At the turn of the 17th century, in Romanian philosophy the nobility of spirit is seen as a certain but intermediate value, to be cherished while man waits for his divine reward, which is everlasting life, as presented in Divanul [The Divan] by Dimitrie Cantemir. Two hundred and fifty years later, man is regarded as having evolved from the animal forms of life in Mihai Ralea’s systematic presentation Explicarea omului [An Explanation of Man], and the sole meaning of nobility is (...) the revolutionary one, the heroic one, that is the ethical one. From a totally different point of view, during the interwar period, Constantin Micu Stavilă developed a general theory of man and society thus compellingly arguing against the claims of all ideologists of the natural genesis of human spirituality. In this theory the nobility of spirit was said to come from work and creation. By presenting these examples, my intention is to rediscover this spiritual, moral and socio-cultural ideal in order to find its place, role and profile in designing a new view of human nature, for a more decent human world. (shrink)

Plato’s method of hypothesis is initiated in the Meno, is featured in the Phaedo and the Republic, and is further developed in the Theaetetus. His method of collection and division is mentioned in the Republic, is featured in the Phaedrus,and is elaborated with modifications in the Sophist and the Statesman. Both methods aim at definitions in terms of necessary and sufficient conditions. In the course of these developments, the former method is shown to be weak in its treatment of sufficient (...) conditions, and the latter is shown to be comparably weak in its treatment of necessary conditions. A third method, which avoids these difficulties, is introduced in the first part of the Parmenides and is applied in connection with the eight hypotheses that follow. This application yields a demonstration of serious shortcomings both in historical Eleaticism and in the Eleatically-inspired theory of Forms in the Phaedo and the Republic, along with a demonstration of comparative strengths in historical Pythagoreanism and in the Pythagorean- inspiried theory of Forms in the Statesman and the Philebus. (shrink)

Plato’s method of hypothesis is initiated in the Meno, is featured in the Phaedo and the Republic, and is further developed in the Theaetetus. His method of collection and division is mentioned in the Republic, is featured in the Phaedrus,and is elaborated with modifications in the Sophist and the Statesman. Both methods aim at definitions in terms of necessary and sufficient conditions. In the course of these developments, the former method is shown to be weak in its treatment of sufficient (...) conditions, and the latter is shown to be comparably weak in its treatment of necessary conditions. A third method, which avoids these difficulties, is introduced in the first part of the Parmenides and is applied in connection with the eight hypotheses that follow. This application yields a demonstration of serious shortcomings both in historical Eleaticism and in the Eleatically-inspired theory of Forms in the Phaedo and the Republic, along with a demonstration of comparative strengths in historical Pythagoreanism and in the Pythagorean- inspiried theory of Forms in the Statesman and the Philebus. (shrink)

This paper focuses on two methodological questions that arise from Plato’s account of collection and division. First, what place does the method of collection and division occupy in Plato’s account of philosophical inquiry? Second, do collection and division in fact constitute a formal “method” (as most scholars assume) or are they simply informal techniques that the philosopher has in her toolkit for accomplishing different philosophical tasks? I argue that Plato sees collection and division as useful tools for achieving two distinct (...) goals – generating real definitions and discovering the basic natural kinds of a given domain of knowledge – both of which occupy a preliminary stage in his account of philosophical inquiry. As to the second question, I claim that the evidence for seeing collection and division as a formal method is weak. Although Plato calls the procedure a technê and a methodos, he makes no real attempt to formalize it in any way. For Plato, collection and division do not constitute an algorithmic process that can be learned from a rule book. Instead the ability to collect and divide properly are skills that good dialecticians must acquire through the kind of hands-on training illustrated by the Sophist and Statesman. Whereas Aristotle insists on formal rules for making proper divisions, Plato seems to emphasize the need to recognize where the natural joints of the world are. In this sense, Plato’s Sophist and Statesman and Aristotle’s Topics and Analytics present two very different pictures of collection and division. (shrink)

A brief overview of Kenneth Sayre’s paper, “Dialectic in Plato’s Late Dialogues,” followed by critical discussion.

English and Portuguese Between the 5 th and the 6 th centuries A. D., the Neoplatonic school of Alexandria, where the philosophical didactic follows a specific cursus studiorum , is opened also to the Christian students. D espite some divergences of religious (but also of economical and of political) natures, and after some violent events which occur in the Egyptian city, the Alexandrian school is linked to its contemporary Neoplatonic school in Athens. And indeed t he Prolegomena to Platonic Philosophy, (...) i.e. t he introductory lectures discussed by an Anonymous professor in order to present the characteristic of Platonic philosophy, show that the method of teaching Plato is still the same. According to the Neoplatonic exegetical tradition, the text emphasizes that the dialogical artefact fashioned as a cosmos by Plato is a paideutic instrument with a purpose to look away from the sensible and to guide towards the intelligible. Plato, through dialogues, eikones of the invisible, does not create illusions, but contributes to the practice of ‘assimilation’ by filling the writings with greater contents. KEY-WORDS : Plato, Prolegomena , analogy, visible cosmos, invisible cosmos. Entre os século V e VI d.C., a escola neoplatônica de Alexandria, onde a didática filosófica segue um preciso cursus studiorum , é aberta também aos estudantes cristãos. Não obstante algumas diferenças de natureza religiosa (mas também econômica e política), e em seguida a alguns violentos acontecimentos que golpeiam a cidade egípcia, a escola de Alexandria permanece ligada à contemporânea escola neoplatônica ateniense. E, de fato, os Prolegomena à filosofia de Platão, isto é as lições introdutórias dadas por um professor anônimo para apresentar as características da filosofia platônica, mostram que o método de ensinar Platão é ainda o mesmo. Seguindo a tradição exegética neoplatônica, o texto sublinha que o artefato dialógico, plasmado como um cosmo por Platão, é um instrumento paidêutico que tem o objetivo desviar o olhar do sensível e guiar rumo ao inteligível. Platão, através dos diálogos, eikones do invisível, não cria ilusões, mas contribui para a prática da “assimilação” preenchendo os escritos de maiores conteúdos. PALAVRAS CHAVES: Platão, Prolegomena , analogia, cosmo visível, cosmo invisível. (shrink)

Augustine's philosophy of life involves mediation, reviewing one's past and exercises for self-improvement. Centuries after Plato and before Freud he invented a 'spiritual exercise' in which every man and woman is able, through memory, to reconstruct and reinterpret life's aims. In this 2010 book, Brian Stock examines Augustine's unique way of blending literary and philosophical themes. He proposes a new interpretation of Augustine's early writings, establishing how the philosophical soliloquy has emerged as a mode of inquiry and how it relates (...) to problems of self-existence and self-history. The book also provides clear analysis of inner dialogue and discourse, and how, as inner dialogue complements and finally replaces outer dialogue, a style of thinking emerges, arising from ancient sources and a religious attitude indebted to Judeo-Christian tradition. (shrink)

Addressing Merleau-Ponty's work Phenomenology of Perception, in dialogue with The Visible and the Invisible, his lectures at the Collège de France, and his reading of Proust, this book argues that at play in his thought is a philosophy of “ontological lateness”. This describes the manner in which philosophical reflection is fated to lag behind its objects; therefore an absolute grasp on being remains beyond its reach. Merleau-Ponty articulates this philosophy against the backdrop of what he calls “cruel thought”, a style (...) of reflecting that seeks resolution by limiting, circumscribing, and arresting its object. By contrast, the philosophy of ontological lateness seeks no such finality-no apocalypsis or unveiling-but is characterized by its ability to accept the veiling of being and its own constitutive lack of punctuality. To this extent, his thinking inaugurates a new relation to the becoming of sense that overcomes cruel thought. Merleau-Ponty's work gives voice to a wisdom of dispossession that allows for the withdrawal of being. Never before has anyone engaged with the theme of Merleau-Ponty's own understanding of philosophy in such a sustained way as Whitmoyer does in this volume. (shrink)

Any dialogue conducted via mutually unintelligible languages constitutes no more than a dialogue of the deaf. Yet intelligibility in dialogue at the most basic linguistic level seems to have provoked little extended discussion in China, even though in practice getting one’s ideas across was plainly a major concern, in the late Ming period (1368-1644). Whilst Buddhists of the period had ceased in any real sense to act as translators of fresh Buddhist materials into Chinese from other languages, we do (...) find an essayist with things to say about translation. This was Hanshan Deqing (1546–1623), a major Buddhist monk of the age. Yet his essays are not readily to be found in his Buddhist writings, but in the preface to his annotations to the Daoist classic Daode jing. It is therefore within the context of dialogue with another rival tradition that his remarks were made, and so they have a particular relevance for those with an interest in the conduct of inter-religious dialogue in the Chinese tradition. (shrink)

British Journal for the History of Philosophy, Volume 19, Issue 6, Page 1213-1216, December 2011.

A plausible scenario for the future of electronic mass media news goes something like this. On the one hand, there will be the nightly television news, some of it brought to us by public entities and some by private, increasingly concentrated, corporate entities. On the other hand, there will be continually streaming sources of news available over the internet; and each of us will be able to construct, in effect, a tailor-made, continually revisable package of news. What I want to (...) do in this paper is reflect on the normative ideals in terms of which we ought to assess developments along these two paths. I will be assuming, along with the conference organizers, that these ideals must draw upon our notion of democratic dialogue. But what exactly is our notion of democratic dialogue? And how exactly should we bring it to bear on the two media paths? (shrink)

The First Dialogue of Three Dialogues covers a lot of ground. It introduces the two characters of the Dialogues, lays down the issue to be discussed, and, by means of the conversation, wrings from Hylas two important concessions. Hylas, who is apparently accustomed to sleeping in, opens the dialogue by revealing that he is up early due to a problem on his mind arising from a late night discussion. Philonous responds with a flowery and enthusiastic account of (...) the beauties of nature to be enjoyed by the early riser. Philonous gets from Hylas the willing admission that nothing is perceived immediately except the proper objects of the senses. George Berkeley leads into the discussion of primary and secondary qualities from a last ditch attempt by Hylas to resurrect his argument about sound with respect to color. He proposes that color is nothing more than the motion of light particles. (shrink)

How do we know that God exists? One of Britain's greatest 18th-century philosophers addresses the age-old question in this timeless dialogue. Equally captivating as a philosophical argument and as a work of literature, this classic is particularly relevant in terms of its criticism of the reasoning behind Intelligent Design.

One of the leading scholars and academic administrators of his time, Benjamin Jowett was Master of Balliol College as well as Regius Professor of Greek and, for a time, vice-chancellor at Oxford University. Along with his achievements in the area of academic reform, Jowett is remembered for this four-volume translation of Plato's dialogues. Characterising Plato as the 'father of idealism', Jowett reminds readers that while 'he may be illustrated by the writings of moderns … he must be interpreted by (...) his own, and by his place in the history of philosophy'. In this third volume, he includes six middle and late dialogues such as Gorgias, Parmenides, and the Statesman, each presented with a separate editorial introduction. Jowett's work represents a towering achievement in the field of classical and philosophical studies that had important influence on the subsequent study of Plato. (shrink)

This little-known late writing of Hobbes reveals an unexplored dimension of his famous doctrine of sovereignty. The essay was first published posthumously in 1681, and from 1840 to 1971 only a generally unreliable edition has been in print. This edition provides the first dependable and easily accessible text of Hobbes's _Dialogue._ In the _Dialogue,_ Hobbes sets forth his mature reflections of the relation between reason and law, reflections more "liberal" than those found in _Leviathan_ and his other well-known writings. (...) Hobbes proposes a separation of the functions of government in the interest of common sense and humaneness without visibly violating his dictum that the sharing or division of sovereignty is an absurdity. This new edition of the _Dialogue_ is a significant contribution to our understanding of seventeenth-century political philosophy. "Hobbes students are indebted to Professor Cropsey for this scholarly and accessible edition of _Dialogue._"—J. Roland Pennock, _American Political Science Review_ "An invaluable aid to the study of Hobbes."—_Review of Metaphysics_. (shrink)

From the late Classical period until the Nineteenth Century, Plato was admired for his inspiration and vision, rather than for his theories and argumentation. Then with the advent of analytic philosophy in the Twentieth Century, the pendulum swung hard in the other direction. Plato’s myths were largely ignored. The drama of his dialogues was considered insignificant. The theory of forms and the theory of recollection (as a gloss on immortality) became the pillars of Platonism, and the journals became (...) filled with careful, logical analyses of Platonic principles, theories, and hypotheses. Recently even mainstream Plato scholars have tried to redress the overemphasis on Platonic theory, but they have limited themselves mostly to arguing that image, myth, and characterisation are important to the interpretation of Plato in addition to concepts, theories, and dialectic. This paper argues that myth and dialogue play a much more central role in Platonic philosophy than is currently accepted. There is evidence that Plato treats the dialogues themselves as framing myths, within which all action and dialogue is treated as mimesis, rather than as direct presentation of Plato’s logoi. If this is correct, then each of Plato’s works is organised around the representation of a comprehensive poetic vision not stated in, but rather only through, the action of the dialogue. (shrink)

Why did Plato put his philosophical arguments into dialogues, rather than presenting them in a plain and readily understandable fashion? A group of distinguished scholars here offer answers to this question by studying the relation between form and argument in his late dialogues. These penetrating studies show that the literary structure of the dialogues is of vital importance in the ongoing interpretation of Plato.

In this paper I re-examine the status of the mind-body relation in several of Plato’s late dialogues. A range of views has been attributed to Plato here. For example, it has been thought that Plato is a substance dualist, for whom the mind can exist independently of the body; or an attribute dualist, who has left behind the strong dualistic commitments of the Phaedo by allowing that the mind may be the subject of spatial movements. But even in (...) cases where a classification of Plato as a holder of a particular ontology of the mind has been left undefined, it has been a shared assumption that in the late dialogues the mind itself must be immaterial. I take issue with these various views and show that none of them is necessitated by the text. In the first place, I argue there is strong evidence against the view that Plato should, in his late period, be committed not only to substance dualism, but also to attribute dualism. Furthermore, it is possible that Plato may have allowed that the mind itself be a three-dimensional corporeal entity (in a way that sets up a precedent for later Stoic developments). But even if this is not the only possible reading of the text, it is shown how at any rate the mind must be seen in late Plato as the principle of organization of a body and ontologically inseparable from it. Despite prima facie affinities with Aristotle here, we shall see a Plato emerge for whom the mind (without exception) and the body cannot exist without one another – a thesis more radical than that of Aristotle’s. To bring out the provocative nature of this suggestion, I start, in section I, by laying out the state of the question and compare what I shall argue is the late Platonic view with standard interpretations of his previous work, stressing the historical force that I expect this thesis to have. Afterwards, in three respective sections, I proceed to pay heed to relevant passages in the Timaeus, Philebus and Laws in order to establish the main point of this paper. Finally, in section V, I consider the challenge apparently introduced against my thesis by Plato’s occasional talk of immortality and eschatology in those dialogues, and argue instead that many of those passages add further strength to the view defended in this essay. (shrink)

Psychoanalytic work with children is popular, but the sophisticated language used in psychoanalytic discourse can be at odds with how children communicate, and how best to communicate with them. _Dialogues with Children and Adolescents: A Psychoanalytic Guide _shows how these aims can be achieved for the most effective clinical outcome with children from infancy up to late adolescence. _Björn Salomonsson_ and _Majlis Winberg Salomonsson_ draw on extensive case material which reveals the essence of communication between child and therapist. They (...) enfranchise the patient of all ages as an equal participant in the therapeutic relationship. Presented in letter form the cases contain no professional terms. Only the final chapter contains theoretical commentaries applicable to each case. These terms and theories help to explain a child’s behaviour, the analyst’s technique and the background to the disorder. This is new creative development in child therapy and analysis which is written in a very accessible style. _Dialogues with Children and Adolescents_ will be essential reading for beginners in psychoanalytic work with children and will cast a fresh light on such work for more experienced clinicians. It will also appeal to the non-professional lay reader. (shrink)

The work of Michèle Le Dœuff creatively disrupts established notions of what philosophy might be. Far from being a discipline about the leader and the disciple, a hierarchy of knowledge and paternalism, Le Dœuff proposes a philosophy of dialogue and friendship. The conversations in this book explore how this philosophy can be enacted and explored, and show how openness and generosity can be the starting point of truly rigorous thinking. Introduced and curated by the late philosopher, Pamela Sue Anderson, (...) In Dialogue with Michèle Le Dœuff explores themes like contemporary feminism, joy in philosophy, memory, the significance of friendship to thinking and a key Le Dœuffian concept, the imaginary. Le Dœuff's interlocutors, including Penelope Deutscher, Elizabeth Fallaize and Meenda Dhanda, are some of the most significant thinkers in the fields of feminism and continental thought and provide insights and ways into considering philosophy as a profoundly dialogical exercise. (shrink)

'Dialogue' was invented as a written form in democratic Athens and made a celebrated and popular literary and philosophical style by Plato. Yet it almost completely disappeared in the Christian empire of late antiquity. This book, the first general and systematic study of the genre in antiquity, asks: who wrote dialogues and why? Why did dialogue no longer attract writers in the later period in the same way? Investigating dialogue goes to the heart of the central issues of (...) power, authority, openness and playfulness in changing cultural contexts. This book analyses the relationship between literary form and cultural authority in a new and exciting way, and encourages closer reflection about the purpose of dialogue in its wider social, cultural and religious contexts in today's world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.2 (2003) 8-30 [Access article in PDF] Dialogue, Responsibility, and Oil and Gas Leasing on Montana's Rocky Mountain Front Scott Friskics "How does nature speak to our concern? That is the question" (Bugbee 1978, 11). It's a late afternoon in mid-March and I'm standing outside my friends' house on the southwest edge of Augusta, Montana, a small town of about 500 residents. I'm here (...) to meet a companion who's headed out from Great Falls to spend the weekend at my cabin, which is located up in the mountains approximately 20 miles west of here. As is often the case, I'm a bit early for our rendezvous. Blame it on unbridled anticipation or a latent preoccupation with punctuality, but my premature arrival offers me a few stolen moments of enforced inactivity with which I can revel in the sensory fullness of a pleasant, pre-spring afternoon.Out here on the plains, spring seems much nearer at hand than it does back up in the mountains. The air's still cool and the wind still bites, but the warm afternoon sun embraces me and unlocks a host of smells long-held in winter's freeze: earthy mud puddles, sweet horse manure, damp hay. [End Page 8]While waiting, I wander over to the nearby corral to greet three gentle, mud-splattered horses. As I absently rub their chins and stroke their long, slender noses, I gaze out beyond the horses, out beyond the soupy corral, beyond the expanse of wrinkled, sere, brown plains. My eyes focus on the blue-shadowed wall of mountains from which I've just emerged: Montana's Rocky Mountain Front. From this vantage point, the Front presents itself as a horizon-filling tidal wave of rock—fluid, walking mountains that, over the course of their long march through time, have been thrust skyward and pushed eastward to where their easternmost reefs and ridges now hang precipitously over the wide expanse of the northern Great Plains.Dead center in my line of vision stands the tilted summit of Crown Mountain—the univocal, eloquent peak that towers about the narrow mountain valley where I live, provides me with the ultimate spatial reference point for my life, and fills my days with the gracious bounty of its abiding presence. From here, however, Crown Mountain presents itself to me not so much as a soloist, but rather as one voice in a chorus of mountain song. Working southward from this orienting center, I encounter Crown Mountain's nameless twin and the rocky ridge line descending to Welcome Pass, above the notch of which rises the deceptively unassuming head of the Scapegoat Massif. Much nearer at hand and dominating the foreground stands the dark cone of Haystack Butte—an intrusive igneous island in a sea of sedimentary mountains. Further south runs the high ridge guarding the headwaters of the Dearborn River, with Steamboat Mountain rising above the rugged country drained by Elk Creek, Blubber Creek, Falls Creek, Cuniff Creek.Working northward from the crown, the mountains are no less spectacular, no less evocative: the slanting summit of Fairview Mountain, the jagged gray wall of Sawtooth Ridge, the low gap of Sun Canyon (where the united Sun River flows out onto the plains and benches of central Montana), the flattened rock face of Castle Reef, and, framing the northern edge of my vista, the rising bulk of Ear Mountain. Of course, standing here in Augusta I'm well aware that what I can see from this spot is less than half of the Front, so my imagination continues north to Blackleaf Canyon, the Birch Creek country, the Badger-Two Medicine, the east slopes of Glacier National Park, and that holy border sentinel, Chief Mountain.I first saw this glorious stretch of country on a blustery November day 16 years ago, and I have yet to encounter another place that speaks to me with such force and beauty, such overwhelming, undeniable eloquence. [End Page 9] And, on this soul-stirring March afternoon, the... (shrink)

Plato's late dialogues have often been neglected because they lack the literary charm of his earlier masterpieces. Charles Kahn proposes a unified view of these diverse and difficult works, from the Parmenides and Theaetetus to the Sophist and Timaeus, showing how they gradually develop the framework for Plato's late metaphysics and cosmology. The Parmenides, with its attack on the theory of Forms and its baffling series of antinomies, has generally been treated apart from the rest of Plato's (...) late work. Kahn shows that this perplexing dialogue is the curtain-raiser on Plato's last metaphysical enterprise: the step-by-step construction of a wider theory of Being that provides the background for the creation story of the Timaeus. This rich study, the natural successor to Kahn's earlier Plato and the Socratic Dialogue, will interest a wide range of readers in ancient philosophy and science. (shrink)

Empirical evidence from dialogue, both corpus and experimental, highlights the importance of interaction in language use – and this raises some questions for Christiansen & Chater's proposals. We endorse C&C's call for an integrated framework but argue that their emphasis on local, individual production and comprehension makes it difficult to accommodate the ubiquitous, interactive, and defeasible processes of clarification and repair in conversation.

A new edition of a classic work compares Plato's dialogues to Aristotle's depiction of them. Reprint.

Turnbull offers a close and detailed reading of the Parmenides, using his interpretation to illuminate Plato's major late dialogues. The picture presented of Plato's later philosophy is plausible, highly interesting, and original.

In lieu of an abstract, here is a brief excerpt of the content:Response to Elvira Panaiotidi, “The Nature of Paradigms and Paradigm Shifts in Music Education”Wenyi W. KurkulAt the beginning, I would like to congratulate Elvira Panaiotidi on her interesting paper and on her proposal to move beyond the long-running debates that began in the mid-1990s between Bennett Reimer and David Elliott and their respective supporters. I also applaud her affirmation that, beyond the numerous debates within the music-education philosophy community, (...) the ultimate goal is to put the theories to work in schools or, in other words, to convert theories into operative paradigms.Echoing her affirmation, I shared her article with a class of my graduate students after I received the invitation to respond to this paper. All of my graduate students are current schoolteachers in the greater Washington, DC metropolitan area in the United States. Some of them are young teachers; others have decades [End Page 114] of teaching experience. As a university professor, I have always been thrilled by how much my thoughts are inspired by my students—by their stories, writing, discussions, dialogues, and sometimes very challenging questions in class. Their concern for their daily jobs and their students constantly remind me of our responsibilities to the children in the schools. However, with our schools and students in mind, I have to ask the music education philosophy community a question: Is "producing a unified concept of music," or "searching for a unified approach," or even aiming to "develop a unified approach in music education" as proposed by Panaiotidi what we truly need?In her paper, Panaiotidi discusses the debate over the approaches in music education by Reimer and Elliott in the context of paradigm shifts. The term, "paradigm shift," was introduced by Thomas Kuhn in 1962 in his highly influential book, The Structure of Scientific Revolutions. Kuhn proposes that almost every significant break-through in the field of scientific endeavor is first a break with tradition, with old ways of thinking, with old paradigms. For example, until the germ theory was developed, there was a high percentage of deaths during childbirth and scientists were not sure why. Likewise, in military settings, more people were dying from small wounds and diseases than from the major traumas experienced on the frontlines. But as soon as the germ theory was developed, a whole new paradigm—a better, improved way of understanding what was happening—made dramatic and significant improvements in the practice of medicine possible.The United States today is the setting for another fruitful and powerful example of a dramatic paradigm shift. The traditional concept of government had been monarchical, based on the divine right of kings. It was not until centuries later that a significant break-through paradigm was developed: government of the people, by the people, and for the people. A constitutional democracy was born that unleashed tremendous human energy and ingenuity. This new paradigm, over time, generated personal empowerment, free enterprise, a higher standard of living, freedom and liberty, and influence and hope unequaled in the history of the world.Stephen R. Covey, the author of a popular book in the late 1980s, The Seven Habits of Highly Effective People, cites Kuhn's conception of paradigm shift to illustrate his own ideas. He describes an experiment at the Harvard Business School in which an instructor passed out a picture of a young woman to half of the class and a picture of an old woman to the other half. The students were asked to look briefly at the picture and pass it back. The professor then asked the class to describe the woman as he projected on a screen a picture of a woman that was a combined image of the "old" and "young" women. Needless to say, the students debated the age of the woman. If they had seen the "young" version, [End Page 115] they could see only a young woman now, and vice-versa. Each student was adamant about his or her position. They did not see the image in another way until the lines were pointed out to demonstrate the features of the old and young woman. Covey cites this exercise to prove the powerful conditioning effects of one... (shrink)

The Italian-born Lanfranc of Pavia and his more illustrious pupil and compatriot Anselm of Bec have long been considered pivotal figures in the theological and especially philosophical developments of the late eleventh century. Long ago dubbed the “father of Scholasticism” on account of his attempts to harmonize reason and faith, Anselm has occasioned increasing scrutiny in recent years as scholars have begun to target the cultural and pedagogical role of Anselm and his milieu in the early stages of the (...) twelfth-century renaissance. In a particularly stimulating interdisciplinary exploration of the cognitive relation between builders and their craft and masters and theirs, Charles M. Radding and William W. Clark have advanced an intriguing model suggesting that theologians and Romanesque builders of the eleventh and twelfth centuries were part of a larger transformative development in which thinkers and artisans developed new methods for solving new problems; these new methods, in turn, transformed practitioners of a craft into members of new and distinct disciplines. The verdict is still out on the precise nature of those important developments, but especially vexing is the question of the abbey of Bec's importance and influence under Lanfranc and Anselm during these changing times. As a leading scholar of Anselm has recently put it, “The character of the school of Bec emerges as a riddle to be solved. What was its focus, what did its teachers teach, and how long did it last?” Recent studies have modified Richard Southern's portrayal of the curriculum of Anselm's school at Bec as largely devoted to monastic ideals and demonstrated that history and law were also studied, that a good number of students went on to become able administrators, and that Anselm may have unwittingly contributed to the rise of courtly love. Much of the fog surrounding the authorial publication and dissemination of Anselm's writings has recently been cleared by Richard Sharpe's meticulous analysis in “Anselm as Author,” revealing a careful and more deliberate editorial planning on Anselm's part than previously recognized. However, even amidst the gathering attention directed toward these figures and their cultural context, it is the most basic and obvious feature of Lanfranc's and Anselm's written record that has been the most undeservedly neglected: their use of dialogue and its correlation to the early development of Scholastic disputation. To be sure, the revival of dialectic in the eleventh century and especially in the twelfth has long been known and rather well charted, particularly with regard to the growth of theology as an academic discipline. What follows is a somewhat more focused line of inquiry. Looking beyond the well-trodden ground of Anselm's philosophy and theology and instead examining his pedagogical innovations, this essay explores Anselm's contribution to the development of literary dialogue and to the origins of the Scholastic disputatio, both valuable tools indeed in his philosophical and theological endeavors. Anselm's influence as a prolific author of dialogues can especially be observed in a younger generation of writers and thinkers who studied with him or directly sought to imitate his style and whose oeuvres need also to be considered. By examining the circle of Lanfranc and Anselm, the methods embodied by their teachings, and the writings they produced, this essay aims to show that the Scholastic dialectical methods, later so prominent in medieval universities, have their origins within the general milieu of monastic learning. More specifically, these methods will be shown to have their origins in Lanfranc's and Anselm's engagement with dialogue and disputation at the school of Bec. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Form and Argument in Late Plato ed. by Christopher Gill and Mary Margaret McCabeFrancisco J. GonzalezChristopher Gill and Mary Margaret McCabe, editors. Form and Argument in Late Plato. Oxford: Oxford University Press, 1996. Pp. xi + 345. Cloth, $65.00.This collection has the commendable aim of challenging the view that in Plato’s “late” works the dialogue form is a mere formality adding little to the argumentative (...) content, a view still widespread among “analytic” scholars. The qualification is necessary because this view has already been seriously challenged by “nonanalytic” interpreters. It is therefore surprising that the editors chose contributors who almost all “share the analytic’ approach which is prominent in Anglo-American scholarship on Plato,” despite their admission that this approach has focused more on arguments than on the dialogue form (2, 299–300). Why seek to reinvent the wheel without the help of those who have already invented it? As a result, while the volume certainly makes an important contribution to our understanding of the form of this group of dialogues, it is much more successful in providing helpful and illuminating readings of their argumentative content: the detailed and rigorous analyses of McCabe, Malcolm Schofield (both on the Parmenides), and Gail Fine (on the Theaetetus) deserve special mention. The aim of the present review, which could not even begin to do justice to what the volume provides in the latter area, is therefore limited to documenting its mixed success in addressing some fundamental questions about form that have already occupied nonanalytic scholars (perhaps too exclusively):1) Does the main speaker speak for Plato?Given the great variety of main speakers in the “late” dialogues (Socrates, Parmenides, the Eleatic Stranger, Timaeus, the Athenian Stranger), each with a distinct personality and a distinct method, no attempt to understand the form of these dialogues should avoid this question. Gill raises it (293–95) and Schofield provides the most explicit response in denying that any interlocutor in a Platonic dialogue “can be assumed to be merely a spokesman for Plato’s own views” (51). More importantly, the essays by Dorothea Frede (on the Philebus) and Catherine Osborne (on the Timaeus), probably the most valuable in the volume, show what results can be achieved without this assumption. On the other hand, Michael Frede (on the Sophist) and Christopher Rowe (on the Politicus; see 158 and cf. 172 n.48) simply assume without argument that the Eleatic Stranger = Plato. All other contributors make the “spokesman” assumption, either implicitly or explicitly (see Christopher Bobonich’s reading of the Laws, 254–55).2) What is the significance of the dramatic context, especially dramatic chronology and characterization?As often noted, the Parmenides is set in Socrates’ youth and is in this sense the earliest [End Page 311] dialogue, while the series Theaetetus-Sophist-Politicus is set immediately before Socrates’ trial and condemnation. McCabe and Schofield are silent about the first fact. M. Frede briefly discusses the second (146–47), but adds little to what has already been said by others. As for the characterization of specific interlocutors, this volume overall has surprisingly little to offer. The essays of D. Frede and Osborne, however, are exemplary in this area.3) Why did Plato choose to write these works as dialogues rather than as treatises?Bobonich, D. Frede, and Osborne succeed in demonstrating the significance and even necessity of the dialogue form, an extraordinary achievement given the dialogues they discuss. Osborne in particular brilliantly shows how the dialogue form undercuts the common tendency to read the Timaeus as a treatise on natural science. Other contributors are less successful in answering this question central to the volume’s task. Schofield takes himself to be reading the Parmenides as a dialogue (51) because he, unlike Vlastos, interprets the Third Man Argument (second version) in the wider context of other arguments in the dialogue, including those of the second half. But “reading arguments in context” is demanded by any philosophical text and has nothing per se to do with the dialogue form. Fine reads the first part of the Theaetetus as the dialectical elaboration and refutation of an opponent’s view (109), but this could just as well be... (shrink)

The extensive research in logic conducted by using concepts and methods of game theory as documented in this collection of papers, allows to see dialogue logic in a number of new perspectives. This situation may gain further clarity by looking back to the inception of dialogue logic in the late fifties and early sixties.

The conflict in Gaza and Israel that ignited on October 7, 2023 signals a catastrophic breakdown in the possibility of ethical dialogue in the region. The actions on both sides have revealed a dissolution of ethical restraints, with unimaginably cruel attacks on civilians, murder of children, destruction of health facilities, and denial of basic needs such as water, food, and shelter. There is a need both to understand the nature of the ethical singularity represented by this conflict and what, if (...) any, options are available to allow the reconstruction of communication between the warring parties. This article seeks to address these tasks by analysing the conflict as inherently an ethical one, in the sense that it exposes a rupture in the fabric of communicative relationships that has evolved systematically out of the deep cultural structures from which all protagonists have emerged. Drawing on the work of Levinas, Habermas, Arendt, and others, and referring to the specific circumstances in the region, it examines the ethical sources of the crisis and tries to identify conditions for its resolution. The possibility of reconciliation—that is, of refiguring relationships to open up a space for dialogue to create pathways to heal the ruptures—is examined. The dark legacy of the Holocaust is identified as an abiding cultural vulnerability for both societies. It is concluded, however, that the rich history of partnerships and collaborations between Jews and Palestinians provides a robust infrastructure on the basis of which a sustainable peace might be built, providing a much-needed source of hope. (shrink)

In this book, William H. F. Altman argues that it is not order of composition but reading order that makes Euthyphro, Apology of Socrates, Crito, and Phaedo “late dialogues,” and shows why Plato’s decision to interpolate the notoriously “late” Sophist and Statesman between Euthyphro and Apology deserves more respect from interpreters.

ExcerptI am retiring, but only in a certain sense. I plan to still be in contact with students who wish to work with me through seminars and research projects. Maybe, then, it was not necessary to create a special occasion such as this to announce my retirement, and for a long time I wondered whether I should. Lately, it seems that I will be more in the spotlight by being absent than I would by being here, as they say. This (...) ends up being a small act of arrogance, especially when I am faced with the solemnity of my superiors. (shrink)

R.E. Allen's superb new translations of four Socratic dialogues—_Ion_, _Hippias Minor_, _Laches_, and _Protagoras_—bring these classic texts to life for modern readers. Allen introduces and comments on the dialogues in an accessible way, inviting the reader to reexamine the issues continually raised in Plato's works. In his detailed commentary, Allen closely examines the major themes and central arguments of each dialogue, with particular emphasis on _Protagoras_. He clarifies each of Plato's arguments and its refutation; places the themes in (...) historical perspective; ties each theme to interpretations of rival translations; and links the philosopher's thought to trends in late modern philosophy. Topics discussed include: whether virtue is an art, whether wisdom and courage are logically equivalent, whether virtue is knowledge, and whether to know the good is to do it. Allen connects his discussion of these issues to the Benthamite tradition of hedonism and utilitarianism and to the ethical theories of Mill, Sidgwick, Moore, and Freud. (shrink)

This study focuses on the ancient commentaries on Plato’s Phaedo by Olympiodorus and Damascius and aims to present the relevance of their challenging and valuable readings of the dialogue to Neoplatonic ethics.

This article explains the apparent tension between Hobbes' late work A Dialogue between A Philosopher and A Student of the Common Laws of England and his avowed goal of a deductive philosophy which eschews rhetoric and history, by analysing the difference between Hobbes' civil and natural philosophy. A Dialogue's simultaneous use of deduction, rhetoric, and historical citation is congruent with the method applied by Hobbes in Leviathan in order to construct his "civil philosophy". This highlights Hobbes' awareness increasing with (...) the years of the difference between the teachings of "natural philosophy" which are understood by demonstration, and once this is done are evident per se, and those of politics and jurisprudence which in order to make the people obey the sovereign maintaining peace and security, may require employing the language of persuasion before and after being demonstrated. However, I have argued that the awareness of this difference does not undermine the general unity of his philosophical system and in particular of his notion of science. (shrink)