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Socratic perplexity and the nature of philosophy

New York: Oxford University Press (1999)

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  1. Socratic Pedagogy: Perplexity, humiliation, shame and a broken egg.Peter Boghossian - 2012 - Educational Philosophy and Theory 44 (7):710-720.
    This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to (...)
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  • Opining beauty itself: the ordinary person and Plato's forms.Naomi Reshotko - 2022 - Albany: State University of New York Press.
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  • L'ètica de Plató.Nicholas White - 2014 - Quaderns de Filosofia 1 (2).
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  • Colloquium 5: Aristotle on Aporia and Searching in Metaphysics.Vasilis Politis - 2003 - Proceedings of the Boston Area Colloquium of Ancient Philosophy 18 (1):145-182.
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  • Philosophy with children, the stingray and the educative value of disequilibrium.Karin Saskia Murris - 2008 - Journal of Philosophy of Education 42 (3-4):667-685.
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...)
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  • The Structure of Courage in the Laches, Meno and Protagoras.Jakub Jirsa - 2021 - Elenchos: Rivista di Studi Sul Pensiero Antico 42 (1):143-164.
    The following article provides an interpretation of the structure of courage in Plato’s Laches, Meno and Protagoras. I argue that these dialogues present courage (ἀνδρεία) in the soul according to the same scheme: that there is a normatively neutral psychic state which is informed by the knowledge of good and evil. The knowledge (ἐπιστήμη) which informs this normatively neutral psychic state is called practical wisdom (which Plato refers to as φρόνησις or sometimes σοφία). This interpretation seems to negate the claim (...)
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  • Meno's Paradox in Context.David Ebrey - 2014 - British Journal for the History of Philosophy 22 (1):4-24.
    I argue that Meno’s Paradox targets the type of knowledge that Socrates has been looking for earlier in the dialogue: knowledge grounded in explanatory definitions. Socrates places strict requirements on definitions and thinks we need these definitions to acquire knowledge. Meno’s challenge uses Socrates’ constraints to argue that we can neither propose definitions nor recognize them. To understand Socrates’ response to the challenge, we need to view Meno’s challenge and Socrates’ response as part of a larger disagreement about the value (...)
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  • Dyschereia and Aporia: The Formation of a Philosophical Term.Wei Cheng - 2018 - TAPA 148 (1):75-110.
    Plato’s nephew Speusippus has been widely accepted as the historical person behind the mask of the anti-hedonists in Phlb. 42b–44c. This hypothesis is supported by, inter alia, the link between Socrates’ char- acterization of them as δυσχερεῖς and the frequent references of δυσχέρεια as ἀπορία to Speusippus in Aristotle’s Metaphysics MN. This study argues against assigning any privileged status to Speusippus in the assimilation of δυσχέρεια with ἀπορία. Instead, based on a comprehensive survey of how δυσχερ- words were used in (...)
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  • Art & Dialogue: An Experiment in Pre-k Philosophy.Erik Kenyon & Diane Terorde-Doyle - 2017 - Analytic Teaching and Philosophical Praxis 37 (2):26-35.
    Early educators are in a bind. Teacher education programs are calling on them more and more to help students practice critical thinking and develop intellectual character ; yet school funding depends on meeting Common Core standards, which do not explicitly assess critical thinking until the high-school level. Add to that an over-engineered content curriculum, and thinking becomes a luxury that is quickly lost amid more immediate concerns. As a result, we are raising a generation of “excellent sheep” who flourish amid (...)
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