor Augen führen, dass Platon Scham nicht, wie traditionell angenommen, als nur negativ erachtet, sondern ihre positive Rolle in verschiedenen Gebieten durchaus anerkennt. Es wird gezeigt, dass Scham und die ihr verwandten Emotionen von Bedeutung sowohl für den platonischen Sokrates als auch für die platonische Philosophie im Ganzen sind, auch wenn der Begriff „Schamkultur“ wohl keine zutreffende Bezeichnung für seine Zeit darstellt. (shrink)

When Aristotle limits the manifestation of true courage to the military context only, his primary target is an overly inclusive conception of courage presented by Plato in the Laches. At the same time, Aristotle explicitly tries to demarcate his ideal of genuine courage from the paradigmatic examples of courageous actions derived from the Homeric epics. It remains questionable, though, whether Aristotle is truly earnest in his efforts to distance himself from Homer. It will be argued that Aristotle's attempt to associate (...) with Homer the two forms of specious courage—courage of the citizen troops and spirit-caused courage—fails to provide sufficient criteria for the demarcation in question. All the essential elements of the Aristotelian account of courage, such as a voluntary choice, a noble goal, and a thumos-driven reaction guided by reason are exemplified by a number of Homeric characters as well. It is thus likely that the philosopher's account of courage largely incorporates the poetic tradition at a new level, rather than supersedes it. (shrink)

In the tripartite psychology of the Republic, Plato characterizes the “spirited” part of the soul as the “ally of reason”: like the auxiliaries of the just city, whose distinctive job is to support the policies and judgments passed down by the rulers, spirit’s distinctive “job” in the soul is to support and defend the practical decisions and commands of the reasoning part. This is to include not only defense against external enemies who might interfere with those commands, but also, and (...) most importantly, defense against unruly appetites within the individual’s own soul.1 Spirit, according to this picture, is by nature reason’s faithful auxiliary in the soul, while appetite is always a potential enemy to be watched .. (shrink)

I argue that musical education in Plato’sRepublicis not aimed at developing a moral discriminatory faculty in the spirited part, but rather that its benefits are predominantly intellectual, and become fully apparent only at the philosophical stage of the guardians’ education. In order to prove this point, I discuss the intellectual state which the guardians’ philosophical education is meant to bring about, and then show why it is dependent on the earlier cognitive effects of musical education. Ultimately, I show that musical (...) education allows guardians to provide a unified analysis of both culture and nature. (shrink)

This paper aims at analysing the ancient Greek notions of catharsis (clearing up, cleaning), to holon (the whole) and therapeia (therapy, treatment, healing) to assess whether they may be of help in addressing a set of questions concerning the didactics of medical ethics: What do medical students actually experience and learn when they attend classes of medical ethics? How should teachers of medical ethics proceed didactically to make students benefit morally from their teaching? And finally, to what extent and in (...) what forms and formats can the kind of cathartic treatment envisaged by Plato still be considered a necessary preliminary to moral learning? The three questions will be addressed by means of a reconstructive analysis and assessment of the Platonic notions of catharsis and holistic therapy present in the Charmides and the Sophist. Besides, the didactic potential of Plato’s dialogue form and moral regimen will be tried out. The ultimate aim is to investigate the possibilities of developing a therapeutic conception of medical ethics. (shrink)

In this paper, I clarify and defend a provocative hypothesis offered by Bernard Williams, namely, that modern people are much more likely to speak in terms of master-concepts like “good” or “right,” and correspondingly less likely to think and speak in the pluralistic terms favored by certain Ancient societies. By conducting a close reading of the Platonic dialogues Charmides and Laches, I show that the figure of Socrates plays a key historical role in this conceptual shift. Once we understand that (...) our narrow, reductionist focus on “thin” ethical concepts is a contingent historical development, we are, I claim, in a much better position to evaluate it. (shrink)

In Republic 4, Plato’s Socrates argues that there are three elements in the soul: the rational, the spirited, and the appetitive. This paper focuses on the argument distinguishing spirit from appetite in the story of Leontius. I shall argue that the rational element first opposes Leontius’ appetite and, when appetite overpowers reason, then Leontius’ spirited part opposes the appetitive. Consequently, there is a kind of disgust that would be appropriately characterized as rational; and, drawing on this consequence, I suggest that (...) the primary target of early ethical education is the rational element of the soul. (shrink)

Broadly speaking, something can be called intermediate for Plato insofar as it occupies a place between two objects, poles, places, time, or principles. But this broad meaning of the intermediate has been eclipsed by the Aristotelian critique of the intermediate objects of the dianoia, so that it has become more difficult to think of the intermediates as functions of the soul. The aim of this paper is to show how, in the Republic, thumos is analogously treated as an intermediate with (...) other kinds of intermediate objects, and tentatively to relate this psychological intermediate in a broader theory with doxa, as its epistemological ground in the course of action. (shrink)

The themes of hybris, erôs and mania are interconnected in Plato’s final opus, the Laws, regarding his narrator’s construction of sexually accepted norms for his ‘second-best’, utopian society. This article examines this formulation, its psychological characteristics and philosophical underpinnings. The role and function of his social programme are considered in the context of the Laws and the hypothetical polis outlined therein. However, this particular formulation is not a new development in later Platonic thought. It is, rather, a logical extension of (...) earlier Platonic ideas, expressed in a number of previous dialogues, and brought to bear in the peculiar circumstances of the ‘second-best’ polis. This can be especially observed in relation to the Symposium and Phaedrus. Instead of regarding the construction of sexuality in the Laws as a work in isolation, these earlier ideas are here considered intertextually as part of a broader Platonic continuum. (shrink)

Abstract The aim of this article is to make use of recent research on `political eros ' in order to clarify the connection that Plato establishes between eros and tyranny in Republic IX, specifically by elucidating the intertextuality between Plato's work and the various historical accounts of Alcibiades. An examination of the lexicon used in these accounts will allow us to resolve certain interpretive difficulties that, to my knowledge, no other commentator has elucidated: why does Socrates blame eros for the (...) decline from democracy into tyranny? What does he mean by ` eros ' here, and what link existed between eros and tyranny in the minds of his contemporaries? And finally, who are the mysterious `tyrant-makers' ( turannopoioí , 572e5-6) who, according to Socrates, introduce a destructive eros in the soul of the future tyrant? After a careful examination of the passage from book IX on the genesis of the tyrannical man (focused on the last stage of the metamorphosis, which is concerned with éros túrannos , 572d-573b), I will offer answers to these questions by turning to the writings of Thucydides, Aristophanes and Plutarch while examining the portrait of Alcibiades that Plato paints in the Alcibiades I and Symposium. (shrink)

The spirited part, thumos, plays a complex and often disputed role in Plato's account of the soul. The doctrine of the soul as specifically tri‐partitioned seems to depend on a substantial conception of thumos as fundamental and non‐reducible. Building on John Cooper's contribution in the discussion of the topic, this article aims to show that the role of thumos is characterised by an indispensable, deep‐rooted urge for dignified self‐preservation. The view is supported by Plato's own examples, and discussed with regards (...) to Myles Burnyeat's account of thumos as an essentially social phenomenon. The main claim is that in order to preserve the Platonist idea of thumos as fundamental one should discard Burnyeat's characterisation of thumos as unequivocally social, and instead advocate a view of thumos as concerned with a particular form of self‐preservation, which Cooper's account suggests, but does not fully elaborate. (shrink)

This paper considers the implications for education of a reworked ancient Greek ethics and politics of flourishing, where ‘flourishing’ comprises the objective actualisation of our intellectual, imaginative and affective potential. A brief outline of the main features of an ethics of flourishing and its potential attractions as an ethical framework is followed by a consideration of the ethical, aesthetic and political requirements of such a framework for the theory and practice of education, indicating the ways in which my approach differs (...) from other recent work in the field. I argue that the teaching of philosophy in schools and philosophical approaches to the teaching of other subjects are ideally suited to meet the pedagogic requirements of individual and communal flourishing so understood, contributing greatly both to the understanding of what a well-lived life might be, and to the actual living of it. I further argue that these requirements are not only derived from ancient Greek philosophy but are in turn especially well-served by the teaching and deployment of Greek philosophy itself. My claim is not that Greek philosophy has all the answers, or that other philosophers and philosophical approaches should be excluded; it is simply that Greek philosophy offers rich resources for those seeking to introduce children and young people to philosophy and to foster thereby their flourishing in both childhood and as adults. (shrink)

The focus of the paper is that for Plato all kinds of knowing, including sense perception, are acts of distinguishing something. Emotions and strivings are depending on acts of distinguishing and each part of the soul has a specific way of knowing, feeling and desiring. The thymoeides desires pleasures which arise from the judgement of individual abilities and achievements. It is related to the individual cases in which these abilities or achievements are preserved or destroyed. The close relationship between logistikon (...) and thymoeides results from the fact that the thymoeides deals with the sphere of doxa. That’s why it is more open to rational argumentation than the epithymētikon, whose primary sphere is sense perception. (shrink)

Abstract: In 1934 Gadamer delivered the lecture Plato und die Dichter. Its central topic was the relationship between poetry, philosophy and politics in Plato’s thought. Gadamer developed an original phenomenological investigation on Plato’s ethical-political philosophy and the role that art played in it, in which the dimension of language and the meaning of utopia are structural for his arguments. This article aims, in the first place, to elucidate some political dimensions of Plato und die Dichter. In order to do this, (...) I will carry out a critical review of Donatella Di Cesare’s and Dennis Schmidt’s contemporary readings of these aspects. In the conclusions, after briefly analysing in the third section the relationship between phrónēsis, aretḗ and andreía in the Platonic dialogues, I will try to demonstrate how these notions illuminate the question of the seduction of power (neglected by Schmidt in his reading of Gadamer’s Plato), as well as the inseparability of this problem with respect to the dialectical conception of utopia. It will be suggested that it is possible, from and beyond the Gadamerian reading of Plato, to rethink the idea of civil disobedience and the political value of the myth from standpoint of utopia. // Resumen: En 1934 Gadamer pronunció la conferencia Plato und die Dichter,cuyo tema central era la relación entre poesía, filosofía y política en el pensamiento platónico. Allí desarrolló una original investigación fenomenológica sobre la filosofía ético-política de Platón y el lugar que el arte ocupaba en ella, en la que la dimensión del lenguaje y el significado de la utopía son estructurales para sus argumentaciones. El presente artículo se propone, en primer lugar, elucidar algunos aspectos de la dimensión política de Plato und die Dichter. Para ello, se realizará una revisión crítica de las lecturas contemporáneas de estos aspectos por parte de Donatella Di Cesare y Dennis Schmidt. En las conclusiones, tras analizar brevemente en el tercer apartado la relación entre phrónēsis, aretḗ y andreía en los diálogos platónicos, intentaré demostrar cómo estas nociones alumbran la cuestión de la seducción del poder (descuidada por Schmidt en su lectura del Platón gadameriano), así como la inseparabilidad de este problema con respecto a la concepción dialéctica de la utopía. A partir de esto último se sugerirá que es posible, a partir y más allá de la lectura gadameriana de Platón, repensar la idea de “desobediencia civil” y el valor político del mito desde el punto de vista de la utopía. (shrink)

Plato’s attitude towards drunkenness (μέθη) is surprisingly positive in the Laws, especially as compared to his negative treatment of intoxication in the Republic. In the Republic, Plato maintains that intoxication causes cowardice and intemperance (3.398e-399e, 3.403e, and 9.571c-573b), while in the Laws, Plato holds that it can produce courage and temperance (1.635b, 1.645d-650a, and 2.665c-672d). This raises the question: Did Plato change his mind, and if he did, why? Ultimately, this paper answers affirmatively and argues that this marks a substantive (...) shift in Plato’s attitude towards anti-rational desires. More precisely, this paper argues that in the Republic, Plato holds that anti-rational desires are always detrimental to health and virtue, while in the Laws, Plato maintains that anti-rational desires can be instrumental to health and virtue. (shrink)

This article examines the role and value of defiance in sport. I argue that defiance is a virtue in sport and make a case for it as a spirited and praiseworthy way of counteracting burdened conditi...

This article argues that the Phaedo is written as a new sort of story of how a hero faces death; this story provides an alternative to existing tragedy, as understood by Plato. The opening of the Phaedo makes clear that two features that Plato closely associates with tragedy, pity and lamentation, are inappropriate responses to Socrates’ impending death, and that tuchē (chance) did not affect his happiness. This is the first step in the dialogue’s sustained engagement with tragedy. Tragedy for (...) Plato falls under the category of stories about heroes and gods. Plato wrote the Phaedo so that we would see Socrates as a philosophical hero, a replacement for traditional heroes such as Theseus or Heracles. I argue that in fact the Phaedo meets every requirement in Republic Books 2–3 for how to tell stories about heroes and gods and so belongs to the same broad category as tragedy. Within this framework, it tells its new story of how the true hero faces death. (shrink)

The paper argues that thumos, which is never explicitly mentioned as a part of the soul in the Symposium, plays a major role in the dialogue. In light of the Republic’s characterization of thumos as the source of emotions such as of love of honor, love of victory, admiration for courage, shame, anger, and the propensity to become indignant at real or imaginary wrongs, the paper argues that both Phaedrus’ speech and the speech of Alcibiades are shaped by thumoeidetic motivations. (...) While Phaedrus’ stress on shame, honor, glory and courage aims at proving that Eros inspires virtue, the speech of Alcibiades shows that thumoeidetic motivations are not sufficient to shape a noble character. The dependence on recognition, the ambiguous role played by shame, and the tension between what is admirable and what just happens to be admired are implicit shortcomings in Phaedrus’ speech. When the same themes come back in Alcibiades’ speech they work as negative counterpoints to Phaedrus’ main arguments. Alcibiades’ obsession with power and victory dominates his ambivalent encomium of Socrates. The speech does not reveal who Socrates really is. Rather, it shows how the philosophical life can be misunderstood when reason’s best ally takes over in the souls of men. (shrink)

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 Socrates is famous for claiming that “I know one thing: That I know nothing”. There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika. Socrates also refers to this expertise as his erôtikê technê, which may be translated as “erotic expertise”. In this dissertation, I investigate Socrates’ erotic expertise: what kind of expertise is it, what is it constituted by, where is it put into practice, and how is it practiced? I argue that the (...) purposes this expertise serve are, to a significant extent, educational in nature. After first having clarified the dissertation’s topic and aim, as well as my methodological approach, I present an initial account of erôs and Socrates’ erotic expertise. While discussing what constitutes Socrates’ erotic expertise, I account for two erotic educational methods: midwifery and matchmaking. I further argue that these methods tend to be accompanied by two psychological techniques, namely charming and shaming. I argue that these methods and techniques are systematically applied by Socrates when he puts his erotic expertise into practice. In the dissertation, three dialogues where Socrates practices his erotic expertise are scrutinized: Lysis, Charmides, and Alcibiades I. I focus on Socrates’ encounters with the eponymous youths of the dialogues, and each dialogue is devoted a chapter of its own. I show how these dialogues are erotically charged, and also how Socrates in these dialogues demonstrates his erotic expertise. I argue that Socrates’ expertise on erôs plays an essential role in his attempts to engage the three youths in the processes of self-cultivation, learning, and the very practice of philosophy. In the final chapter of the dissertation I turn to some questions that arise in light of my readings, and summarize the results of my investigation. (shrink)

Taking the use of the logos in Ratzinger's Regensburg Lecture as its starting point, the thesis expands three horizons in Ratzinger studies. Firstly, it extends the understanding of Ratzinger as the author of a logos theology. Secondly, it shows how the Regensburg theme of the full breadth of reason, represented by the logos, is applied by Ratzinger in a critique of secular modernity. Thirdly, it claims that the logos theology of Joseph Ratzinger can provide a repair of the culture of (...) human rights. The thesis argues that if human rights are set exclusively within the framework of secular modernity, they fall sick and fail to meet the criterion of inclusivity and universality. Set within the framework of a Ratzingerian logos theology, their power is strengthened and their promise of inclusivity and universality restored. The thesis calls for a mutually reparative dialogue about human rights, based on the full breadth of reason, between the three constituencies of Christianity, the religions and secular modernity. The thesis concludes that the Regensburg Lecture, far from damaging the dialogue with Islam, and with secular modernity, opens up a new intercultural bridge based on a mutually enriching engagement with a logos-based culture of human rights. (shrink)

Plato arguably stands as one of the precursors to what we today know as the Just War Tradition, and he has more to say about ethics and the use of force than what is often acknowledged. In this article I try to show, by analyzing selected passages and perspectives from the Republic, that Plato regards the role of military ethics as crucial in the construction of the ideal city, and he sees limitation of brutality and more generally a philosophical approach (...) to the use of force as crucial elements of the city’s approach to warfare. Military power and, indeed, harsh preparations for it do occupy a central position in Plato’s political thought, but use of armed force is at the same time closely linked to the virtue of justice as well as the other virtues. (shrink)