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Mason Marshall
Pepperdine University
  1.  23
    Why Does Socrates Shame Thrasymachus?Mason Marshall - 2020 - Philosophy of Education 76 (3):98-110.
  2. There Are Nowadays Professors of Philosophy, but Not Philosophers.Pierre Hadot, J. Aaron Simmons & Mason Marshall - 2005 - Journal of Speculative Philosophy 19 (3):229-237.
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  3.  45
    Review of A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms (Routledge, 2020) by Mark E. Jonas and Yoshiaki Nakazawa. [REVIEW]Mason Marshall - 2021 - Educational Theory 71 (4):539-545.
  4. Socrates' Defensible Devices in Plato's Meno.Mason Marshall - 2019 - Theory and Research in Education 17 (2):165-180.
    Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates' practices are more defensible than they often look: although there are risks in refuting (...)
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  5. Knowledge and Forms in Plato's Educational Philosophy.Mason Marshall - 2020 - Educational Theory 70 (2):215-229.
    In this paper, I argue that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, I contend that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. I also address the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of (...)
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  6. Knowledge and Forms in Plato's Educational Philosophy.Mason Marshall - 2020 - Educational Theory 70 (2):215-229.
    In this paper, I argue that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, I contend that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. I also address the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of (...)
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  7. Is Clarity Essential to Good Teaching?Mason Marshall & Aaron M. Clark - 2010 - Teaching Philosophy 33 (3):271-289.
    It is common to think that clarity is an essential ingredient of good teaching, meaning, in part, that good teachers always make it as easy as possible to follow what they say. We disagree. What we argue is that there are cases in which a philosophy teacher needs to forego clarity, making strategic use of obscurity in the undergraduate classroom.
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  8.  76
    Revisiting Gender-Inclusive God-Talk: A New, Wesleyan Argument.J. Aaron Simmons & Mason Marshall - 2008 - Philosophy and Theology 20 (1/2):243-263.
    Though academic debate over gender-inclusive God-talk seems to have fizzled, the issue is a pressing one within many Christiandenominations today—both within and outside the Church—and for that reason deserves to be briefly revisited. Accordingly, althoughin this essay we approach the issue as professional philosophers, our focus is on the life of the Church—more specifically, those no doubt sizable segments of the Church for which a personal God and Satan exist and evangelism matters. Running an elimination argument, we contend that if (...)
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  9.  62
    The Possibility Requirement in Plato’s Republic.Mason Marshall - 2008 - Ancient Philosophy 28 (1):71-85.
    The aristocratic city described in Plato's _Republic_ is a hypothetical city, as opposed to a city that exists. But in the _Republic_, Socrates and his interlocutors argue that this city is practicable, meaning, roughly, that it *could* exist. I contend that their argument for that claim is essential to their argument that the city is just. In other words, I maintain that the first argument has to succeed in order for the second argument to succeed: in order to show that (...)
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  10.  57
    The Republic's Ambiguous Democracy.Mason Marshall & Shane A. Bilsborough - 2010 - History of Philosophy Quarterly 27 (4):301-316.
    Most scholars have thought that in the _Republic_ democracy is supposed to be worse than timarchy or oligarchy, but lately certain commentators have denied that it is. Is it, then? We argue that pursuing this question leads to a dead end: it simply is not clear how bad democracy is supposed to be in the _Republic_. To make our case, we first marshal the strongest available evidence that democracy is supposedly better than timarchy and oligarchy. Next we lay out the (...)
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  11.  71
    Democracy in Plato’s Republic: How Bad is It Supposed to Be?Mason Marshall - 2009 - Southwest Philosophy Review 25 (1):93-105.
  12.  72
    Ls Feminist Philosophy Philosophy?Mason Marshall - 1999 - The Personalist Forum 15 (2):429-432.
  13. A Rhetorical Turn in Philosophical Counseling?Mason Marshall & D. Kevin Sargent - 2002 - International Journal of Philosophical Practice 1 (2):10-29.
    Far more than the dialectic philosophy of Socrates, the rhetorical humanist tradition avoids objectivist epistemology, charts a traversable path to practical wisdom, and aptly highlights the importance of aesthetic style. In those and other ways, we argue, it offers a preferable historical basis for today’s philosophical counseling. Advocates of that contemporary practice tend to cite Socrates as its historical progenitor and favor the narrow propositional logic that is ascribed to him. Some practitioners, though, have also grown more attuned to metaphorical (...)
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  14.  52
    Reading Plato's Dialogues to Enhance Learning and Inquiry: Exploring Socrates' Use of Protreptic for Student Engagement.Mason Marshall - 2021 - New York, NY, USA: Routledge.
    Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...)
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  15. The Value of Metaphysics for Borden Parker Bowne.Mason Marshall - 2002 - Appraisal 4.
     
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  16.  64
    The Possibility Requirement in Plato’s Republic.Mason Marshall - 2008 - Ancient Philosophy 28 (1):71-85.
    The aristocratic city described in Plato's _Republic_ is a hypothetical city, as opposed to a city that exists. But in the _Republic_, Socrates and his interlocutors argue that this city is practicable, meaning, roughly, that it *could* exist. I contend that their argument for that claim is essential to their argument that the city is just. In other words, I maintain that the first argument has to succeed in order for the second argument to succeed: in order to show that (...)
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  17.  73
    Freedom Through Critique: Thoreau's Service to Others.Mason Marshall - 2005 - Transactions of the Charles S. Peirce Society 41 (2):395 - 427.
  18.  8
    Democracy in Plato’s Republic: How Bad is It Supposed to Be?Mason Marshall - 2009 - Southwest Philosophy Review 25 (1):93-105.
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  19.  27
    The Role of Reason for Borden Parker Bowne.Mason Marshall - 2002 - Transactions of the Charles S. Peirce Society 38 (4):649 - 671.
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