Given its brevity, Plato's Meno covers an astonishingly wide array of topics: politics, education, virtue, definition, philosophical method, mathematics, the nature and acquisition of knowledge and immortality. Its treatment of these, though profound, is tantalisingly short, leaving the reader with many unresolved questions. This book confronts the dialogue's many enigmas and attempts to solve them in a way that is both lucid and sympathetic to Plato's philosophy. Reading the dialogue as a whole, it explains how different arguments are (...) related to one another and how the interplay between characters is connected to the philosophical content of the work. In a new departure, this book's exploration focuses primarily on the content and coherence of the dialogue in its own right and not merely in the context of other dialogues, making it required reading for all students of Plato, be they from the world of classics or philosophy. (shrink)

Plato is the best known and most widely studied of all the ancient Greek philosophers. Malcolm Schofield, a leading scholar of ancient philosophy, offers a lucid and accessible guide to Plato's political thought, enormously influential and much discussed in the modern world as well as the ancient. Schofield discusses Plato's ideas on education, democracy and its shortcomings, the role of knowledge in government, utopia and the idea of community, money and its grip on the psyche, and (...) ideological uses of religion. (shrink)

Plato is a philosophical writer of unusual and impressive versatility. His dialogues not only engage in argument but also abound in allegory, myth and paradox, with clearly characterised participants set against a particular historical context. This engrossing book shows how Plato's literary qualities are crucial to understanding his philosophy.

As with the dialogue, so with the slave-boy episode within it, two questions are handled, one of them substantive, the other a question of method. The substantive question is how to double the square of a side of 2 units; the procedural question is how, if at all, can an answer be found by one who does not know it. It develops that the answer must be sought exclusively among opinions which the boy already holds, by means of questioning. What (...) I want to argue is that the boy's lesson is not an unqualified success any more than is Meno's. I shall maintain that, exactly parallel to the main discussion, Plato means to cast suspicion on the substantive answer which Socrates and the boy arrive at, and for an exactly parallel reason: the inquiry has been conducted improperly. On the other hand the lesson is far from an unqualified failure, since despite its lack of substantive result, it contains an important message about method. Just as it becomes clear in the discussion with Meno that any disciplined inquiry into virtue must refrain from asking what virtue is like until it has settled the more fundamental question of what virtue itself is, so in the slave-boy passage it is learned that we must refrain from asking what the solution to our problem is like until we have settled on what the solution itself is. (shrink)

The relation between the opening section of Plato’s Laws and Xenophon’s Constitution of the Lacedaemonians usually goes unnoticed. This paper draws attention to its importance for understanding Plato’s project in the dialogue. It has three sections. In the first, it will be shown that the view proposed by Plato’s Athenian visitor that Lycurgus made virtue in its entirety the goal of his statecraft was anticipated in Xenophon’s treatise. It has to be treated as an interpretation of the (...) Spartan politeia, alternative to that advanced by Cleinias and Megillus, and accepted by Aristotle, which Plato could expect or at any rate hope to be taken seriously as such. In the second, the argument will focus on the contents of the legislative programme the Athenian says he had hoped to hear Cleinias ascribe to the Cretan and Spartan lawgivers. The case will be made that Plato can expect recognition by the reader that the programme is properly Spartan and Cretan by virtue of its echoes of the programme attributed to Lycurgus by Xenophon. Finally, the third section will argue that in making law primarily concerned with fostering the proper development, conduct, and treatment of human beings at every stage of the life cycle, above all by provision for sound customary practices and the like, Plato adopts the approach to law making taken by Xenophon’s Lycurgus. (shrink)

This book presents an up-to-date overview of the main new directions taken by ancient philosophy in the first century BC, a period in which the dominance exercised in the Hellenistic age by Stoicism, Epicureanism and Academic Scepticism gave way to a more diverse and experimental philosophical scene. Its development has been much less well understood, but here a strong international team of leading scholars of the subject reconstruct key features of the changed environment. They examine afresh the evidence for some (...) of the central Greek thinkers of the period, as well as illuminating Cicero's engagement with Plato both as translator and in his own philosophising. The intensity of renewed study of Aristotle's Categories and Plato's Timaeus is an especially striking outcome of their discussions. The volume will be indispensable for scholars and students interested in the history of Platonism and Aristotelianism. (shrink)

Presented in the popular Cambridge Texts format are three early Platonic dialogues in a new English translation by Tom Griffith that combines elegance, accuracy, freshness and fluency. Together they offer strikingly varied examples of Plato's critical encounter with the culture and politics of fifth and fourth century Athens. Nowhere does he engage more sharply and vigorously with the presuppositions of democracy. The Gorgias is a long and impassioned confrontation between Socrates and a succession of increasingly heated interlocutors about political (...) rhetoric as an instrument of political power. The short Menexenus contains a pastiche of celebratory public oratory, illustrating its self-delusions. In the Protagoras, another important contribution to moral and political philosophy in its own right, Socrates takes on leading intellectuals (the 'sophists') of the later fifth century BC and their pretensions to knowledge. The dialogues are introduced and annotated by Malcolm Schofield, a leading authority on ancient Greek political philosophy. (shrink)

In this book, Malcolm presents a new and radical interpretation of Plato's earlier dialogues. He argues that the few cases of self-predication contained therein are acceptable simply as statements concerning universals, and that therefore Plato is not vulnerable in these cases to the Third Man Argument. In considering the middle dialogues, Malcolm takes a conservative stance, rejecting influential current doctrines which portray the Forms as being not self-predicative. He shows that the middle dialogues do indeed take (...) Forms to be both universals and paradigms, and thus to exemplify themselves. The author goes on to consider why Plato should have been unsuccessful in avoiding self-predication. He shows that Plato's concern to explain how the truths of mathematics can indeed be true played an important role in his postulation of the Form as an Ideal Individual. The author concludes with the claim that reflection on the ambiguity of the notion of the "Standard Yard" may help us to appreciate why Plato failed to distinguish Forms as universals from Forms as paradigm cases. (shrink)

This article traces the circumstances, which led to Plato becoming a great philosopher. Gradual unraveling of the article brings out more of young Plato and how he became a part of Socrates' circle. Doing philosophy meant trying to understand how to live the life of a just person: getting rid of illusions about what we know or what we think we want, and coming to see what living well really consists of. That is the manifesto Socrates enunciates in (...) his speech to the jurors in the Apology. That is the theme Plato makes him elaborate and defends on a massive scale in the Republic, the longest and most complex of all his works. Fundamental in what he took from Socrates is the idea that philosophy is an inquiry, and inquiry best pursued in conversation with someone else. (shrink)

An interpretation of Plato's earlier dialogues which argues that the few cases of self-predication contained therein are acceptable simply as statements concerning universals and that therefore Plato is not vulnerable in these cases to the "third man argument".

Burnet's text should be emended or repunctuated at three points. At d I we should follow Moreschini and with BT omit Proclus' γε: the unanimous voice of our best manuscripts must be allowed to drown the unreliable Neoplatonist. At e 2, as I shall argue, should be excised. And at e 2–3 the clause is to be attributed to Aristoteles, as Brumbaugh advocates. This attribution gives a better and more typical question and answer sequence, although I can find no other (...) example where Aristoteles ventures sua sponte. (shrink)

The word euboulia, which means excellence in counsel or sound judgement, occurs in only three places in the authentic writings of Plato. The sophist Protagoras makes euboulia the focus of his whole enterprise : What I teach a person is good judgement about his own affairs — how best he may manage his own household; and about the affairs of the city — how he may be most able to handle the business of the city both in action and (...) in speech. Thrasymachus, too, thinks well of euboulia. Invited by Socrates to call injustice kakoetheia ’, i.e. as simple-mindedness), he declines the sophistry and says : ‘No, I call it good judgement’. But Plato finds little occasion to introduce the concept in developing his own ethical and political philosophy. The one place where he mentions euboulia is in his defence of the thesis that his ideal city possesses the four cardinal virtues. He begins with wisdom, and justifies the ascription of wisdom to the city on the ground that it has euboulia — which he goes on to identify with the knowledge required by the guardians: ‘with this a person does not deliberate on behalf of any of the elements in the city, but for the whole city itself — how it may best have dealings with itself and with the other cities’ . It is normally rather dangerous to draw an inference from the absence or rarity of a word to the absence or rarity of the idea expressed by the word. (shrink)

The wordeuboulia, which meansexcellence in counselorsound judgement, occurs in only three places in the authentic writings of Plato. The sophist Protagoras makeseubouliathe focus of his whole enterprise(Prot.318e–319a):What I teach a person is good judgement about his own affairs — how best he may manage his own household; and about the affairs of the city — how he may be most able to handle the business of the city both in action and in speech.Thrasymachus, too, thinks well ofeuboulia. Invited by (...) Socrates to call injusticekakoetheia(vicious disposition — he has just identified justice as ‘an altogether noble good nature (euetheia)’, i.e. as simple-mindedness), he declines the sophistry and says (Rep. 348d): ‘No, I call it good judgement’. But Plato finds little occasion to introduce the concept in developing his own ethical and political philosophy. The one place where he mentionseubouliais in his defence of the thesis that his ideal city possesses the four cardinal virtues. He begins with wisdom, and justifies the ascription of wisdom to the city on the ground that it haseuboulia(Rep.428b) — which he goes on to identify with the knowledge required by the guardians: ‘with this a person does not deliberate on behalf of any of the elements in the city, but for the whole city itself — how it may best have dealings with itself and with the other cities’ (428c–d). It is normally rather dangerous to draw an inference from the absence or rarity of a word to the absence or rarity of the idea expressed by the word. (shrink)

It is arguable that the student of the deductions which make up the second part of Plato's Parmenides is today better placed than any of his predecessors, save Aristotle, Speusippus, and other immediate associates of Plato, to understand and evaluate those forbidding pages. Ways of looking at and handling the matter of the text are available to him which were not open to those who lived before the rise of critical philological scholarship in Europe in the last century, (...) and of analytical philosophy in the English-speaking world in this. He has to hand, too, some pioneering work on the dialogue of recent date. (shrink)

This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting (...) contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity. (shrink)

Machine generated contents note: 1. Poetry: the roots of a problem; 2. A radical solution: Plato's Republic; 3. The natural history of poetry: Aristotle; 4. Ways to find truth in falsehood; 5. The marriage of Homer and Plato.

The essays in this volume were written to celebrate the sixtieth birthday of G. E. L. Owen, who by his essays and seminars on ancient Greek philosophy has made a contribution to its study that is second to none. The authors, from both sides of the Atlantic, include not only scholars whose main research interests lie in Greek philosophy, but others best known for their work in general philosophy. All are pupils or younger colleagues of Professor Owen who are indebted (...) to his practice of philosophical scholarship as a first-order philosophical activity. At the heart of G. E. L. Owen's work has been a preoccupation with the role of philosophical reflection on language in the metaphysics and epistemology of Plato, Aristotle and other ancient Greek thinkers. This is accordingly the general topic of the present volume, which includes five papers on Plato's critical dialogues and seven on Aristotle, prefaced by two on Heraclitus and followed by a study of the debate in Hellenistic philosophy on the sorites. This is a book for specialists in Greek philosophy and philosophers of language which will also be of interest to some linguists. (shrink)

In 1962 I offered an analysis of the Line and Cave which maintained that the four main divisions of each are parallel and interpreted the three stages of ascent in the Cave allegory as representing the three stages in Plato's educational programme: music and gymnastic, mathematics and dialectic. At that time a major portion of my task was to counter arguments which purported to show that the Line and Cave could not be parallel. The present situation is quite different (...) since recent writers, for the most part, not only take the four main divisions of the Cave as parallel to those of the Line, but also accept the restriction of the Cave allegory to moral and mathematical education as a crucial step in the establishing of this fact. This last move, which is clearly in harmony with the form and content of the Republic, enables us to allow for the ordinary unenlightened man to be at the bottom level of the Cave without our having to suggest that he confuses the shadows of visual objects with their originals, which could well be the case if the Cave were taken to represent all sense perception as such. Despite fairly general agreement on these basic points of interpretation there remains, however, a wide divergence of opinion as to the significance of the various levels of education or moral awareness portrayed by the Cave. In keeping with several recent papers on this topic I shall focus my attention on the bottom two stages of this allegory: the state of the prisoners viewing shadows on the cave wall and that of the released prisoners, still in the cave, but turned around and looking at the puppets which cast these shadows. (shrink)

This book, first published in 2000, is a general and comprehensive treatment of the political thought of ancient Greece and Rome. It begins with Homer and ends in late antiquity with Christian and pagan reflections on divine and human order. In between come studies of Plato, Aristotle and a host of other major and minor thinkers - poets, historians, philosophers - whose individuality is brought out by extensive quotation. The international team of distinguished scholars assembled by the editors includes (...) historians of law, politics, culture and religion, and also philosophers. Some chapters focus mostly on the ancient context of the ideas they are examining, while others explore these ideas as systems of thought which resonate with modern or perennial concerns. This clearly written volume will long remain an accessible and authoritative guide to Greek and Roman thinking about government and community. (shrink)

To ensnare the sophist of the Sophist in a definition disclosing him as a purveyor of images and falsehoods Plato must block the sophistical defence that image and falsehood are self-contradictory in concept, for they both embody the proposition proscribed by Parmenides — ‘What is not, is’. It has been assumed that Plato regards this defence as depending on a reading of ‘what is not’ in its very strongest sense, where it is equivalent to ‘what is not in (...) any way’ or ‘nothing’. Likewise, the initial paradoxes of not-being are seen as requiring that to mē on be understood in this way, that later designated by Plato as the opposite of to on or ‘being’. On this interpretation, Plato's counter-strategy is to recognise a use of to mē on which is not opposed in this strict sense to being, but is indeed a part of it and is ‘being other than’. In a stimulating article, R. W. Jordan challenges this account. I shall briefly attempt to show that his objections are not decisive and that his own interpretation is open to question. Jordan makes the interesting suggestion that a distinction between two senses of not-being, where one is equivalent to nothing and one is not, dates from the middle dialogues — particularly from Republic V, where objects of agnoia are mēdamē onta and objects of doxa are both onta and mē onta. He concludes , ‘Malcolm's view, then, seems to amount to this: that Plato is now extending the moral he draws about objects of belief in the Republic to cover forms. Forms too now are seen to be both being and notbeing.’. (shrink)

To ensnare the sophist of the Sophist in a definition disclosing him as a purveyor of images and falsehoods Plato must block the sophistical defence that image and falsehood are self-contradictory in concept, for they both embody the proposition proscribed by Parmenides — ‘What is not, is’. It has been assumed that Plato regards this defence as depending on a reading of ‘what is not’ in its very strongest sense, where it is equivalent to ‘what is not in (...) any way’ or ‘nothing’. Likewise, the initial paradoxes of not-being are seen as requiring that to mē on be understood in this way, that later designated by Plato as the opposite of to on or ‘being’. On this interpretation, Plato's counter-strategy is to recognise a use of to mē on which is not opposed in this strict sense to being, but is indeed a part of it and is ‘being other than’. In a stimulating article, R. W. Jordan challenges this account. I shall briefly attempt to show that his objections are not decisive and that his own interpretation is open to question. Jordan makes the interesting suggestion that a distinction between two senses of not-being, where one is equivalent to nothing and one is not, dates from the middle dialogues — particularly from Republic V, where objects of agnoia are mēdamē onta and objects of doxa are both onta and mē onta. He concludes, ‘Malcolm's view, then, seems to amount to this: that Plato is now extending the moral he draws about objects of belief in the Republic to cover forms. Forms too now are seen to be both being and notbeing.’. (shrink)

According to Cleary, Aristotle's theory of mathematics is a product of his general philosophical method, which begins with the opinions of his predecessors, articulates their problems, and proposes solutions. Since his predecessors, and especially Plato, were interested in the role of mathematics in cosmology, Aristotle's solution must provide answers to these same questions. Cleary studies Aristotle's reversal of the platonic primacy of mathematics over physics and considers its implications for his ontology and metaphysics.