_Draws out numerous affinities between the sophists and Socrates in Plato's dialogues._.

The practice of teaching virtue for pay was typical of the Greek sophists but consistently eschewed by their contemporary Socrates. Plato and Xenophon offer various explanations for Socrates' refusal to take pay, explanations intended not only to reflect favourably upon their teacher but also to reflect negatively upon the sophists. Indeed, Plato and Xenophon have been so persuasive in this regard that the mere fact of accepting pay has become a common source of invective against the sophists. This paper examines (...) and evaluates these passages of Plato and Xenophon in light of the historical information we have concerning sophistic and Socratic pedagogy in general and it reaches two major conclusions: first, that most of the reasons ascribed to Socrates for refusing to accept pay are sufficiently problematic to raise serious doubts about their authenticity and, second, that none of these reasons functions successfully as a general critique of the sophists. (shrink)

Not much is known about Prodicus of Ceos, though he is mentioned in more than a dozen Platonic dialogues and appears as a character in the Protagoras. In this article I examine the extant evidence about Prodicus from Plato and other ancient authors and show that Plato's attitude toward him was, surprisingly, one of great respect. In fact, Plato suggests that Prodicus was quite literally Socrates' teacher. I argue that by considering the evidence carefully we can determine with some confidence (...) what Socrates probably took from his instruction, namely, an art of making careful distinctions (diairesis), which had important political and philosophical applications. (shrink)

11 April 2013 marks the 50th anniversary of the papal encyclical, Pacem in Terris, a document that has exerted enormous influence on the doctrines of war and peace articulated by Roman Catholic and non-Catholic writers alike. The argument we make here is that in its understanding of human rights, international peace and philosophical anthropology, the encyclical in effect abandons the ?just war? teachings that had guided the church's view of human conflict for 16 centuries, and we argue that the departure (...) is a mistake. (shrink)

Engaging a broad range of Platonic dialogues, this collection of essays by distinguished scholars in political theory and philosophy explores the relation of Socratic philosophizing to those activities with which it is typically opposed—such as tyranny, sophistry, poetry, and rhetoric. The essays show that the harder one tries to disentangle Socrates’ own activity from that of its apparent opposite, the more entangled they become; yet, it is only by taking this entanglement seriously that the distinctive character of Socratic philosophy emerges. (...) The collection sheds new light on the ways in which Plato not only represents philosophy in relation to what it is not, but also makes it “strange” to itself. (shrink)

Music training is associated with enhanced executive function but little is known about the extent to which harmonic aspects of musical training are associated with components of executive function. In the current study, an array of cognitive tests associated with one or more components of executive function, was administered to young adult musicians and non-musicians. To investigate how harmonic aspects of musical training relate to executive function, a test of the ability to compose a four-part harmony was developed and administered (...) to musicians. We tested the working hypothesis that musicians would outperform non-musicians on measures of executive function, and that among musicians, the ability to harmonize would correlate positively with measures of executive function. Results indicate that musicians outperformed non-musicians on the Tower of London task, a measure of planning and problem-solving. Group differences were not detected on tasks more selective for inhibitory control, conflict resolution, or working memory. Among musicians, scores on the harmony assessment were positively correlated with performance of the Tower of London task. Taken together, the current results support a strong relationship between musicianship and planning and problem solving abilities, and indicate that the ability to harmonize is associated with components of executive function contributing to planning and problem solving. (shrink)