RESUMEN Se aborda el pensamiento de E.M. Cioran desde la perspectiva de un sinsabor vital denominado sentimiento de muerte. El término, aunque aparece solo en su primer escrito, es transversal a toda su obra, puesto que para el autor los seres humanos nos intuimos como posesos de la muerte en cada momento de nuestra existencia. Esto cambia el tono normal de la vida, al poner frente a la persona una realidad carente de sentido y dominada por circunstancias radicales y limitantes (...) como el dolor y la agonía, que culmina en una atmósfera gobernada por la intuición trágica de la vida. ABSTRACT The article addresses the thought of E.M. Cioran from the perspective of that vital uneasiness known as the sentiment of death. Although the term appears only in his first book, the idea cuts across his entire work given that, for Cioran, human beings intuit themselves as possessed by death at every moment of their lives. When persons are faced with a meaningless reality, dominated by radical and limiting circumstances such as pain and agony, the whole tenor of life changes until it becomes a tragic intuition of life. (shrink)

This paper is an attempt so to construe the arguments of the Hippias Minor as to remove the justification for regarding it as unworthy of Plato either because of its alleged fallaciousness and Sophistic mode of argument or because of its alleged immorality. It focuses, therefore, only on the arguments and their conclusions, steering clear of the dialogue's dramatic and literary aspects. Whereas I do not wish to deny the importance of these aspects to a proper understanding of the dialogue (...) – on the contrary, in a dialogue so heavily laden with irony and caricature, these aspects are necessarily more significant than they are in other dialogues – I do think there is something to be gained from concentrating on the arguments themselves. Although there can be little doubt that Socrates is up to something in the Hippias Minor, the task of determining just what he is up to can only be simplified by clarifying the arguments first. The Hippias Minor has traditionally been thought to contain two independent arguments, each having its own paradoxical conclusion. The first argument begins, it is said, when Hippias characterizes the two Homeric heroes Achilles and Odysseus as the true man and the false man respectively. Through its discovery that both the false man and the true man have δύναμις, it results in the paradox that the false man and the true are identical. The second argument, on this view, leaves the subject of ληθς and ψευδς and compares instead all sorts of agents in intentional and unintentional action. Finding that the intentional agent is in every case better than the unintentional, the argument concludes that the intentional evil-doer is also better than the unintentional. Viewing the dialogue as thus containing two distinct topics treated in two self-sufficient arguments is perhaps not the best way to understand it. (shrink)

This paper is an attempt so to construe the arguments of the Hippias Minor as to remove the justification for regarding it as unworthy of Plato either because of its alleged fallaciousness and Sophistic mode of argument or because of its alleged immorality. It focuses, therefore, only on the arguments and their conclusions, steering clear of the dialogue's dramatic and literary aspects. Whereas I do not wish to deny the importance of these aspects to a proper understanding of the dialogue (...) – on the contrary, in a dialogue so heavily laden with irony and caricature, these aspects are necessarily more significant than they are in other dialogues – I do think there is something to be gained from concentrating on the arguments themselves. Although there can be little doubt that Socrates is up to something in the Hippias Minor, the task of determining just what he is up to can only be simplified by clarifying the arguments first.The Hippias Minor has traditionally been thought to contain two independent arguments, each having its own paradoxical conclusion. The first argument begins, it is said, when Hippias characterizes the two Homeric heroes Achilles and Odysseus as the true man and the false man respectively. Through its discovery that both the false man and the true man have δύναμις, it results in the paradox that the false man and the true are identical. The second argument, on this view, leaves the subject of ⋯ ⋯ληθ⋯ς and ⋯ ψευδ⋯ς and compares instead all sorts of agents in intentional and unintentional action. Finding that the intentional agent is in every case better than the unintentional, the argument concludes that the intentional evil-doer is also better than the unintentional. Viewing the dialogue as thus containing two distinct topics treated in two self-sufficient arguments is perhaps not the best way to understand it. (shrink)

Plato’s Hippias Minor proposes a thesis that I call the Superiority of the Voluntary Wrongdoer, which states that the person doing something wrong voluntarily is better than the person doing it wrong involuntarily. This claim has long unsettled scholars, who have tried to determine whether Socrates is serious about SVW or disavows it. The primary strategy among interpreters is to appeal to Socrates’ prior commitment to the “Socratic paradox” that no one does injustice voluntarily; with the Socratic paradox in the (...) background, it is argued, we can better understand how Socrates treats SVW. In this paper, I aim to show that the Hippias Minor points us towards a different understanding of SVW and the Socratic paradox, with implications for their role both in the dialogue and in Plato’s philosophy as a whole. My first step towards this understanding is to consider the distinctive methodology of the Hippias Minor. Socrates’ attitude towards his and Hippias’ arguments is characterized by πλάνη, or wavering; I argue that this wavering shows that Socrates wants to determine how he might accommodate what is compelling about both his and Hippias’ positions, rather than choosing one over the other. To that end, I look more closely at what each interlocutor proposes in the dialogue, concluding that many of their primary commitments are shared by both interlocutors and do not contradict. We do not, then, need to throw out SVW, and we can grasp the true role of the Socratic paradox: it is not axiomatic but a conditional conclusion of the dialogue, and Socrates’ attempt to reconcile SVW with Hippias’ arguments provides reasons and motivation for accepting it. Accordingly, we cannot assume that the Socratic paradox will be in place, and we should look for some indication in the Hippias Minor as to why it could hold. I argue that the dialogue provides a framework for doing so, by taking steps towards a new understanding of knowledge that can support the Socratic paradox. These moves put the Hippias Minor in the position of beginning to examine and develop key ideas in Plato’s ethics and epistemology. (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)