This is the first comprehensive overview of the influence of Platonism on the English literary tradition, showing how English writers, including Chaucer, Shakespeare, Milton, Blake, Wordsworth, Yeats, Pound and Iris Murdoch, used Platonic themes and images within their own imaginative work.

This chapter contains sections titled: History Bernard of Chartres William of Conches and Thierry of Chartres Gilbert of Poitiers Conclusion.

This is the first comprehensive study of the philosophical achievements of twelfth-century Western Europe. It is the collaboration of fifteen scholars whose detailed survey makes accessible the intellectual preoccupations of the period, with all texts cited in English translation throughout. After a discussion of the cultural context of twelfth-century speculation, and some of the main streams of thought - Platonic, Stoic, and Arabic - that quickened it, comes a characterisation of the new problems and perspectives of the period, in (...) scientific inquiry, speculative grammar, and logic. This is followed by a closer examination of the distinctive features of some of the most innovative thinkers of the time, from Anselm and Abelard to the School of Chartres. A final section shows the impact of newly recovered works of Aristotle in the twelfth-century West. (shrink)

This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...) shows that it cannot be understood attributively. An explanation for why Smith appeared to have justified true belief is given by distinguishing between 'belief' and 'belief in truth'. Smith believes the sentence 'the man who will get the job has ten coins in his pocket' to be true (he mistakenly believes that Jones will get the job, of whom he knows that he has ten coins in his pocket) (hence his 'belief'), the sentence is true (hence 'truth'), and he has sufficient reason to assent to it (hence his 'justification'). But he does not believe the proposition expressed. Hence he does not know it either. (shrink)

Abstract An anonymous manuscript from the fourteenth or early fifteenth century, recently discovered, apparently transmitted Thierry of Chartres's philosophical theology to Nicholas of Cusa around 1440. Yet the author of the treatise is not endorsing Thierry's views, as both Cusanus and modern readers have assumed, but in fact is writing in order to refute them. Curiously the author never mentions Thierry's best known triad of unitas, aequalitas and conexio . But a careful comparison of the structure of the author's (...) argument to Thierry's extant works shows that the author was nevertheless quite familiar with the Breton master's writings. The reatise's author offers an incisive critique of Thierry's theory of “four modes of being“ and rejects two of the modes in particular. From this new perspective, the manuscript can be valued as the first known evidence of Thierry of Chartres's late medieval reception. (shrink)

This essay deals with Girolamo Fracastoro’s ensouled cosmology. His Homocentrica sive de stellis (1538), an astronomy of concentric spheres, was discussed by the Padua School of Aristotelians. Since the polemics over the immortality of the human soul, which had famously opposed Pomponazzi to Nifo, psychological discussions—including those about heavenly spheres’ souls—raised heated controversies. Fracastoro discussed the foundations of his homocentric planetary theory in a dialogue titled Fracastorius, sive de anima (1555). In a 1531 exchange with Gasparo Contarini, Fracastoro discussed (...) celestial physics, including problems linked to mathematical analysis of physical causation. Contarini expressed his doubts over Fracastoro’s lack of consideration of Aristotelian viewpoints on heavenly souls and intelligences. Fracastoro offered an account of cosmic animation in his later dialogue “On the Soul,” taking a different path than his Paduan teachers. He picked up the Platonic idea of the “world soul,” freely connecting it with Aristotelian views about the ensouled cosmos of concentric spheres, resulting in an eclectic composition of Platonic, Aristotelian, and Averroistic elements. Fracastoro grounded his renewed mathematical astronomy on an understanding of the cosmos as a living whole. His animated homocentric cosmos represented a development of Aristotelian premises and a step beyond this legacy. (shrink)

Artykuł jest próbą scharakteryzowania platońskiego idealizmu według wykładni Hermanna Cohena – filozofa w Polsce niemal zapomnianego; założyciela, a zarazem czołowego, obok Paula Natorpa i Władysława Tatarkiewicza, przedstawiciela marburskiej szkoły neokantyzmu. Tok analiz obejmuje cohenowskie tezy postawione przez filozofa w epistemologicznej pracy Platons Ideenlehre und die Mathematik. Postulaty, do których odwołuje się Cohen wiążą refleksję nad klasycznym idealizmem oraz statusem platońskiej idei z refleksją logiczno-matematyczną i zagadnieniem sichere Hypothesis jako hipotezy pewnej – hipotezy o statusie aksjomatu. W następstwie badań okazuje się, (...) że określenie roli matematyki: arytmetyki i geometrii, staje się nieodzowne w zrozumieniu idealizmu zarówno starożytnego Platona, jak również nowożytnego Kanta. Obaj, Platon i Kant, akcentują znaczenie apriorycznej myśli, logiki czystego myślenia, logicznego rozumowania, poznawczej władzy intelektu, nauki oraz krytycyzmu jako drogi poznawczego, a zarazem kształtującego charakter, postępowania podmiotu poznającego Przeprowadzony w artykule wywód, zakorzeniony w historyczno-filozoficznych analizach problemu, w podsumowaniu jest także próbą określenia znaczenia platońsko-neokantowskiego idealizmu dla współczesnych zagadnień naukowo-filozoficznych. (shrink)

Essays, improved editions, translations, commentaries, appendixes, bibliography.

Platonic Patterns is a reprint collection of many of Holger Thesleff's studies in Plato—spanning from 1967 to 2003. It includes three books, four articles and a new introduction by the author, which sets the general outline of his interpretation of Plato. Whereas much of the scholarship on Plato has tended to operate within the frame of one language and/or a single school of thought, Thesleff constructively combines several discoveries and theories of various scholars with his own research, focusing (...) on how Plato can be understood in his own context. The work represents small but significant breakthroughs in research on Plato from an internationally inclusive standpoint. Having previously been published mainly in Finland by scholarly societies, availability outside the Nordic countries has, up until now, been minimal. Thesleff employs his singular expertise of Greek language and literature to make innovative contributions to the study and interpretation of Plato. He thematically stresses the significance of the less overt elements found in Plato's dialogues, such as Plato's use of humor and his linguistic expression, while taking into account the chronology and/or the intended audience. (shrink)

"The unexamined life is not worth living." Socrates's ancient words are still true, and the ideas sounded in Plato's Dialogues still form the foundation of a thinking person's education. This superb collection contains excellent contemporary translations selected for their clarity and accessibility to today's reader, as well as an incisive introduction by Erich Segal, which reveals Plato's life and clarifies the philosophical issues examined in each dialogue. The first four dialogues recount the trial execution of Socrates--the extraordinary tragedy that changed (...) Plato's life and so altered the course of Western though. Other dialogues create a rich tableau of intellectual life in Athens in the fourth century B.C., and examine the nature of virtue and love, knowledge and truth, society and the individual. Resounding with the humor and astounding brilliance of Socrates, the immortal iconoclast, these great works remain powerful, probing, and essential. (shrink)

Ars cogitandi is not the monopoly of a school, a people or an age, but it has crossed over the centuries and cardinal points, from the Platonic Academy of Athens to the Finnish University set up at Turku in 1640 and set down for good and for all at Helsingfors (the ancient name for Helsinki) in the year 1828. Ars cogitandi asphilosophy got here as a distinct brilliance following the classical Anglo-Saxon tradition of empiricism, represented at that time (...) by Edward Westermarck (1862–1939), who was professor of practical philosophy in Helsinki and professor of sociology at London School of Economics from 1907 until 19301. The Finnish School of Philosophy acquired its decisive acknowledgement by Eino Kaila, great scholar and chief of the school, who brought over to Finland the modern logic and the philosophy of the Vienna Circle. (shrink)

One of the most important debates in the field of eighteenth?century French intellectual history concerns the ideological significance of the rise of the cult of the Great Frenchmen. Taking this debate as a frame of reference, the paper attempts a close reading of Robespierre's Éloge de Gresset (written in 1784, published in 1785). Usually dismissed by Robespierre scholars, this text is, in fact, a very important document offering clues not only to Robespierre's intellectual formation, but also his appropriation of what (...) he regarded as the official and conventional rhetoric of his age. These questions engage the larger debate regarding the origins of the French Revolution, in particular its ?cultural origins?, and its intellectual origins, defined as the distillation of and interactions between competing representations of society and its relation to the public sphere. The thesis proposed is that Robespierre's eulogy of Gresset indicates that his anti?philosophical ideas came from a much broader array of sources than previously believed. Among these sources, Gresset's 1740s?1750s polemics against the philosophes pointed the way towards the type of criticism of the Enlightenment that underpinned Robespierre's cultural revolutionary politics. (shrink)

Dans la Delphes de l’époque protobyzantine, l’expression artistique et artisanale fait preuve d’une vive interaction entre les Delphiens et leurs homologues de villes proches ou lointaines. La céramique locale plus précisément, bien étudiée et circonscrite dans le temps, couvre un large éventail de produits de bonne qualité, déjà au ive s. de n. è., mais surtout aux vie et viie s. Quant à la céramique importée, amphores, lampes, sigillées et céramique peinte sont examinées ici pour la première fois en détail, (...) dans le souci de compléter l’image des objets en terre cuite utilisés dans cette ville moyenne de la Grèce Centrale. Les rapports commerciaux entre Delphes et certaines autres villes de la péninsule grecque et des îles y sont étudiés, en même temps que la présence dans toutes ces villes des grandes productions méditerranéennes. Cette étude nous permet d’inscrire Delphes dans un cadre commercial précis, la rapprochant des villes de la Grèce Centrale et du Péloponnèse où les produits africains l’emportent sur les importations micrasiatiques. (shrink)

A study of the topography of Delphi in late antiquity in concert with a study of the pottery, chiefly discovered during recent excavations, casts decisive light on a period in the sites history that is little known and largely ighored in the bibliography. Delphi thus appears as provincial town of moderate size, but more extensive than in previous periods, especially towards the west. The sacred area was transformed into an urban area and the most imposing buildings, public and private, were (...) regrouped around the sanctuary enclosure. The stratigraphie data and the finds, both ceramic and other, indicate a life that was rather calm and comfortable until the last quarter of the 6th c, then an interruption followed by a resumption of activities until the first quarter of the 7th c, when the town was abandoned by its inhabiants. Several types of pottery were made on the spot, evidenced by the discovery of a potter's kiln, refuse dumps, moulds and wasters. (shrink)

Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling’s role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction (...) of the ambiguousness of all attention channelling mechanisms as pharmaka—containing both poison and cure—to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether young people can use the Internet’s political potentialities to mitigate the exploitation of their unpaid online labour time. That is, on whether the exploitative ‘digital pharmakon’—the capitalistic Web—can at the same time be socio-politically curative. (shrink)

Testimonies of Platonic Tradition' is, in a way, a continuation of Konstantinos Staikos's recent publication 'Books and Ideas: The Library of Plato and the Academy' (2013). It deals with questions of transmission and classification of Plato's Dialogues from the philosopher's own age down to the 16th century, that is, with the fate of the Platonic corpus. As the chronicle of this journey unfolds, readers will be able to follow the foundation of philosophical schools whose teaching was based on (...) Platonic theories and concepts, in East and West. They will also obtain an overview of the works of commentary and annotation of Plato's works, composed by Greek, Roman, Byzantine, Latin and Arab authors in order to elucidate the philosopher's thought. The books makes clear the importance of 'Timaeus' from antiquity onwards, as this work became the bible of Platonism ever since Chalcidius paraphrased the dialogue into Latin and offered a classification of its subjects into categories. In addition, mention is made of the translation of 'Timaeus' and 'Parmenides' into Latin by the Greeks Henry Aristippus and George of Trebizond; the publication of the Latin translation of the philosopher's 'Complete Works' by Marsilio Ficino and the part played by the Platonic Academy of Florence in further transmitting the philosophy of Plato. The text also describes how Marcus Musurus prepared his 'editio princeps' of Plato's complete works and finally deals with the historical period when the debate over the primacy of Plato or Aristotle broke out. (shrink)

It is commonly known that ancient schools of ethics were revived during the Renaissance: The texts pertaining to Platonic, Aristotelian, Stoic and Epicurean ethics were edited, translated and discussed in this period. It is less known that the Renaissance also witnessed a revival of Plotinian ethics, by then perceived as a legitimate form of Platonic ethics. Plotinus' ethics had been transmitted through the Middle Ages through Macrobius' Latin treatise In somnium Scipionis I.8, which relied heavily on Plotinus' student, (...) Porphyry, and his report of Plotinus' ethics. In this article it is argued that the Florentine humanist and philosopher Marsilio Ficino carried on this tradition of Platonic, or rather Plotinian, ethics. He was familiar with Plotinus' Enneads, since he had had access to it through Greek manuscripts from around 1462; his Latin translation of the Enneads was published in 1492. The article argues that in his commentary on Plato's Symposium, completed in 1469, Ficino made use of Plotinian ethi.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Notes and Fragments PLATONIC ELEMENTS IN KAFKA'S "INVESTIGATIONS OF A DOG" by Lewis W. Leadbeater Few critics of Kafka, and certainly few German critics of Kafka, have been willing to allow for much of any classical influence on his works. There are exceptions, but for the most part these commentators can bring themselves to admit only the fact Kafka endured with distaste his lengthy involvement with the classical (...) languages and literature and that, if in any way, he was influenced only in terms of syntax or style.1 Yet it is certain that Kafka read classical literature with interest and that he was well acquainted with classical epic, tragedy, philosophy, and mythology. The wandering Odysseus, the sea god Poseidon, tortured Prometheus —all these and other classical figures are to be found in his works. Indeed, a recent interpretation of The Trial involves a discussion of it in comparison with the trial of Socrates.2 The fact is that Kafka knew Plato's Apology and counted as one of his prized possessions a copy of Plato's Phaedrus. He and Brod read Plato together in high school.3 Are we really to assume, then, that, given Kafka's philosophical bent, he saw no relationship between Plato and the later philosophers, like Kierkegaard for instance, with whom he was quite taken, and that given his fertile mind and penchant for metaphor, Kafka reflects only Platonic syntax?4 Quite the contrary; we must, I think, cede his classicism to Kafka, and in the discussion which follows I should like to point out that in one of the short stories, "Investigations of a Dog," parable and metaphor blend as well as they do because of Platonic influence, and especially that of the Apology and the Phaedrus. Kafka's animals pervade his works in both metaphor and simile. Gregor Samsa awakes one morning to find himself transformed into a gigantic beetle; Joseph K dies, at the end of his trial, like a dog, and it is a questioning canine which investigates the meaning of dog104 Lewis W. Leadbeater105 ness in "Forschungen eines Hundes." Generally the animalistic metaphor involves removal, alienation, and isolation— a loss of kinship with humanity to be sure, but more important a loss of communication, an inability to communicate, and hence an emphasis on all-encompassing, frustrating silence. The natural result for these people turned animal is an involvement in a process of severe introspection frequently linked with the pursuit of some idea or ideal which will provide a hitherto unknown, transcendent nourishment for a famished, alienated soul. Such is certainly the case with Gregor Samsa and quite possibly the case with Joseph K; it is in fact such pursuits which lie at the heart of the researches of our investigating Dog. Though any attempt to pinpoint the source of Kafka's penchant for animalistic metaphors is quite certainly futile, one might well posit as paradigmatic the alienation plays of Aristophanes involving animals, and certainly the notion of a psychological link between man and beast is present in Plato's Phaedrus, a dialogue in which the soul metaphor itself involves horses, and one in which there is considerable discussion of the interchangeability of the souls of men and beasts.5 As noted above such interchangeability or transformation occurs regularly in Kafka; within the ugly form of beetle lay the psyche of Gregor Samsa. Perhaps within the not-so-ugly canine form of our investigating hound lies the soul of Socrates. Consider for a moment the character of our Dog in light of Plato's Socrates as he appears in the Apology. To begin with, the Dog, as he tells us, is a solitary creature, withdrawn and involved solely in his "investigations" (p. 278).6 In addition, he fully realizes that he is different from the rest of his species (p. 279) and that indeed at times he feels rejected by his kind, realizing as he does that his investigations run counter to the traditional values of his species, a species by which he had hoped at one time to be accepted with great honor (p. 308). What he has capitulated to is "questions" which, furthermore, have quite removed him from normal... (shrink)

In _The Platonizing Sethian Background of Plotinus’s Mysticism_, Zeke Mazur offers a radical reconceptualization of Plotinus with reference to Gnostic thought and praxis, chiefly as evidenced by Coptic works among the Nag Hammadi Codices whose Greek Vorlagen were read in Plotinus’s school.

In this paper I consider how the computer can or should be accepted in Japanese schools. The concept of “teaching” in Japan stresses learning from a long-term perspective. Whereas in the instructional technology, on which the CAI or the Tutoring System depends, step-by-step attainments in relatively short time are emphasized. The former is reluctant in using the computer, but both share the “Platonic” perspective which are goal-oriented. However, The “Socratic” teacher, who intends to activate students' innate disposition to be (...) better, would find another way of “teaching” and use of the computer. (shrink)

Knowledge and Ignorance of Self in Platonic Philosophy is the first volume of essays dedicated to the whole question of self-knowledge and its role in Platonic philosophy. It brings together established and rising scholars from every interpretative school of Plato studies, and a variety of texts from across Plato's corpus - including the classic discussions of self-knowledge in the Charmides and Alcibiades I, and dialogues such as the Republic, Theaetetus, and Theages, which are not often enough mined (...) for insights about this crucial philosophical topic. The rich variety of readings and hermeneutical methods allows for an encompassing view of the relevant scholarly debates. The volume is intended to serve as a standard resource for further research on Plato's treatment of self-knowledge, and will highlight the relevance of Plato's thought to contemporary debates on selfhood, self-reflection and subjectivity. (shrink)

Knowledge and Ignorance of Self in Platonic Philosophy is the first volume of essays dedicated to the whole question of self-knowledge and its role in Platonic philosophy. It brings together established and rising scholars from every interpretative school of Plato studies, and a variety of texts from across Plato's corpus - including the classic discussions of self-knowledge in the Charmides and Alcibiades I, and dialogues such as the Republic, Theaetetus, and Theages, which are not often enough mined (...) for insights about this crucial philosophical topic. The rich variety of readings and hermeneutical methods allows for an encompassing view of the relevant scholarly debates. The volume is intended to serve as a standard resource for further research on Plato's treatment of self-knowledge, and will highlight the relevance of Plato's thought to contemporary debates on selfhood, self-reflection and subjectivity. (shrink)

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)

Learned men of the twelfth century, especially the first half, frequently wrote about themselves and each other. Well-known examples of autobiographical writing include Guibert of Nogent's De vita sua or Monodiae, Rupert of Deutz's defense of his theological career in his Apologia attached to his commentary on the Benedictine rule, Peter Abelard's Historia calamitatum, and Gerald of Wales's De rebus a se gestis. Examples of biographical narrative are easily found: the life of St. Goswin included an account of Goswin defeating (...) Abelard in disputation; Baudri of Bourgueil wrote a poem about famous schools and scholars; the anonymous Metamorphosis Goliae provided characterizations of many masters; John of Salisbury's Metalogicon described the teaching methods of Bernard of Chartres and, in an autobiographical account of his own education, offered sketches of many of the leading masters in northern France, while Otto of Freising's Gesta Friderici I Imperatoris recounted parts of the academic careers of Abelard and Gilbert of Poitiers. It is therefore possible to read about twelfth-century scholars in their own words: the way they taught, their personalities, their ambitions, their disappointments; in short, their lives, or representations of their lives. Moving toward the end of the twelfth century and into the thirteenth century, however, there is very little comparable material, perhaps even none. In the thirteenth century, scholars wrote a great deal about being a scholar, but they preferred always to stress their collective identity, so that narrative accounts of particular scholarly lives did not find a place within the emerging universities. Why was there a change in the way in which scholars chose to represent themselves and each other, a change that involved obscuring their lives, both from themselves and from us? Answering that question will reveal the long-term significance of conflict between Schoolmen and monks and the impact of monastic ideals upon universities. It will show how the need for support from parties outside the university and internal debates about the true nature and purpose of learning came together, how ideas developed within the world of learning mattered when conflict led to the grant of privileges, and how specific ways of thinking became politically significant when particular events generated a certain kind of document in which those ways of thinking were embedded. (shrink)