Proclus takes the Republic’s (Book V) recommendation that there should be both male and female Guardians as a serious political proposal, but like Plato, he gives few specifics. A recurring theme in Proclus’ commentary is that political arrangements are just to the extent that they effectively mirror the providential administration of the cosmos. Thus the Myth of Er is not merely an adornment at the end of the dialogue, but contains important information about the cosmic paradigm to which the (...) just human polis should assimilate itself. This paper will consider the role of female Guardians in Proclus’ interpretation of the Republic as a serious suggestion in political theory by looking at the cosmic paradigms for women’s administration of justice in the Myth of Er. I have argued elsewhere that Proclus hypothesises gendered souls corresponding to male and female divinities and that, moreover, the feminine is subordinate to the masculine at the level of the divine. One point to emerge from my reading of the Myth of Er is that the female Guardians are likely to be subordinated to their male counter-parts if they play a role in the ideal polis analogous to the female divinities in the Myth of Er. A second point is that there are aspects of their role that seem to resemble some features of what has come to be called ‘the ethics of care’. (shrink)

Why did Plato conclude the Republic, arguably his most celebrated work of political theory, with the Myth of Er, an obscure story of indeterminate political-theoretical significance? This paper advances a novel reading of the Myth of Er that attends to the common plot that it shares with two earlier narrative interludes in the Republic. It suggests that Plato constructed the myth as an account of a search, akin to the sorting of potential philosopher-kings that underwrites the kallipolis’ (...) educational curriculum, for natures that have successfully absorbed the cumulative effects of their philosophical upbringing. The model of nature presented in the myth, in turn, helps us approach the category of nature as a working concept: we can recognize contexts in which it is useful to assume in otherwise complex and fluid individuals a fixed, indelible nature, while granting that our sense of what that consists in is subject to revision. (shrink)

Through a reading of the Myth of Er and Socrates' conversation with Cephalus, I will argue that merely conventional virtue is highly unstable and unreliable. Virtue acquired by convention proves foundationless outside the confines of the political regime that establishes those conventions, and a tendency toward an unreflective moral complacency on the part of the conventionally virtuous leaves them in particular danger of committing unjust actions. Socrates recommends the study of philosophy because it can ground conventionally acquired virtue and, (...) even more importantly, because it is capable of shaking the moral complacency that afflicts the conventionally virtuous. (shrink)

The interlink between myth and wisdom in Hellenic heritage is characteristically embodied in the Platonic philosophizing as regards the education and enculturation of the human psyche. As is read in the end of The Republic , the myth of Er turns out to be a philosophical rewriting of poetry to a large degree. For it engagingly reveals Plato’s moral inculcation, philosophical instruction and poetic wisdom in particular, all of which are intended to guide human conduct along the right (...) track for the bliss of the postmortem cycle, and put philosophy learning into first priority for the choice of the future life. Moreover, the transmigrate experience in the mystic overtone of “the Orphic-Pythagorean conglomerate” is discussed with a intercultural reference to the Buddhist doctrines of samsara and karma. (shrink)

The Republic is the quintessential Platonic dialogue concerning justice and politics. This great ten-book work ends with the Myth of Er. This myth has been a source of controversy throughout history. Some claim Plato wrote it, while others claim it is a forgery. Still others claim it is a lost story saved in the annals of history only by Plato. In response to the limited scholarship about Er, Mr. Chrysovalantis Petridis undertook a painstaking analysis of both the Republic (...) and Er in an attempt to put to rest any debate concerning them. Not only is the myth of Er crucial for understanding the Republic but it also is key to understanding Plato's project in this dialogue. Without the myth, the ideas Plato w anted to impart in this text cannot be fully understood. Er means "Spring" in Ancient Greek, and the Republic contains the secret teachings concerning the dawn of Socratic philosophy: it heralds a new way of thinking. Socratic philosophy has influenced religion, politics and society ever since. Philosophy has come to mean Socratic philosophy, especially for all who subscribe to Plato's way of thinking. The Socratic method is considered the backbone of contemporary education and Plato's Academy the forerunner of current education. Mr. Petridis' book, Plato's Mythologizing the Myth of Er, exposes the themes and ideas brought to life in the Myth of Er. The Republic is of political, social and religious importance and has influenced every way of thinking and discipline since its conception. One cannot fully understand the impact of Plato, Socrates and Aristotle without it. Thus, Mr. Petridis' book may be one of the most important texts written this century concerning Plato's works. It is a must-read for anyone who desires to know Plato or Socrates and understand why their influence has changed and shaped the world ever since. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

According to the Myth of Er we are responsible for our character because we chose it before birth. But any choice is determined by our present character, sothere is an indefinite regress and we cannot be entirely responsible for our character. The Myth of Er can be seen as the first formulation of the problem of free will, which Aristotle demythologizes in Nicomachean Ethics III.5. Plato's solution is that freedom is compatible with causal determinism because it does not (...) mean indeterminism but rationality. The myth links the individual lives to the harmony of the spheres, so our lives are determined not by blind necessity, but by rational necessity that follows from the nature of the universe. Even so, the limitations of determinism prevent rationality from being a sufficient cause of happiness (although the opposite view is usually attributed to Plato), but it remains a necessary one. (shrink)

According to the Myth of Er we are responsible for our character because we chose it before birth. But any choice is determined by our present character, sothere is an indefinite regress and we cannot be entirely responsible for our character. The Myth of Er can be seen as the first formulation of the problem of free will, which Aristotle demythologizes in Nicomachean Ethics III.5. Plato's solution is that freedom is compatible with causal determinism because it does not (...) mean indeterminism but rationality. The myth links the individual lives to the harmony of the spheres, so our lives are determined not by blind necessity, but by rational necessity that follows from the nature of the universe. Even so, the limitations of determinism prevent rationality from being a sufficient cause of happiness (although the opposite view is usually attributed to Plato), but it remains a necessary one. (shrink)

Plato uses the myth of Er in the Republic in order to carve out space for political freedom and responsibility for human freedom in the ordinary polis. While much of the Republic concentrates on the development of an ideal city in speech, that city is fundamentally a mythos presented in order for Socrates and his friends to learn something about political and individual virtue. The city in which Socrates and his friends exist is an imperfect city and myth (...) of Er is intended for those audience members. Its emphasis on the necessity for personal responsibility in the midst of freedom can be understood as a political claim about the place of individual choice in a world that is constrained by both political and cosmic "necessity". Platón utiliza el mito de Er en la República con el fin de abrir un espacio para la libertad y la responsabilidad políticas en la polis común y corriente. Mientras que gran parte de la República se centra en el desarrollo de una ciudad ideal en el discurso, esa ciudad es fundamentalmente un mythos presentado para que Sócrates y sus amigos aprendan algo acerca de la virtud política e individual. La ciudad en la que viven Sócrates y sus amigos es una ciudad imperfecta y el mito de Er está dirigido a esos miembros del público. El énfasis que hace el mito en la necesidad de la responsabilidad personal en el ámbito de la libertad puede entenderse como una afirmación política acerca del lugar de la elección individual en un mundo constreñido tanto por la "necesidad" política como la cósmica. (shrink)

What is the significance of the recurring link between tyranny and philosophy in Plato? Often, Plato’s treatment of tyranny is discussed either in the context of moral psychology—as a problem of agency, moral choice and akrasia — or political science, where it is the limit case of political decline. It is suggested, however, that a close inspection of the myth of Er and an elucidation of its neglected links, not just with the rest of the Republic but also with (...) dialogues such as the Philebus and the Symposium, shows that Socrates’ fascination with tyrannical characters points to a deeper theme — nature, and specifically the problem of its benevolence to our purposes and its very ambiguous relation to human excellence and degradation. Philosopher and tyrant, for all the radical differences between them, both illuminate the internal instability of the human being in Plato’s thought. (shrink)

What is the significance of the recurring link between tyranny and philosophy in Plato? Often, Plato’s treatment of tyranny is discussed either in the context of moral psychology—as a problem of agency, moral choice and akrasia — or political science, where it is the limit case of political decline. It is suggested, however, that a close inspection of the myth of Er and an elucidation of its neglected links, not just with the rest of the Republic but also with (...) dialogues such as the Philebus and the Symposium, shows that Socrates’ fascination with tyrannical characters points to a deeper theme — nature, and specifically the problem of its benevolence to our purposes and its very ambiguous relation to human excellence and degradation. Philosopher and tyrant, for all the radical differences between them, both illuminate the internal instability of the human being in Plato’s thought. (shrink)

Plato uses the myth of Er in the Republic in order to carve out space for political freedom and responsibility for human freedom in the ordinary polis. While much of the Republic concentrates on the development of an ideal city in speech, that city is fundamentally a mythos presented in order for Socrates and his friends to learn something about political and individual virtue. The city in which Socrates and his friends exist is an imperfect city and myth (...) of Er is intended for those audience members. Its emphasis on the necessity for personal responsibility in the midst of freedom can be understood as a political claim about the place of individual choice in a world that is constrained by both political and cosmic "necessity". (shrink)

Journal Name: Apeiron Issue: Ahead of print.

Introduction.--The Phaedo myth.--The Gorgias myth.--The myth of Er.--The Politicus myth.--The Protagorus myth.--The Timaeus.--The Phaedrus myth.--The two Symposium myths. I. The myth told by Aristophanes. II. The discourse of Diotima.--General observations on myths which set forth the nation's, as distinguished from the individual's, ideals and categories.--The Atlantis myth.--The myth of the earth-born.--Conclusion: The mythology and metaphysics of the Cambridge Platonists.

The physical sciences, as generally understood, are disciplines concerned with the characteristics and behavior of physical objects and states. What is evident about the current condition of consciousness is that: 1) It has no identified physical states; 2) There is no generally accepted vocabulary of its functioning, or its participant entities; and 3) No ‘normal science’ operative structure upon which a community of scientists agree. The reasons are that consciousness is a prescientific concept persisting because there is no adequate physicalist (...) theory to replace it, and because biology operates in a way ‘invisible’ to assumed mental processes and vocabulary. What is required is a plausible theory built on a biophysical base. A theory is being developed: it is termed the _theory of brain-sign_. Brain-sign replaces consciousness as an evolved neural operation in which brains communicate with each other in the collective action of organisms, so addressing the limitations of being an isolated individual. It depends upon neural signification, in this case of the organisms’ immediate _causal orientation_ towards the world. Thus, multiple organisms are linked as one biophysical operation. Signs are biologically ubiquitous and inherently physical. Organisms are not subjective agents with transcendent powers acting in a perceivable world, but evolved organic objects with the ability to cooperate as one overarching biological process. It is anticipated this theoretical operation and vocabulary will explain brain function, which mind fails to do. It accounts for science from both its neural origins and its communal nature. ER -. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dispelling the Myth of the Non-Singer:Embracing Two Aesthetics for SingingLouise M. PascaleI entered the Music Workshop course with trepidation. Of all the courses in my Master's program, I feared this one the most. My experiences with music have always been negative ones. As I entered the classroom, memories surfaced of the time I was told to mouth the words so I would not throw the rest of the (...) class off key and when I was laughed off the stage after a friend and I attempted a rendition of "Rolling O'er the Billows." After that, I was convinced I should not sing.1Maxine Greene reminds us how easy it is to get caught in the "main text of life," one that is "negotiated mostly by convention, routine, habit, duty and one we have very little choice in."2 Our long-held acceptance of the "singer" and "non-singer" provides a perfect example of Greene's metaphor. The traditional meaning of "singing" is created out of convention and habit, perpetuated by the "main text" (white, middle class) values of American society.Singing, as it is understood in today's educational settings, settled into its role in American music education as a result of a number of significant decisions made as early as the 1600s by prominent leaders of the church.3 Each of these decisions added to the growth and strength of the view of singing that became [End Page 165] what I refer to as a "taproot"4 in music education. This taproot continued to settle comfortably into the groundwork of music education and has had major and long-lasting effects on how we generally perceive and experience singing.The Western perspective of singing is wedded to a multitude of assumptions and beliefs and, over a period of time, has taken on complex meaning. It is associated with subtle nuances, such as valuing the high, lilting soprano voice over the alto. It is connected to various philosophies and strongly held convictions, such as improving vocal performance through the mastery of musical literacy, and even exclusionary practices, such as selecting out the "better singers" and suggesting that others refrain from singing at all.Perhaps the most profound consequence of this entrenched taproot is that it has left American society with a very limited perception of "singing." This singular, well-supported root, albeit strong, impenetrable, and closely connected with a number of cultural and societal assumptions, effectively narrows the scope of our perceptions, our language, our philosophy, and our teaching practices in the domain of singing in education. Illustration of the powerful ways music relates to and directly expresses the social attitudes and cognitive processes of a culture are found in the work of John Blacking and John Miller Chernoff.5 Their work provides an opportunity to reflect on the cultural and societal influences of the "taproot" philosophy of music education and the ways these have created limitations on who expresses themselves musically, why, how, and for whom.One of the most critical of those limitations is that we have classroom teachers who rarely, if ever, sing with their students. The gap between those in education who sing and offer musical activities to their students and those who do not is greater than ever. The "non-singer" mentality persists in educational communities and is not being addressed in music education circles. Singing continues to be considered, by most educators, to be a complicated skill that must be learned and requires training in breathing, vocal technique, and diction, and a basic knowledge of note reading.Many have strong feelings about singing; it is not a neutral subject. When the topic of singing is brought up, some involved in the conversation are likely to personalize it and be eager to share stories about their singing ability and to express their opinions about whether or not they qualify as a "singer." Sometimes the reactions can be extreme. Some people shy completely away from singing, to the point of running from the room at the mere suggestion that they might be asked to participate in singing in public. Others have an opposite reaction and experience singing as an enjoyable activity... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dispelling the Myth of the Non-Singer:Embracing Two Aesthetics for SingingLouise M. PascaleI entered the Music Workshop course with trepidation. Of all the courses in my Master's program, I feared this one the most. My experiences with music have always been negative ones. As I entered the classroom, memories surfaced of the time I was told to mouth the words so I would not throw the rest of the (...) class off key and when I was laughed off the stage after a friend and I attempted a rendition of "Rolling O'er the Billows." After that, I was convinced I should not sing.1Maxine Greene reminds us how easy it is to get caught in the "main text of life," one that is "negotiated mostly by convention, routine, habit, duty and one we have very little choice in."2 Our long-held acceptance of the "singer" and "non-singer" provides a perfect example of Greene's metaphor. The traditional meaning of "singing" is created out of convention and habit, perpetuated by the "main text" (white, middle class) values of American society.Singing, as it is understood in today's educational settings, settled into its role in American music education as a result of a number of significant decisions made as early as the 1600s by prominent leaders of the church.3 Each of these decisions added to the growth and strength of the view of singing that became [End Page 165] what I refer to as a "taproot"4 in music education. This taproot continued to settle comfortably into the groundwork of music education and has had major and long-lasting effects on how we generally perceive and experience singing.The Western perspective of singing is wedded to a multitude of assumptions and beliefs and, over a period of time, has taken on complex meaning. It is associated with subtle nuances, such as valuing the high, lilting soprano voice over the alto. It is connected to various philosophies and strongly held convictions, such as improving vocal performance through the mastery of musical literacy, and even exclusionary practices, such as selecting out the "better singers" and suggesting that others refrain from singing at all.Perhaps the most profound consequence of this entrenched taproot is that it has left American society with a very limited perception of "singing." This singular, well-supported root, albeit strong, impenetrable, and closely connected with a number of cultural and societal assumptions, effectively narrows the scope of our perceptions, our language, our philosophy, and our teaching practices in the domain of singing in education. Illustration of the powerful ways music relates to and directly expresses the social attitudes and cognitive processes of a culture are found in the work of John Blacking and John Miller Chernoff.5 Their work provides an opportunity to reflect on the cultural and societal influences of the "taproot" philosophy of music education and the ways these have created limitations on who expresses themselves musically, why, how, and for whom.One of the most critical of those limitations is that we have classroom teachers who rarely, if ever, sing with their students. The gap between those in education who sing and offer musical activities to their students and those who do not is greater than ever. The "non-singer" mentality persists in educational communities and is not being addressed in music education circles. Singing continues to be considered, by most educators, to be a complicated skill that must be learned and requires training in breathing, vocal technique, and diction, and a basic knowledge of note reading.Many have strong feelings about singing; it is not a neutral subject. When the topic of singing is brought up, some involved in the conversation are likely to personalize it and be eager to share stories about their singing ability and to express their opinions about whether or not they qualify as a "singer." Sometimes the reactions can be extreme. Some people shy completely away from singing, to the point of running from the room at the mere suggestion that they might be asked to participate in singing in public. Others have an opposite reaction and experience singing as an enjoyable activity... (shrink)

COVID‐19 caused an imbalance between medical resources and the number of patients in Türkiye like in many countries. There was not pandemic‐triage system, and this situation led to decision making based on experience, intuition, and judgment of allocation of scarce resources. The research explains the guiding criteria that healthcare professionals used to prioritize the distribution of scarce medical resources during the COVID‐19 pandemic. The criteria preferred by 928 healthcare professionals were evaluated when preventive measures for COVID‐19 were reduced and so (...) the number of cases increased rapidly. The results indicate that Turkish healthcare professionals largely support the utilitarian approach, which focuses on medical benefit in pandemic. The main problem was that some criteria not approved in COVID‐19 triage guidelines were considered important by healthcare professionals. These criteria, which cause discrimination by preventing the provision of fair and equal medical care to patients, are a prominent issue in the study. (shrink)

We show that it is relatively consistent with ZFC to have PCF structures of heightδ, for all ordinalsδ<ω3.

Donald Davidson denied convention any interesting role in the philosophical theory of meaning: Conventions are neither necessary nor sufficient to account for communication by language. This anticonventionalism is part of Davidson's more general individualism about meaning. According to Davidson, notions such as that of a shared language, shared practices of use, and the attendant notions of standard meaning and linguistic mistake, are as uninteresting to the philosophical theory of meaning as that of convention. The chapter starts with a sketch of (...) the meaning theoretical background for Davidson's anticonventionalism, arguing that Davidson ultimately motivates both anti‐conventionalism and individualism by the social or public nature of language. After quickly taking up Davidson's arguments against attempts to conventionally link semantics to nonsemantic purposes, the chapter then focuses on his attack on the idea that literal meaning is conventional meaning and the surrounding discussion. (shrink)

Donald Davidson famously held that only beliefs provide reasons for belief. Perceptual experiences, he held, are not even propositional attitudes, and thus doubly disqualified from being reason providers. John McDowell and others have tried to restore the intuitive reason-providing role of experience by suggesting that experiences do have contents. However, on McDowell’s account, experiences provide ‘reasons’ in a sense very different from the Davidsonian. In this paper, I argue that there is a better way of rescuing the reason-providing role of (...) experience: Construed as a (special) kind of belief, experience provides reasons for belief in precisely the Davidsonian sense. Moreover, the doxastic account of experience I suggest integrates naturally both with the Davidsonian picture of content determination and, consequently, with Davidsonian anti-skepticism. (shrink)

According to the received view the later Wittgenstein subscribed to the thesis that speaking a language requires being guided by rules (thesis RG). In this paper we question the received view. On its most intuitive reading, we argue, (RG) is very much at odds with central tenets of the later Wittgenstein. Giving up on this reading, however, threatens to deprive the notion of rule-following of any real substance. Consequently, the rule-following considerations cannot charitably be read as a deep and subtle (...) defense of (RG) against the threat of paradox, as proponents of the received view are wont to do. Instead, we argue, the rule-following considerations provide Wittgenstein's deep and subtle reasons for rejecting the very idea that speaking a language involves rule-guidance. Although Wittgenstein subscribed to (RG) during his middle period writings, his later remarks on rules, far from being a clarification and elaboration of his earlier views, are directed against the claim of the middle period that speaking a language is an essentially rule-guided activity. (shrink)

We translate unconstrained and constrained input/output logics as introduced by Makinson and van der Torre to modal logics, using adaptive logics for the constrained case. The resulting reformulation has some additional benefits. First, we obtain a proof-theoretic characterization of input/output logics. Second, we demonstrate that our framework naturally gives rise to useful variants and allows to express important notions that go beyond the expressive means of input/output logics, such as violations and sanctions.

In this article, we present an argumentative approach to normative reasoning. Special attention is paid to deontic conflicts, contrary-to-duty and specificity cases, which are modelled by means of argumentative attacks. For this, we adopt a recently proposed framework for logical argumentation in which arguments are generated by a sequent calculus of a given base logic of Argument & Computation ), and use standard deontic logic as our base logic. Argumentative attacks are realized by elimination rules that allow to discharge specific (...) sequents. We demonstrate the usefulness of our approach by means of various well-known benchmark examples, and show that this approach is rich enough to capture a variety of paradigms for handling conflicting norms such as reasoning with maximally consistent sets, prioritized norms and deontic formalisms based on I/O logic. (shrink)

The Sublime is a framework for overwhelming emotions in a neuronalphysiologic und psychological sense. And since Burke’s Enquiry it has been established as a constitutive part of the discourse of aesthetics. With Kant, his empirical exposition took a decisive transcendental turn, unfolding the dichotomy of the Mathematically and the Dynamically Sublime. Whereas in the former case, we are stunned by the incomprehensible vastness of impression, in the latter we enjoy the mighty, threatening and extinguishing power of nature once we ourselves (...) are safe. Both feelings are generated by the cinema as a dispositive of artificial experience in which it becomes sensually evident why imagination fails in its ability to comprehend the whole. But although perceiving its diminutiveness, the subject masters this failure by raising itself up in being able to think - as opposed to imagining - the Greatness. Lyotard interprets this hubris as an act of self-empowerment, tending to extinguish the experience of nature. Therefore, his interest in the Sublime bears on abstract, amorphous art and lighting installations. This article, however, argues that especially with regard to the film as mass media, the categories and concepts of the sublime as deployed in the 18. (shrink)

Lou Goble proposed powerful conditional deontic logics (CDPM) that are able to deal with deontic conflicts by means of restricting the inheritance principle. One of the central problems for dyadic deontic logics is to properly treat the restricted applicability of the principle “strengthening the antecedent”. In most cases it is desirable to derive from an obligation A under condition B, that A is also obliged under condition B and C. However, there are important counterexamples. Goble proposed a weakened rational monotonicity (...) principle to tackle this problem. This solution is suboptimal as it is for some examples counter-intuitive or even leads to explosion. The paper identifies also other problems of Goble’s systems. For instance, to make optimal use of the restricted inheritance principle, in many cases the user has to manually add certain statements to the premises. An adaptive logic framework based on CDPM is proposed which is able to tackle these problems. It allows for certain rules to be applied as much as possible. In this way counter-intuitive consequences as well as explosion can be prohibited and no user interference is required. Furthermore, for non-conflicting premise sets the adaptive logics are equivalent to Goble’s dyadic version of standard deontic logic. (shrink)

H. L. A Hart complained about the ambiguity of legal positivism, and proposed a definition that refers to particular explications of the concept of law, to certain theories of legal interpretation, to particular views on the moral problem of a duty to obey the law, and to a sceptical position with regard to the meta-ethical issue of the possibility of moral knowledge. It is said to be restricted to the Thesis of Separation — the contention that there is no necessary (...) connection between law and morals. In this chapter, the Separation Thesis is discussed even further, and has three shortcomings identified: first, that it has been vacillating between object-level contentions about moral qualities of the law; that the precise logical relation between both levels has never been properly accounted for; and that the question of necessary relations between morality and law hinges crucially on the presupposition that the very concept of law itself does not unravel into different sets of convenient stipulations from different epistemological angles, each of which renders the question of such necessary relations trivial. The Separation Thesis is also identified as having two versions: the Fallibility Law and the Neutrality Law. (shrink)