In Plato's Lysis, Socrates' conversation with Lysis features logical fallacies and questionable premises and closes with a blatantly eristic trick. I show how the form and content of these arguments make sense if we interpret them from the perspective of Socrates' pedagogical goals. Lysis is a competitive teenager who, along with his friend Menexenus, enjoys the game of eristic disputation. Socrates recognizes Lysis' predilections, and he constructs his arguments to engage Lysis' interests and loves, while also drawing the boy into (...) thinking philosophically about the issues that the arguments raise about love, freedom, and happiness. (shrink)

Plato targets the encomiastic genre in three separate dialogues: the Lysis, the Menexenus and the Symposium. Many studies have been devoted to Plato's handling of the funeral oration in the Menexenus. Plato's critique of the encomium in the Lysis and Symposium, however, has not been accorded the same kind of treatment. Yet both of these dialogues go beyond the Menexenus in exploring the opposition between encomiastic and philosophic discourse. In the Lysis, I will argue, Plato sets up encomiastic rhetoric as (...) a foil for Socrates' dialectical method; philosophic discourse is both defined and legitimated by way of its opposition to eulogy. In the Symposium, Plato offers a much more complex critique. First, he illustrates and comments on the vices that inhere in the encomiastic genre. Second, he juxtaposes Socrates' ironic ‘praises’ of his interlocutors with traditional encomiastic discourse, thus inviting the reader to explore the relation between Socratic irony and the rhetoric of eulogy . And, third, the Symposium exhibits two untraditional ‘encomia’ – Socrates' eulogy for Eros and Alcibiades' for Socrates – that illustrate and interrogate the false ontology underlying the rhetoric of praise. (shrink)

Plato targets the encomiastic genre in three separate dialogues: theLysis, theMenexenusand theSymposium. Many studies have been devoted to Plato's handling of the funeral oration in theMenexenus. Plato's critique of the encomium in theLysisandSymposium, however, has not been accorded the same kind of treatment. Yet both of these dialogues go beyond theMenexenusin exploring the opposition between encomiastic and philosophic discourse. In theLysis, I will argue, Plato sets up encomiastic rhetoric as a foil for Socrates' dialectical method; philosophic discourse is both defined (...) and legitimated by way of its opposition to eulogy. In theSymposium, Plato offers a much more complex critique. First, he illustrates and comments on the vices that inhere in the encomiastic genre. Second, he juxtaposes Socrates' ironic ‘praises’ of his interlocutors with traditional encomiastic discourse, thus inviting the reader to explore the relation between Socratic irony and the rhetoric of eulogy (and censure). And, third, theSymposiumexhibits two untraditional ‘encomia’ – Socrates' eulogy for Eros and Alcibiades' for Socrates – that illustrate and interrogate the false ontology underlying the rhetoric of praise. (shrink)

What is the role of philosophy in education? This timeless question may best be answered by examining Plato's earliest dialogues in which he makes a case for philosophy as the centerpiece of education. I call this effort Plato's project for education and interpret the Apology, Crito, Charmides, Laches, Ion, Hippias Minor, Euthyphro, and Lysis as an integrated attempt to promote philosophy as education in ancient Athens. Plato accepted arete as the proper goal of education, but his interpretation of arete as (...) a distinctly moral quality required a new approach to education. Plato recognized that the quality in a doctor that makes her aim at what is good for her patient is distinct from the skill that enables her to choose the most effective treatment. Against traditional education, which emphasized social standing, professional skill, and the accumulation of information, Plato focused on the moral dimension of human beings and prescribed philosophy as a means for developing it. Memorization of information and tuition in practical skills may help us in our particular crafts, but it does little to improve us morally. This task must be undertaken separately through examination and reflection. Success will be judged not by one's peers, or even by one's government, but by the gods themselves who adhere to a universal idea of goodness. Plato's conception of arete as the health of the soul precipitates a new approach to education that focuses on philosophy and presents Socrates as its hero and martyr. Health of the soul, like health of the body, is something that requires constant labor and attention, and yet may never be perfected. In Plato's project, the ignorant Socrates and the dialogues themselves become indirect teachers by exhorting students to care for their souls and to appreciate the task. The promise that arete can be achieved through the pursuit of moral wisdom is given in the words and actions of Socrates. Like his ancient friends, the reader struggles to understand Socrates and from this struggle emerges philosophy: the love and pursuit of wisdom; the proper education for arete. (shrink)