Scholars often regard the 4th century controversy on education as a rivalry between philosophy, which is represented by Plato and Aristotle, and rhetoric, which is represented most prominently by Isocrates. The problem with this view is that it presupposes a distinction between philosophy and rhetoric which seems to be the product rather than the cause of the controversy. In this paper I discuss certain aspects of Isocrates’ thought which allow us to place him in the beginning of a tradition which (...) only later would be recognized as empiricist. Both Plato and Aristotle oppose Isocrates, but their arguments develop in different directions. I argue that Aristotle, who is influenced by Isocrates, provides him with the normative context rhetoric needs in order to qualify as an art. This, however, does not imply that Aristotle subscribes to empiricism. Following Plato, he postulates a realm of real essences grasped by reason which, in Aristotle’s case, ultimately accounts for his view that rhetoric is an offshoot of dialectic. By contrast, Plato bans rhetoric completely from the state, handing over the task of persuasion to the philosopher or the ideal legislator. (shrink)

Fifth-century authors often invoke the idea that human beings are by nature savage, and that the civilized state of human societies is imposed on them by law and custom. A possible consequence of this idea is a pessimistic anthropological account, according to which pleonexia or greed is a natural characteristic of human beings, and therefore a justified drive of human behaviour. Scholars often attribute this pessimistic account of human nature to the sophists, whose views are considered to be reflected in (...) the speeches of Plato’s characters Glaucon and Callicles. Taking into account the genres and the contexts in which the original sophistic arguments concerning savage humanity appear, as well as the practices for which such arguments were implemented, this paper argues that the pessimistc view of human nature is not a product of sophistic thought, but is rather developed by authors such as Thucydides, who uses it in order to explain the atrocities committed in the course of the Peloponnesian war, and Plato, who uses it as a foil to his arguments concerning the superiority of human nature. (shrink)

The idea of philosophy as a way of living is explicitly introduced by Plato, who illustrates it through the story of his teacher’s life and death. A most striking aspect of Plato’s account of philosophy as a way of living is that it also appears to involve the idea of philosophy as a preparation for, or even a pursuit of, dying: they that strive unceasingly for this release [sc. the release of soul from body] are, so we maintain, none other (...) than those that pursue philosophy aright; indeed this and nothing else is the philosopher’s concern, the release and separation of soul from body The soul of the philosopher trains itself to die readily, by achieving, already during life, a state of purity: which is precisely what true philosophy consists in 80-81a. (shrink)

The Academy was a philosophical school established by Plato that safeguarded the continuity and the evolution of Platonism over a period of about 300 years. Its contribution to the development of Hellenistic philosophical and scientific thinking was decisive, but it also had a major impact on the formation of most of the other philosophical trends emerging during this period. This volume surveys the evidence for the historical and social setting in which the Academy operated, as well as the various shifts (...) in the philosophical outlook of Platonism during its existence. Its contribution to the evolution of special sciences such as mathematics is also examined. The book further includes the first complete annotated translation in English of Philodemus' History of the Academy, preserved on a papyrus from Herculaneum. It thus offers a comprehensive picture of one of the most prominent and influential of all educational institutions in ancient Greece. (shrink)

Review of Christopher Rowe, Plato and the Art of Philosophical Writing, Cambridge University Press, Cambridge, 2007.