Abstract

This paper is written on the supposition that the main theme in the Protagoras is the nature of Protagoras’ teaching. This teaching, as it must have been displayed in his lessons, is, however, neither accounted for nor discussed directly in the dialogue. Instead of asking Protagoras for a trial lecture, Socrates from the start is set to challenge the underlying assumptions of his teaching; the structure of its moral underpinnings. This structure, I assume, is less formed by theoretical thinking on Protagoras’ part than by social and institutional factors, factors that to a large extent determine the professional role of Protagoras as a teacher. I will discuss this structure under four headings: (1) The expectations of a potential student. (2) The ambiguities of Protagoras’ position as a teacher. (3) Protagoras’ attitude to the virtues. (4) What is it to live well?