Contemporary political discourse is marked with the language of democracy, and Western countries in particular seek to promote democracy at home and abroad. However, there is a sublimated conflict in general political discourse between a desire to rely on alleged political experts and a desire to assert the supposed common sense of all men. Can the struggle between the democratic and aristocratic values embodied in this conflict be reconciled? The question is perennial, and raises issues that are central to constitutional (...) design. Aristotle, developing in significant ways insights made by his teacher Plato, grapples with it in his Politics. Aristotle's views on these matters are relevant—by way of the American Founders'—to contemporary American politics and modern democracies generally. During the eighteenth century, the Founders, some of whom explicitly reached back to Aristotle's work, also struggled—especially in The Federalist Papers—with these thorny issues of constitutional design. They created the U.S. Constitution in part to address these very same problems and issues. We are living in some ways, then, in the shadow of Aristotle's political theorizing, albeit as transposed by the American Founders. Both Aristotle and some of the American Founders theoretically favor aristocracy over democracy, but concede that in practice a blend of the two has to be integrated into the fundamental structure of political society. We need to reconnect with these important political discussions in order to come to terms with aristocratic and democratic values in our current circumstances. Footnotesa I am grateful to Fred Miller and David Keyt for many helpful suggestions and thoughtful questions throughout the editing process. I would also like to thank Irfan Khawaja for valuable feedback on an earlier version of this essay. (shrink)

Socratic teaching is popularly understood as aggressively questioning randomly called-on students, but this is a model that many educators have moved away from. The focus has shifted to eliciting and facilitating critical dialogue among willing participants. I would argue that this helpful shift still misses an essential element of Socratic teaching that can be gleaned from some of Plato’s early dialogues. The most crucial dimension of Socrates’ pedagogy is the function of the educator as an exemplar. I develop an account (...) of what being an exemplar amounts to, discuss how examples of this activity are present in early Platonic dialogues, and then explain how the insights gleaned from such an examination can animate Socratic pedagogy in the classroom. (shrink)

Socratic teaching is popularly understood as aggressively questioning randomly called-on students, but this is a model that many educators have moved away from. The focus has shifted to eliciting and facilitating critical dialogue among willing participants. I would argue that this helpful shift still misses an essential element of Socratic teaching that can be gleaned from some of Plato’s early dialogues. The most crucial dimension of Socrates’ pedagogy is the function of the educator as an exemplar. I develop an account (...) of what being an exemplar amounts to, discuss how examples of this activity are present in early Platonic dialogues, and then explain how the insights gleaned from such an examination can animate Socratic pedagogy in the classroom. (shrink)

Contemporary neo-Aristotelians disagree about whether Aristotle’s work can contribute to rather than compete with or replace modern political theories, particularly theories that take individual rights seriously. In his Nature, Justice, and Rights in Aristotle’s Politics, Fred Miller says “yes.” In After Virtue, drawing on Aristotle to provide an alternative to what he sees as the moral bankruptcy on which modern political theories rest, Alasdair MacIntyre says “no.” However, I maintain—as does Miller (though on somewhat different grounds)—that MacIntyre is mistaken to (...) think that Aristotelianism and modern political theories are entirely at odds with one another. They are mostly reconcilable, a position I call the ‘compatibility thesis.’ An implication of this is that Aristotle’s thought, especially concerning the common advantage, can clarify and strengthen modern political theories that regard individuals (not the state or society) as morally primary and that advocate protecting them equally via rights under the rule of law. (shrink)

The first-ever multivolume treatment of the issues in legal philosophy and general jurisprudence, from both a theoretical and a historical perspective. The work is aimed at jurists as well as legal and practical philosophers. Edited by the renowned theorist Enrico Pattaro and his team, this book is a classical reference work that would be of great interest to legal and practical philosophers as well as to jurists and legal scholar at all levels. The work is divided in two parts. The (...) theoretical part, consisting of five volumes, covers the main topics of the contemporary debate; the historical part, consisting of six volumes, accounts for the development of legal thought from ancient Greek times through the twentieth century. The entire set will be completed with an index. Volume 6: A History of the Philosophy of Law from the Ancient Greeks to the Scholastics 2nd revised edition, edited by Fred D. Miller, Jr. and Carrie-Ann Biondi Volume 6 is the first of the Treatise’s historical volumes and is dedicated to the philosophers’ philosophy of law from ancient Greece to the 16th century. The volume thus begins with the dawning of legal philosophy in Greek and Roman philosophical thought and then covers the birth and development of European medieval legal philosophy, the influence of Judaism and the Islamic philosophers, the revival of Roman and Christian canon law, and the rise of scholastic philosophy in the late Middle Ages, which paved the way for early-modern Western legal philosophy. This second, revised edition comes with an entirely new chapter devoted to the later Scholastics and an epilogue on the legacy of ancient and medieval thought for modern legal philosophy, as well as with updated references and indexes. (shrink)

Socratic teaching is popularly understood as aggressively questioning randomly called-on students, but this is a model that many educators have moved away from. The focus has shifted to eliciting and facilitating critical dialogue among willing participants. I would argue that this helpful shift still misses an essential element of Socratic teaching that can be gleaned from some of Plato’s early dialogues. The most crucial dimension of Socrates’ pedagogy is the function of the educator as an exemplar. I develop an account (...) of what being an exemplar amounts to, discuss how examples of this activity are present in early Platonic dialogues, and then explain how the insights gleaned from such an examination can animate Socratic pedagogy in the classroom. (shrink)