I argue that these inconsistencies in wording and practice reflect the existence of two distinct Aristotelian views of inquiry, one peculiar to the Posterior Analytics and the other put forward in the Physics and practiced in the Physics and in other treatises. Although the two views overlap to some degree (e.g. both regard a rudimentary understanding of the subject as an essential first stage), the view of the syllogism as the workhorse of scientific investigation and the related view of inquiry (...) as a search for the ‘missing middle terms’ turn out to be ideas peculiar to the Analytics. Conversely, the techniques of analysis and differentiation highlighted in the Physics account receive only cursory attention in the Analytics. However, when we consider the character of Aristotle’s own inquiries, on both scientific and philosophical topics, it becomes clear that it is the Physics rather than the Posterior Analytics that gives us Aristotle’s considered view the path to knowledge. (shrink)

The question of whether ethical individuals have a disadvantage in becoming leaders is an important one that has not been adequately discussed in the business ethics/leadership literature. In this paper, drawing on Plato’s middle dialogues and particularly on the Republic, I develop a Platonic framework of the constraints that might hinder the emergence of what the dialogues term ‘philosopher kings’. Subsequently, I use this framework to elucidate the emergence of ethical leaders in todays’ organizations and conclude with a discussion of (...) this paper’s implications for the ethical leadership literature. (shrink)

Although the saying at Analects 7:1 is well-known and often mentioned in Confucian scholarship, there have been few focused discussions about what ‘transmitting’ means and in what sense it is contrasted to ‘innovating’. This article seeks to argue for the following points. The ‘transmitting/innovating’ relationship should be understood in relation to the Confucian notion of filial piety. Analects 7: 1 is indeed Confucius's self-conception of what he is doing, that is, his way of philosophizing. Traditionally, Confucius's transmitting has been thought (...) to be related to his work on the ancient classics. This is not wrong, but is far from the whole story. Rather, it is primarily about the restoration of the dao. What Confucius transmits is the Dao, and it is for this goal that he worked on the ancient classics. Moreover, since we learn about Confucius's philosophy mainly through the Analects rather than the classics he edited, an appropriate understanding of the ‘transmitting/innovating’ contrast must be related to the ideas in the Analects. (shrink)

In the present paper I analyze some relevant textual keys of Plato's Apology to show the many strands underlying Socrates' claims of ignorance. I advocate a position that seeks to reevaluate the use of epistemic lexica by considering other evidence, such as cultural and dramatic context, the use of hypothetical clauses, the comparative and the rhetoric of the pair real/apparent. From this approach, I hope to show that there are good reasons to interpret Socrates' claims of ignorance in the light (...) of amiable irony, whereby the use of language and other literary devices create layers of meaning to express the full sense of Socratic wisdom for the audience without resorting to the charge of contradiction or insincerity. Against a position that reduces Socrates' message to the use of epistemic lexica to interpret it either by synonymy, equivocity or low/high cognitive grading, I propose to read Socrates' claims of ignorance, always in comparison to others' claim of wisdom, as a sort of cultural appropriation and revaluation of the traditional title σοφία/σοφός. (shrink)

In Republic V, Plato distinguishes two different cognitive powers, knowledge and belief, which operate differently on different types of object. I argue that in Republic VI Plato modifies this account, and claims that there is a single cognitive power, which under different circumstances behaves either as knowledge or as belief. I show that the circumstances which turn true belief into knowledge are the provision of an individuation account of the object of belief, which reveals the ontological status and the nature (...) of the object. Plato explores many alternative candidates of individuation accounts of objects of true belief, which he discards. I conclude with a Platonic sketch of a teleological account of individuation which would satisfy his requirements of turning true belief into knowledge. (shrink)

For much of its history, philosophy was not merely a theoretical discipline but a way of life, an "art of living." This practical aspect of philosophy has been much less dominant in modernity than it was in ancient Greece and Rome, when philosophers of all stripes kept returning to Socrates as a model for living. The idea of philosophy as an art of living has survived in the works of such major modern authors as Montaigne, Nietzsche, and Foucault. Each of (...) these writers has used philosophical discussion as a means of establishing what a person is and how a worthwhile life is to be lived. In this wide-ranging, brilliantly written account, Alexander Nehamas provides an incisive reevaluation of Socrates' place in the Western philosophical tradition and shows the importance of Socrates for Montaigne, Nietzsche, and Foucault. Why does each of these philosophers—each fundamentally concerned with his own originality—return to Socrates as a model? The answer lies in the irony that characterizes the Socrates we know from the Platonic dialogues. Socratic irony creates a mask that prevents a view of what lies behind. How Socrates led the life he did, what enabled or inspired him, is never made evident. No tenets are proposed. Socrates remains a silent and ambiguous character, forcing readers to come to their own conclusions about the art of life. This, Nehamas shows, is what allowed Montaigne, Nietzsche, and Foucault to return to Socrates as a model without thereby compelling them to imitate him. This highly readable, erudite study argues for the importance of the tradition within Western philosophy that is best described as "the art of living" and casts Montaigne, Nietzsche, and Foucault as the three major modern representatives of this tradition. Full of original ideas and challenging associations, this work will offer new ways of thinking about the philosophers Nehamas discusses and about the discipline of philosophy itself. (shrink)

This article offers a new formulation of the Socratic principle known as the Principle of the Sovereignty of Virtue. It is divided in three sections. In the first section I criticize Vlastos’ formulation of the PSV. In the second section I present the weighing model of practical deliberation, introduce the concepts of reason for action, simple reason, sufficient reason and conclusive reason that were offered by Thomas Scanlon in Being realistic about reasons, and then I adapt these concepts so as (...) to render them apt to be used in the formulation I intend to offer. In the third section I present my formulation of the PSV using the concepts introduced in the second section and explain why I believe this formulation is better than the one offered by Vlastos. (shrink)

Socrates’ inquiry into the nature of the virtues and human excellence led him to experience Socratic ignorance, a practical puzzlement experienced by his recognition that his central life commitments were conceptually problematic. This practical perplexity was not, however, an epistemic weakness but a reflection of his wisdom. I argue that Socratic ignorance, a concept that has not received scholarly attention in business ethics, is a central aim that business practitioners should seek. It is what a truthful, thorough, and courageous inquiry (...) into their professional roles and commitments leads to. It wakes them up from the moral complacency engendered by organizations, forcing them to become much more critical of their day-to-day activities and more intentional about living virtuously. It curbs the corrupting potential of authority positions and prevents the tendency of subordinates to routinely conform to sanctioned norms and expectations. Finally, it opens up novel and creative moral avenues and provides a promising model to deal with the conflicts posed by our globalized and increasingly polarized world. (shrink)

Skeptical puzzles and arguments often employ knowledge-closure principles . Epistemologists widely believe that an adequate reply to the skeptic should explain why her reasoning is appealing albeit misleading; but it’s unclear what would explain the appeal of the skeptic’s closure principle, if not for its truth. In this paper, I aim to challenge the widespread commitment to knowledge-closure. But I proceed by first examining a new puzzle about failing to know—what I call the New Ignorance Puzzle . This puzzle resembles (...) to the Old Ignorance Puzzle , although it does not involve a closure principle. It instead centers on the standard view of ignorance, a highly intuitive principle stating that ignorance is merely a failure to know. In Sects. 2 and 3, I argue that the best way to solve the New Ignorance Puzzle is to reject the standard view of ignorance and to explain away its appeal via conversational implicature. I then use this solution to the New Ignorance Puzzle as a way of explaining why knowledge-closure principles would seem true, and why abominable conjunctions would seem abominable, even if such principles were false . The upshot is a new way of explaining why the skeptic’s reasoning is appealing albeit misleading. (shrink)

In this paper we attempt to understand what Socrates says about expertise and virtue in Plato’s dialogue Laches in the light of Socrates’ idea of “human wisdom” in the Apology of Socrates. Conducting a good life requires both “knowledge about good and bad things”, that is, knowledge about human well-being, and “human wisdom”. Socrates aspires to epistemic autonomy: Trust in your own reason, and don’t let any expert tell you anything about your own happiness.

La actual crisis pedagógica que vive Occidente, constatada por todos aquellos educadores que deben enfrentarse diariamente a unos estándares cada vez más bajos y al consecuente perjuicio en lo que a la autoridad del profesorado se refiere, fue ya profetizada en su momento por Hannah Arendt (“The Crisis in Education”). La educación es uno de los factores más importantes para definir la calidad de vida de un país y, desde esta perspectiva, una crisis educativa es una crisis en todos los (...) ámbitos sociales, económicos y, en última instancia, políticos. El presente artículo intenta exponer cómo la educación y el conocimiento fueron concebidos en la antigüedad a través de dos modelos, Grecia y China, para mostrar así en qué medida los autores clásicos pueden todavía enseñarnos con sentido común a afrontar los problemas metodológicos actuales. Mediante una exposición comparativa, se analizarán las teorías clásicas griegas, así como la epistemología y pedagogía en el confucianismo clásico y tempranomedieval, destacando cómo estos autores confrontaron relativismo, opinión y acumulación vacía de conoci-miento, frente a la búsqueda de la verdad y la selección cuidadosa y científica de saber. En última instancia, destacaremos la necesidad de recuperar nuestra tradición clásica para mantener un nivel educativo adecuado. (shrink)

At the end of Republic 5, Plato distinguishes epistêmê from doxa, knowledge from belief. In Posterior Analytics 1.33, Aristotle provides his own distinction between epistêmê and doxa. I explore his way of distinguishing them and compare it with Plato's.

In this paper, we introduce a notion of ‘disjunctive ignorance’, which is a weak combination of two forms of ignorance in the literature. We propose a logical language with ‘disjunctive ignorance’ as a sole modality, explore the logical properties of this notion and its related notions, and axiomatize it over various frame classes. By finding suitable reduction axioms, we extend the results to the case of public announcements and apply it to Moore-like sentences.

There is a traditional conception of knowledge but it is not the Justified True Belief analysis Gettier attacked. On the traditional view, knowledge consists in having a belief that bears a discernible mark of truth. A mark of truth is a truth-entailing property: a property that only true beliefs can have. It is discernible if one can always tell that a belief has it, that is, a sufficiently attentive subject believes that a belief has it if and only if it (...) has it. Requiring a mark of truth makes the view infallibilist. Requiring it to be discernible makes the view internalist. I call the view Classical Infallibilism. (shrink)

People generally agree that there is something valuable about thinking for oneself rather than simply accepting beliefs on authority, but it is not at all obvious why this is valuable. This paper discusses two ancient responses, both inspired by the example of Socrates. Cicero claims that thinking for yourself gives you freedom. Olympiodorus argues that thinking for yourself makes it possible to achieve understanding, and that understanding is valuable because it gives you a certain kind of independence. The paper asks (...) how insights from these thinkers might bear on a question about the role of experts in a democracy. As citizens, we make judgements about many matters that fall within the domain of some expertise. Should thinking for oneself play an important role in such cases, or must the responsible citizen simply defer to expert authority? -/- . (shrink)

The aim of this thesis is to consider the relationship between philosophy and biography, and the bearing that this relationship has on debates concerning the nature and function of philosophy. There exists a certain tradition that conceives philosophy exclusively in terms of rational discourse and as such explicitly rejects the idea of any substantial relationship between philosophy and the way in which one lives. I shall argue that the claim that philosophy cannot have any impact upon biography is often based (...) upon an implicit conception of philosophy as primarily rational discourse. In contrast to this I shall draw upon Socratic and Stoic philosophical resources in order to reconstruct an alternative conception of philosophy as an art concerned with one's way of life. Central to this conception will be the relationship between philosophical discourse or argument and philosophical training or exercise. I shall argue that the ancient claim that philosophy is primarily expressed in one's behaviour presupposes a conception of philosophy as an art that involves both rational discourse and training or exercise as two equally important components. I shall argue that by adopting this alternative conception of philosophy as a techne it will be possible to understand properly the relationship between philosophy and biography. In Part One I shall outline the ancient idea that philosophy is something expressed in one's life, the Socratic conception of philosophy as an art, the Stoic development of this conception into an art of living, and some ancient objections to this Stoic conception. In Part Two I shall examine the relationship between philosophical discourse and exercises in Stoic philosophy, focusing upon the neglected concept of philosophical askesis. Central to this will be the literary form of such exercises and so I shall focus upon two texts concerned with philosophical exercises. (shrink)