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 (...) class='Hi'>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)

Review of Socrates, Philosophy in Plato's Early Dialogues, by Gerasimos X. Santas.

In this paper I investigate Socrates as a friend in Plato's 'Phaedo'. I begin by setting out his friends' request for reassurance of how they will fare after Socrates dies. I argue that by structuring the discussion as he does, Socrates provides one final opportunity for his friends to prepare themselves for life without him, thus offering them the best kind of reassurance they could ask for.

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 (...) class='Hi'>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)

In recent years, Plato’s Lysis has received much attention from professional scholars, but could it be used as a text in introductory classes? It is true that the Lysis poses challenges as an introductory text—its arguments are fast-paced and abstract. But I argue that the Lysis is actually an excellent pedagogical text, well suited to engage novices and introduce them to philosophy’s distinctive methods and way of thinking. It works particularly well as a text for engaging students in active (...) learning, insofar as it opens up a space for improvisation and exploration, providing tools for the readers and inviting them to take an active role in constructing their own understandings. (shrink)

The aim of the present paper is to discuss Socrates’ idea of philosophy asa service to the god. First the article investigates why Chaerephon wentto Delphi and why he asked Pythia the famous question concerningSocrates. The investigation provides a basis for distinguishing two majorperiods in his activity. The one preceding the Delphic oracle consists inconducting inquiries in a group of closest friends. The one following theDelphic oracle consist in addressing a much larger audience. An analysisof both periods suggests that (...) the oracle from Delphi greatly affectedSocrates’ relations with other Athenians. While the present article dealsalso with the issue of Socrates’ daimonion, it hypothesizes that the voiceof daimonion and the voice of Pythia could be regarded as Apollo’sinterventions. (shrink)

The main aim of this paper is to explain why Plato's Socrates devotes himself to philosophy. In so doing, I hope also to show that he does not sincerely believe that any of his decisions, about philosophy or anything, involve any kind of divine intervention. As my conclusions are contrary to a good bit of first-rate, recent scholarship on the subject, and also contrary to part of what Socrates himself says in Plato's Apology of Socrates, I think it (...) is especially important to clarify (…) - 12. Plato 12 (2012). (shrink)

'If you put me to death,' Socrates warned his Athenian judges, 'you will not easily find anyone to take my place.' So indeed it would prove, a single cup of hemlock robbing the western philosophical tradition of its founding father. Yet Socrates' influence was not so easily to be done away with. His words were lovingly recorded by his devoted disciple Plato, and his teachings have survived for twenty-seven centuries. His sense of education as self-discovery and his view of (...) class='Hi'>philosophy as preparation for life have been the stuff of western thought at its best. So completely did Socrates embody these values, he was prepared to die in their defence. (shrink)

This volume brings together mostly previously unpublished studies by prominent historians, classicists, and philosophers on the roles and effects of religion in Socratic philosophy and on the trial of Socrates. Among the contributors are Thomas C. Brickhouse, Asli Gocer, Richard Kraut, Mark L. McPherran, Robert C. T. Parker, C. D. C. Reeve, Nicholas D. Smith, Gregory Vlastos, Stephen A. White, and Paul B. Woodruff.

And he wondered whether it was not evident to them that it is not possible for human beings to discover these things [sc. divine things, τὰ δαιμόνια]. Since even those who thought most of themselves for their speaking about these things do not hold the same opinions with one another, but are disposed towards one another like madmen.

This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, (...) social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing.The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process. (shrink)

This book studies Wallace Stevens and pre-Socratic poetic philosophy, showing how concepts that animate Stevens’ poetry parallel concepts found in the works of Parmenides, Heraclitus, Empedocles, and Xenophanes.

La force de Socrate fut d'enseigner et de pratiquer un art de vivre que l'on a appelé philosophie : il y a avant et après Socrate. Une philosophie vivante et profondément humaine qui invite à découvrir pas à pas le bonheur en tirant les leçons de crises de l'existence, en apprenant l'art du dialogue intérieur, et en prenant possession de sa vie par une méthode de travail sur soi, toujours actuelle malgré les 2500 ans qui ont passé depuis.

This paper discusses the use of the Socratic Method by philosophy instructors. I argue that Socrates employs both dissimulation and irony in enacting the elenchus and that these techniques should be evaluated before being used in the classroom. Dissimulation can be justified as it encourages students to think for themselves, however the use of irony is ill-advised as it is readily perceived as being boastful. Suggestions are made regarding how confrontational the Socratic instructor should be in encouraging (...) students to developaccounts of their beliefs. Lastly, I consider how the instructor’s broader philosophical commitments can influence the enactment of the elenchus. (shrink)

The Socrates of Plato's early dialogues is the focus of this collection of essays. Scholars of Socrates discuss the problem of our knowing the historical Socrates, the Socratic method of examining the statements of others, Socratic definition, and the concept of virtue in Socrates' thought. This anthology of essays, some written for this volume and others previously published, offers a cross section of insights and views on Socrates for the beginning student as well as for the professional philosopher.

Can rational arguments convince a person to change from a commitment to living an unvirtuous life into striving after virtue? Or can rationality, even in the best cases, only help preserve an alrea...

This paper bases on a (great!) wrongful act which was made to Greek philosophy, and especially to the pre-Socratic one: the unilateral abatement of thestudies to those of cosmological nature. The big mutation would take place in Socrates’ time, who by the anthropology of the discourse takes philosophy to a theory of knowledge, through a program which would be perfected by Plato and especially by Aristotle. This is a point of view co-substantial to history of philosophy, (...) which some times risks to charge in an alethic (good/bad) way a paradigm based on false discussions. Pre-Socratics were not only preoccupied by ontology, or even cosmology, as well as Aristotle was not a radical empirist. In the economy of thought the nuances are more important than a classification often made for our epistemological comfort. (shrink)

In Plato’s Gorgias, Socrates argues that philosophy is superior to rhetoric in part because the former is a techne while the latter is not. I argue that the Socratic practice of philosophy within this dialogue fails to qualify as a techne for exactly the same reasons that rhetoric fails to qualify as a techne. In doing so, I introduce a new kind of Socratic ignorance: methodological ignorance. I reject both Charles Kahn’s account of the relationship between (...) the dialogue’s dramatic and philosophical contents, and Thomas Brickhouse and Nicholas Smith’s claim that Socrates never regarded his practice as a techne. (shrink)

This text provides an introduction to Socrates—both the charismatic, controversial historical figure and the essential Socratic philosophy. Written at a beginning level but incorporating recent scholarship, The Philosophy of Socrates offers numerous translations of pertinent passages. As they present these passages, Nicholas Smith and Thomas Brickhouse demonstrate why these passages are problematic, survey the interpretive and philosophical options, and conclude with brief defenses of their own proposed solutions. Throughout, the authors rely on standard translations to parallel accompanying (...) assigned primary source readers. Each chapter concludes with an annotated bibliography of suggested readings. (shrink)

This comprehensive, historically organized introduction to philosophy communicates the richness of the discipline and provides the student with a working knowledge of the development of Western philosophy. New co-author James Fieser has brought this classic text up-to-date both chronologically and stylistically while preserving the thoughtful, conceptual characteristics that have made it so successful. The text covers all periods of philosophy, lists philosophers alphabetically and chronologically on the end-papers, and features an exceptional glossary of key concepts.

This chapter contains sections titled: Socrates' Place in a Critical History of Philosophy Plato's Genetic Development Socrates Logico‐Philosophicus A Later, Self‐Critical Plato The Unity of the Platonic Socrates' Thought Socrates Oxoniensis Socrates' “Failure in Love” Socrates Politicus Redivivus.

Gareth Matthews suggests that we can better understand the nature of philosophical inquiry if we recognize the central role played by perplexity. The seminal representation of philosophical perplexity is in Plato's dialogues; Matthews examines the intriguing shifts in Plato's attitude to perplexity and suggests that these may represent a course of philosophical development that philosophers follow even today.

Leo Strauss's philosophical Bewegung in light of Nietzsche -- The will to power and the philosopher of the future -- Philosophy and the natural right of the eternal return of the same -- The anti-theological religion of the eternal return.