Teaching Philosophy 26 (2):163-175 (2003)

Robert B. Talisse
Vanderbilt University
If one interprets Plato’s dialogues using the dialogical mode, then the principal philosophical significance of the work is not exhausted by the arguments put forward by its characters. Integral to the dialogical mode involves a consideration of the purpose of investigating a philosophical issue in the form of a dialogue rather than a treatise. But Plato’s dialogues should not only be understood in a dialogical mode but instructors should also teach using this mode of interrogation. This paper describes a new way Plato’s Euthyphro might be taught to students, focusing less on its use as a logical primer and more on the character of Euthyphro.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI teachphil200326218
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