In this book, R.E. Allen provides a translation of the 'Parmenides' along with a structural analysis that procedes on the assumption that formal elements, logical and dramatic, are important to its interpretation and that the argument of the Parmenides is aporetic, a statement of metaphysical perplexities.

Did Plato abandon, or sharply modify, the Theory of Forms in later life? In the Phaedo, Symposium, and Republic it is generally agreed that Plato held that universals exist. But in Parmenides, he subjected that theory to criticism. If the criticism were valid, and Plato knew so, then the Parmenides marks a turning point in his thought. If, however, Plato became aware that there are radical differences in the logical behaviour of concepts, and the later dialogues are a record of (...) his attempt to analyse those differences, then Plato’s thought can be said to have moved in a new and vitally important direction after the Parmenides . Studies in Plato’s Metaphysics brings together twenty essays by leading philosophers from the UK and the USA reflecting upon this important issue and upon the questions arising from it. (shrink)

Professor Flew has recently sought to demolish the philosophical pretensions of Marx and the Marxists by the use of Hume's Fork and Popper's demand for falsifiable consequences. Marx tried to derive matters of ‘fact and existence’ from ‘relations of ideas’, which Hume's Fork states to be impossible. From this and not from empirical study, he derived predictions for the future course of history which neither he nor his followers have ever properly tested by empirical enquiries. Nor have they ever provided (...) any clear, unambiguous and therefore testable formulations of those predictions. In particular, Flew claims, they have never given any concrete content to the central notion of ‘alienation’ such that an Index of Alienation could be drawn up and enquiries could be made as to whether, for example, the workers are more or less alienated under the private or public ownership of factories. Both faults stem from Marx's continuation of German, specifically Hegelian, philosophy. (shrink)

Rich with historical and cultural value, these works are published unaltered from the original University of Minnesota Press editions.

In their daily practices, can doctors be both patient advocates and society's agents in rationing costly care? Doctors disagree among themselves. Some argue that patients stand to benefit if doctors lead the movement for cost‐effective care in hospitals, nursing homes, and patients' homes. For others cost‐cutting at the bedside erodes the foundations of the doctor‐patient relationship and compromises the quality of care.

The general knowledge and understanding that every teacher of religion and science should have relative to chemistry can be found in the answers to three major questions. In my own response to the first question, How did chemistry emerge as a discipline? I trace the origins, establishment, and subsequent historical significance of cosmology. I contend that chemistry is “the obvious, oldest science” and, as such, has played a key role among the sciences in agelong human efforts to understand reality. In (...) my response to the second question, How do chemists currently view (cosmic) reality? I outline three prominent examples in support of my contention that chemistry, despite being “the obvious, oldest science,” is seen by some as playing only a tacit role in current efforts to (re)integrate religion and science. In my response to the third question, How do chemists currently view ultimate reality and meaning? I argue that “unifiers” in chemistry can also now play a key role in a reality revolution that is pointing humankind not only toward a possible historical (re) integration of religion and science but also toward a return to cosmology. (shrink)

R T Allen; The Meaning of Life and Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 47–58, https://doi.org/10.1111/j.1467-9.

R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.

R T Allen; Metaphysics in Education, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 159–169, https://doi.org/10.1111/j.1467-9752.198.

R.E. Allen's superb new translations of four Socratic dialogues—_Ion_, _Hippias Minor_, _Laches_, and _Protagoras_—bring these classic texts to life for modern readers. Allen introduces and comments on the dialogues in an accessible way, inviting the reader to reexamine the issues continually raised in Plato's works. In his detailed commentary, Allen closely examines the major themes and central arguments of each dialogue, with particular emphasis on _Protagoras_. He clarifies each of Plato's arguments and its refutation; places the themes (...) in historical perspective; ties each theme to interpretations of rival translations; and links the philosopher's thought to trends in late modern philosophy. Topics discussed include: whether virtue is an art, whether wisdom and courage are logically equivalent, whether virtue is knowledge, and whether to know the good is to do it. Allen connects his discussion of these issues to the Benthamite tradition of hedonism and utilitarianism and to the ethical theories of Mill, Sidgwick, Moore, and Freud. (shrink)

R T Allen; The Philosophy of Michael Polanyi and its Significance for Education, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 167–.

2. The Meno offers a dramatic demonstration of the validity of the first argument put forward for Anamnesis and the immortality of the soul in the Phaedo.

This is a brief response to S. Jacob’s review of Beyond Liberalism.

Post-modernism is receiving much attention, but it is often seen as merely an extrapolation of modernism. Michael Polanyi’s post-critical epistemology offers a useful way of understanding post-modernism. The modern objectivism of critical thought leads to a dead-end dehumanization. Polanyi offers a recovery of the human dimension by demonstrating the ways in which all knowing, especially scientific discovery, requires human participation. An analogy is drawn with post-modern art and architecture, which similarly attempt to recover the human form and traditional or classical (...) ornamentation in a way which goes beyond the sterile abstractness of modernism. (shrink)

Agathon, in his panegyric of Eros, had maintained that it is good, beautiful, and divine. Socrates begins his elenchus of this claim by pointing out that Eros is relational in character: love is always love of something, desire desire for something. Eros falls in that class of terms later described as ta pros ti, terms which have their meaning ‘toward’ something else. Furthermore, Eros lacks what it loves and desires to possess it: “everyone … who desires something desires what has (...) not been obtained and is not present; his love and desire are set on things he lacks, things he does not possess.” Desire implies privation. Agathon and Plato also agree that Eros is always in love with the beautiful ; as Agathon had earlier said, “the world was fashioned by the gods through love of beautiful things; for there is no love of the ugly.” It then follows that, since Eros is love of what it lacks, it cannot be beautiful or good, and since the gods possess both attributes, it cannot be divine. It is not, however, bad or ugly or mortal, but ‘intermediate’ between those attributes. (shrink)