The cross-fruition between analytical philosophy and continental philosophical traditions has stimulated a wide-ranging debate about the role of philosophy and the use of argument and reason in culture. Through a discussion of salient themes in the analytical tradition, in the work of the later Wittgenstein, and in critical theory,Transformative Philosophy articulates a novel conception of philosophy as a transformative care for self and others.

This exciting new textbook provides a sophisticated examination of the Socratic method for teaching political science students in higher education. It shows how the Socratic method is employed in the Platonic dialogs, compares its transformative approach to other student-centered teaching philosophies, and addresses the challenges of adopting the Socratic method in the contemporary classroom. The book is divided into three sections that integrate these practical aspects on the Socratic method with the theoretical considerations of Socratic (...) philosophy while also addressing contemporary concerns about teaching and learning in higher education. Section One explores how the Socratic method is portrayed by Socrates in Plato's dialogs. Section Two compares the Socratic method with modern and contemporary accounts of teaching and learning. Section Three examines some of the contemporary challenges of practicing the Socratic method in the university classroom today and how teachers can overcome them. Written in a clear and engaging style, this timely intervention is essential reading for upper undergraduate students enrolled in courses that specialize in pedagogical techniques, political theory, Socratic philosophy, and law. (shrink)

The method of Socratic proofs (SP-method) simulates the solving of logical problem by pure questioning. An outcome of an application of the SP-method is a sequence of questions, called a Socratic transformation. Our aim is to give a method of translation of Socratic transformations into trees. We address this issue both conceptually and by providing certain algorithms. We show that the trees which correspond to successful Socratic transformations—that is, to Socratic proofs—may be regarded, (...) after a slight modification, as Gentzen-style proofs. Thus proof-search for some Gentzen-style calculi can be performed by means of the SP-method. At the same time the method seems promising as a foundation for automated deduction. (shrink)

Socrates: the philosopher whose questioning gave birth to the foundations of Western thought, and whose execution marked the end of the Athenian Golden Age. Yet despite his pre-eminence among the great thinkers of history, little of his life story is known. What we know tends to begin in his middle age and end with his trial and death. Our conception of Socrates has relied upon Plato and Xenophon--men who met him when he was in his fifties, a well-known figure in (...) war-torn Athens. There is mystery at the heart of Socrates's story: what turned the young Socrates into a philosopher? What drove him to pursue with such persistence, at the cost of social acceptance and ultimately his life, a whole new way of thinking about the meaning of existence? In this revisionist biography, classicist Armand D'Angour draws on neglected sources to explore the passions and motivations of young Socrates, showing how love transformed him into the philosopher he was to become. What emerges is the figure of Socrates as never previously portrayed: a heroic warrior, an athletic wrestler and dancer--and a passionate lover. Socrates in Love sheds new light on the formative journey of the philosopher, finally revealing the identity of the woman who Socrates claimed inspired him to develop ideas that have captivated thinkers for 2,500 years."--Publisher's description. (shrink)

Teachers can’t add more minutes to a school day, but with mindfulness they can add depth to the moments they do have with students in their classroom. Compassionate Critical Thinking demonstrates how to use mindfulness with instructional effectiveness to increase student participation and decrease classroom stress, and it turns the act of teaching into a transformational practice. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum. The purpose of this book (...) is to show teachers how to create a classroom culture of compassionate critical thinking. When students feel a lack of meaning and purpose in their school lives, they resist learning. Using a Socratic style of inquiry, Rabois changes the classroom dynamic to encourage self-reflection, insight, and empathy. Vignettes capture dialogue between teacher and students to illustrate how mindfulness practices elicit essential questions which stimulate inquiry and direct discovery. What bigger mystery is there, what more interesting and relevant story, than the story of one’s own mind and heart and how they relate us to the world? (shrink)

Giving Voice to Values is a very important tool that has helped many professionals better align what they do with what they value and believe. This book introduces the methodology of Socratic Dialogue as a complementary set of tools for creating spaces of joint reflection in which one can gain clarity about one's values and gain the confidence to voice them effectively. Socrates' main concern was to progressively reach a higher alignment between ideas and actions: that is, to achieve (...) a harmony between what we think, what we say and what we do. The first step to giving voice to our values involves introspection and dialogue with others - which is how we can become aware of what we really think and value. An examined life, Socrates reminds us, is a fulfilled one. Based on more than 10 years' experience teaching Socratic Dialogue to business and law students, executives and professionals, faculty, incarcerated people and other vulnerable groups, the book provides teachers and practitioners with a roadmap to conceive, design and conduct Socratic Dialogue courses and sessions. It provides context for the method and its adaptation to the challenges of the 21st century. The book also offers guidance on how to structure a Socratic Dialogue classroom, as well as a series of tried-and-true activities and exercises, practical recommendations, and testimonies of the transformative impact that dialogue courses have had on participants. The book is of prime interest to professors and educators of business ethics, as well as professional consultants working to help organizations become more responsible and introduce ethical reasoning in their decisions. It also serves as a valuable resource for social educators and practitioners in prisons and rehabilitation units, as well as teachers in primary and secondary education. (shrink)

The essay explores the systematic relationship in the work of Giordano Bruno (1548-1600) between his monadology, his metaphysics as presented in works such as De la causa, principio et uno, the mythopoeic cosmology of Lo spaccio de la bestia trionfante, and practical works like De vinculis in genere. Bruno subverts the conceptual regime of the Aristotelian substantial forms and its accompanying cosmology with a metaphysics of individuality that privileges individual unity (singularity) over formal unity and particulars over substantial forms without (...) sacrificing a metaphysical perspective on the cosmos. The particular is individuated as a unique site of desire, continually transforming but able to entrain itself and others through phantasmatic ‘bonding’, the new source of regularity in Bruno’s polycentric universe. Bruno thus tries to do justice to the demands of intelligibility as well as transformative eros. The essay concludes with a note on Bruno’s geometry as it relates to his general conception of form. (shrink)

In Plato's Theaetetus Socrates is portrayed as a midwife of the intellect. The comparison of Socratic questioning to midwifery had until recently been commonly attributed to Socrates himself. In 1977 M. F. Burnyeat published Socratic Midwifery, Platonic Inspiration, which transformed the way in which the dialogue has since been perceived. The author maintains that the midwife comparison is in no sense to be attributed to the historical Socrates.

Our aim is to express in exact terms the old idea of solving problems by pure questioning. We consider the problem of derivability: "Is A derivable from Δ by classical propositional logic?". We develop a calculus of questions E*; a proof (called a Socratic proof) is a sequence of questions ending with a question whose affirmative answer is, in a sense, evident. The calculus is sound and complete with respect to classical propositional logic. A Socratic proof in E* (...) can be transformed into a Gentzen-style proof in some sequent calculi. Next we develop a calculus of questions E**; Socratic proofs in E** can be transformed into analytic tableaux. We show that Socratic proofs can be grounded in Inferential Erotetic Logic. After a slight modification, the analyzed systems can also be viewed as hypersequent calculi. (shrink)

There is a wide consensus among scholars that Plato’s Socrates is wrong to trust in reason and argument as capable of converting people to the life of philosophy. In this paper, I argue for the opposite. I show that Socrates employs a more sophisticated strategy than is typically supposed. Its key component is the use of philosophical argument not to lead an interlocutor to rationally conclude that he must change his way of life but rather to cause a certain affective (...) experience, one that can be effective at changing his beliefs about how best to live. (shrink)

In Plato's Theaetetus Socrates is portrayed as a midwife of the intellect. The comparison of Socratic questioning to midwifery had until recently been commonly attributed to Socrates himself. In 1977 M. F. Burnyeat published Socratic Midwifery, Platonic Inspiration, which transformed the way in which the dialogue has since been perceived. The author maintains that the midwife comparison is in no sense to be attributed to the historical Socrates.

This essay articulates the differences and suggests the similarities between the practices of Socratic political speaking and those of Platonic political writing. The essay delineates Socratic speaking and Platonic writing as both erotically oriented toward ideals capable of transforming the lives of individuals and their relationships with one another. Besides it shows that in the Protagoras the practices of Socratic political speaking are concerned less with Protagoras than with the individual young man, Hippocrates. In the Phaedo, this (...) ideal of a Socrates is amplified in such a way that Platonic writing itself emerges as capable of doing with readers what Socratic speaking did with those he encountered. Socrates is the Platonic political ideal. The result is a picture of the transformative political power of Socratic speaking and Platonic writing both. El ensayo articula diferencias y sugiere similitudes entre las prácticas del diálogo político de Sócrates y aquellas de la escritura política de Platón. Propone, además, que tanto el diálogo socrático como la escritura platónica se orientan eróticamente hacia ideales capaces de transformar las vidas de los individuos y sus relaciones. Demuestra que en el Protágoras las prácticas del diálogo socrático se ocupan menos de Protágoras que del joven Hipócrates. En el Fedón, este ideal de Sócrates se amplía de tal manera que la misma escritura platónica aparece como capaz de hacer con los lectores lo que el diálogo de Sócrates hacía con sus interlocutores. Sócrates es el ideal político platónico. El resultado es una visión del poder de transformación política tanto del diálogo socrático como de la escritura platónica. (shrink)

Socrates can be said to have left the subsequent philosophical tradition with the problem of the relation between philosophy and politics. Already in the Republic the proposal of philosopher-kings represents more a tension than an identity. While Aristotle responds by insisting on a sharp distinction between politics and philosophical wisdom, this distinction proves on closer examination much less sharp than might appear. Heidegger characterizes philosophy as the only authentic politics and the philosopher as ruling just by virtue of being a (...) philosopher. In contrast, Foucault insists that, if philosophy can play a role in relation to politics by transforming the subject who lives politically, it plays no role within politics. In this contrast can be seen the 'fallout' of the tension bequeathed by Socrates through both Plato and Aristotle. Podría decirse que Sócrates le dejó a la tradición filosófica posterior el problema de la relación entre filosofía y política. Ya en la República la propuesta del rey filósofo representa más una tensión que una identidad. Mientras que la respuesta de Aristóteles insiste en una clara distinción entre la política y la sabiduría filosófica, un examen cuidadoso demuestra que esta distinción es menos clara de lo que parece. Heidegger caracteriza la filosofía como la única política auténtica y al filósofo como gobernante por el mero hecho de ser filósofo. En contraste, Foucault insiste en que si bien la filosofía puede desempeñar un papel en relación con la política al transformar al sujeto que vive políticamente, aquella no desempeña papel alguno dentro de la política. Este contraste ilustra el resultado de la tensión legada por Sócrates a través de Platón y Aristóteles. (shrink)

This book explores dialogue as a transformative form of philosophical practice by unveiling the method behind the unique dialogue developed by mystic and thinker Jiddu Krishnamurti (1895–1986). While Krishnamurti himself generally rejected the cultivation of systems and techniques, Shai Tubali argues that there are easily identifiable patterns through which Krishnamurti strove to realize his dialogical aims. For this reason, he refers to this method, whose existence has evaded Krishnamurti’s followers and scholars alike, as the Krishnamurti dialogue. He suggests that these (...) discursive patterns serve to broaden our understanding of the possibilities of philosophical and religious dialogues and further illuminate established forms of dynamic discourse, such as the Socratic method. Inspired by Pierre Hadot’s revolutionary reading of the classical Greco-Roman texts, the author centers his attention on Plato’s Socratic dialogues and the guru–disciple conversations in the Hindu Upanishads, which fall within the scope of what may be termed ‘the transformative dialogue’: dialogues that have been written with the intention of bringing about a transformation in the mind of the interlocutor and reader and reorienting their way of life. This text appeals to students as well as researchers and suggests that the Krishnamurti dialogue is not only a continuation and development of the transformative dialogue, but that it also amalgamates ingredients of classical Western philosophy and South Asian mysticism. Moreover, this type of dialogue encourages readers to revisit the lost practice of transformative philosophy, in that it reveals new pathways of philosophical and religious inquiry that bear thought-provoking practical implications. (shrink)

The neuroscience of ethics is allegedly having a double impact. First, it is transforming the view of human morality through the discovery of the neurobiological underpinnings that influence moral behavior. Secondly, some neuroscientific findings are radically challenging traditional views on normative ethics. Both claims have some truth but are also overstated. In this article, the author shows that they can be understood together, although with different caveats, under the label of ‘neurofoundationalism’. Whereas the neuroscientific picture of human morality is undoubtedly (...) valuable if we avoid neuroessentialistic portraits, the empirical disruption of normative ethics seems less plausible. The neuroscience of morality, however, is providing relevant evidence that any empirically-informed ethical theory needs to critically consider. Although neuroethics is not going to bridge the is-ought divide, it may establish certain facts that require us to rethink the way we achieve our ethical aspirations. (shrink)

It often surprises modern readers to find the cerebral philosopher Socrates hanging out in gymnasia and wrestling schools. We tend to downplay Socrates’ association with athletes and contest as mere literary window-dressing. I would like to suggest, to the contrary, that Plato’s depiction of Socrates as an athlete goes beyond dramatic setting and linguistic metaphor. Plato actually presents Socrates as an athlete of the soul, engaged in intellectual contest, occasionally defeating his opponents, and coaching young protégées toward victory in the (...) struggle for aretē. Socratic dialogue is itself an agōn. Sometimes it is aimed at defeating famous opponents such as Euthyphro, Euthydemus, Gorgias, or Protagoras. By refuting these challengers, Socrates elicits shame—a benevolent shame “in service of the god” that serves as a starting point to re-launch and redirect the investigation. At other times Socratic dialogue tests personal beliefs about virtue, amounting to a revelation and examination of the soul that corresponds to gymnastic nudity and competition. In every case Socratic contest aims to serve the greatest agōn: the struggle to be good. Socrates appropriates the competitive spirit (philonikia) he finds in his comrades, and he directs it beyond the relativistic goal of defeating ones opponent towards the idealistic goals of education, virtue, and wisdom. In this way he transforms philonikia into philosophia. Socrates’ approach to and engagement in agōn not only connects the worlds of philosophy and athletics, it serves as a model for how athletic agōn can be put in the service of psychic as well as physical virtue. (shrink)

Recent research on “psychotherapy” in Greek philosophy has not been fully integrated into thinking about philosophy as a way of life molded by personal relationships. This article focuses on how the enigma of Socratic eros sustains a network of thought experiments in the fourth century BCE about interpersonal dynamics and psychical transformation. It supplements existing work on Plato's Symposium and Phaedrus with comparative material from Aeschines of Sphettus, Xenophon, and the dubiously Platonic Alcibiades I and Theages. In order to (...) select and illuminate commonalities among all of these, it also draws critically upon Jacques Lacan's psychoanalytic technique and his numerous comparisons between Socrates and psychoanalysts. What emerges is a more complex and qualified but no less sincere appreciation for the ideal of reflective, cooperative aspiration toward Beauty portrayed in Plato's dialogues. (shrink)

This commentary considers the role of Socratic questioning in Alien Landscapes? I discuss the three roles that Glover sees Socratic questioning playing in psychiatry: 1. Questioning to clarify problems, 2. Questioning to treat symptoms, 3. Questioning to reconstruct lives. Although I am broadly sympathetic to the idea that philosophical conversations can help us conceptualise, and deal with, mental distress, I raise two concerns. First, is there any way of providing courses of transformative Socratic questioning cheaply? Second, how (...) close is the connection between helping individuals to develop systems of belief and value that fit epistemic norms and helping them to live flourishing lives? (shrink)

This paper offers a genealogy of the ancient predecessors of Logic-Based Therapy. While LBT has an apparent affinity with Stoicism, I argue that LBT has a tripartite foundation in Socratic Rational Inquiry, Platonic philosophical psychology, and Aristotelean ethics. Secondly, I argue that LBT could help a client attain self-knowledge and “moral proprioception.” Given that LBT involves an examination of one’s belief system and a recognition of the subconscious faulty premises, it may implement a new, more adaptive understanding. By targeting (...) self-defeating habits of interpreting the world, LBT can give clients a new self-understanding that enables them to interact with others and avoid unfortunate life choices and ways of interacting with significant others. I offer a hypothetical case from fiction pointing to the way LBT could transform the character’s life. LBT may enrich other therapeutic modalities, such as psychoanalysis or psychiatry, but it achieves different goals. (shrink)

This article argues that the Paraphrasis of St John’s Gospel by Nonnus offers a response to late antique concerns as to why the salvific message of Jesus failed to be recognised by authorities of the Roman Empire in the Gospels. By reworking the portrait of Pilate found in John’s Gospel, Nonnus transforms the governor into an unambiguously late antique pepaideumenos, one who ultimately participates in the promulgation of Christian salvation and truth. The analysis shows that Nonnus accomplishes this portrait through (...) the use of Homeric parallels and allusions to Plato’s Apology of Socrates, which transform Jesus’ trial before Pilate from John 18 into a philosophical dialogue about justice, kingship, and truth. The poem invites its late antique audience to better identify with Pilate and to see his inscription of the title (titulus) on Jesus’ cross as an early gentile confession of faith, ultimately making Pilate into an apostle avant-la-lettre and rehabilitating the role of Rome vis-à-vis Christianity for late antique audiences.This work is part of a project on the reception of John’s Gospel in Late Antiquity under the direction of Prof. Michele Cutino and his research group, GIRPAM, at the Faculté de théologie catholique, Université de Strasbourg. (shrink)

Doctor Stephen Strange, the Master of the Mystic Arts, not only chose to live the life of a hero, but did so in such a way that links him to one of the most important philosopher‐heroes of all time. In making the choice to pursue the Mystic Arts and dedicating himself to living a life devoted to seeking wisdom, acting rightly, and improving society, Doctor Strange set out on a trail blazed more than 2000 years ago by the original philosopher (...) and hero, Socrates. In order to learn the truth of wisdom, virtue, and beauty, Socratic Heroes must step outside themselves and engage in deep self‐examination. While intellectual humility and the examined life shine the spotlight directly on the “wannabe” philosopher, Socratic Heroism also includes a social component that looks outward. Strange transformed into a sorcerer supreme, and a true Socratic Hero, by accepting his own limitations and looking for wisdom in the right place. (shrink)

Socratic Method in the Euthyphro can be fruitfully analysed as a method of irony interpretation. Socrates' method – the irony of irony interpretation – is to pretend that Euthyphro is an ironist in order to transform him into a self-ironist. To be a self-ironist is to ironize one's knowledge of virtue in order to bring an intuitive and unarticulated awareness of virtue to mind. The exercise of the capacity for self-irony is then a mode of striving for the good.

In the two golden centuries that followed the death of Socrates, ancient philosophy underwent a tremendous transformation that culminated in the philosophical systematizations of Plato, Aristotle and the Hellenistic schools. Fundamental figures other than Plato were active after the death of Socrates; his immediate pupils, the Socratics, took over his legacy and developed it in a variety of ways. This rich philosophical territory has however been left largely underexplored in the scholarship. This collection of eleven previously unpublished essays by leading (...) scholars fills a gap in the literature, providing new insight into the ethics, metaphysics, and epistemology as developed by key figures of the Socratic schools. Analyzing the important contributions that the Socratics and their heirs have offered ancient philosophical thought, as well as the impact these contributions had on philosophy as a discipline, this book will appeal to researchers and scholars of Classical Studies, as well as Philosophy and Ancient History. (shrink)

Thinking, the process of considering or reasoning about something, is one of the most distinctive qualities that set humans apart from other species. Philosophers around the world, such as Socrates...

This paper deals with two forms of education—Platonic and Socratic. The former educates childhood to transform it into what it ought to be. The latter does not form childhood, but makes education childlike. To unfold the philosophical and pedagogical dimensions of this opposition, the first part of the paper highlights the way in which philosophy is presented indirectly in some of Plato’s dialogues, beginning with a characterisation that Socrates makes of himself in the dialogue Phaedrus. The second part details (...) Plato’s condemnation of writing in the Phaedrus, and draws on the critique by Jacques Derrida and Gilles Deleuze to establish what is at stake in this condemnation. In the third part, the pedagogical and political implications of this condemnation are reviewed, and Plato is placed in a surprising position in relation to his own teacher, Socrates. Finally, through a comparison between childhood and philosophy, the educational value of putting childhood and philosophy together is questioned. Through a number of questions, the paper ends problematising the pedagogical, political and philosophical value of placing the practice of philosophy in the realm of childhood citizenship education. It also recovers the value of philosophy—as a form of questioning and unlearning what we know and affirming the value of not knowing—in a childlike education. (shrink)

Plato’s Apology of Socrates contains a spirited account of Socrates’ relationship with the city of Athens and its citizens. As Socrates stands on trial for corrupting the youth, surprisingly, he does not defend the substance and the methods of his teaching. Instead, he simply denies that he is a teacher. Many scholars have contended that, in having Socrates deny he is a teacher, Plato is primarily interested in distinguishing him from the sophists. In this article, I argue that, given the (...) historic educational transformation in Socrates’ and Plato’s lifetimes, Socrates’ denial is far more complex and far reaching than the Socrates-versus-the-sophists distinction indicates. Socrates suggests that Athenians have failed to recognize that there were various types among the new educators of fifth century Athens: orators, sophists, natural philosophers and, perhaps, a philosopher like Socrates. Further, the traditional education, which the Athenians believed was threatened by the new educators, was itself fractured. Ultimately, rather than offering a straightforward distinction between philosophizing and teaching, Socrates and the sophists, Plato treats the question of teaching aporectically in Apology; that is, after pointing to various alternatives for understanding the nature of teaching, Plato concludes the work without offering a clear resolution to that question. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Cynthia B. Cohen THE TRIALS OF SOCRATES AND JOSEPH K. No two trials could have been more unlike than those of Socrates and Joseph K. As portrayed in Plato's Apology,' Socrates was the conscience of Athens, a thoughtful and courageous man whose life was devoted to the pursuit of wisdom. He challenged others to examine themselves and to transform themselves into lovers of truth and goodness. This gadfly of (...) Athens was put on trial by those whom he had stung and was dispatched with a final slap. He died the bravest, wisest, and most upright man of his time. By contrast, Joseph K., the protagonist of Kafka's novel, The Trial, was an ordinary bank clerk locked into a life of unreflective routine. His arrest one day by the agents of a Court he could not comprehend failed to change his rote approach. Like a fly stuck fast to flypaper, he was glued to the details of his immediate experience, and would not rise above these to find meaning in his dreary life, or even in his shameful death. Socrates was an original and constructive thinker who died rather than deny the purpose that he found in human life; Joseph K. was a leaden bureaucrat whose life was one long moment of guilty hesitation before a broader vision of things. Or is it that Socrates was an arrogant, peculiar, conniving failure who was engaged in an insidious attempt to undermine the moral and political values of Athens? And is it that Joseph K. was a successful young businessman who had established himself as a conscientious, decent, and eminently reasonable man struggling bravely for justice against an alien and capricious authority? Or perhaps these two trials should be seen as very similar. Each man was tried on charges of which he claimed to be innocent; each wanted to restore order and meaning to a disintegrating world; each led a life that became the cause of his death; and each was condemned for claiming that the unexamined life was not worth living. Or is it that Joseph K. was condemned for maintaining that it was the examined life that was not worth living...? 212 Cynthia B. Cohen213 Difficulties in the interpretation of works of literature are to be expected when their subjects are complex and subtle individuals set in an atmosphere in which basic questions of human significance are raised. Both the Apology and The Trial are such works. Socrates initially seems a model of clarity to the interpreter. He responds to his accusers in a form of direct discourse that can be taken at face value. He presents his arguments openly and cogently. There can be no doubt that his general position is coherent, consistent, and reasonable. Yet the interpreter 's initial satisfaction fades as Socrates' irony creates confusion about what Socrates professes to know. His lines of reasoning seem to intersect in paradox; his answers to questions about the meaning and purpose of human life curve around to miss each other. The interpreter emerges confused and perplexed. These transformations of perspective and significance are repeated in The Trial. Joseph K., too, is described in a straightforward manner that is clear and quite detailed. His reactions and arguments appear sensible and well-reasoned. Yet on closer examination, his simple statements turn out to have hidden meanings; his responses often contradict one another; his logical arguments appear pointless. His answers to questions about the meaning and purpose of human life are immediately challenged by a horde of competitors. To the interpreter, The Trial metamorphizes into a model of intentional obscurity. The problem of interpretation is compounded in the case of Socrates by the question of the accuracy of our information about him. The "Socratic problem" is well known. Each of the four major sources about his life and thought, Xenophon, Aristophanes, Plato, and Aristotle, presents a somewhat different person. There has been strong support for the view that the portrayal of Socrates in the earlier dialogues of Plato is essentially sound, even though this earlier Socrates seems at variance with the later one. The resolution of this problem is irrelevant to this endeavor. Our purpose is to consider the life and... (shrink)

This paper offers an intellectualist interpretation of Diotima’s speech in Plato’s Symposium. Diotima’s purpose, in discussing the lower lovers, is to critique their erōs as aimed at a goal it can never secure, immortality, and as focused on an inferior object, themselves. By contrast, in loving beauty, the philosopher gains a mortal sort of completion; in turning outside of himself, he also ceases to be preoccupied by his own incompleteness.

Abstract:Hume described himself as an Academic skeptic and aligned himself with the skepticism of Socrates and Cicero. I argue, though, that Hume transformed the meaning of Academic skepticism by associating it with an experimental rather than dialectical method. In this essay, I distinguish between those aspects of Cicero’s Academic skepticism that Hume adopted and those he discarded in his presentation of mitigated skepticism in the first Enquiry. I then consider the implications of Hume’s transformation of Academic skepticism for Hume’s polite (...) eloquence in the Essays, particularly the essays on happiness, which are often described as possessing “Ciceronian” and “dialectical” elements. Hume’s transformation of Academic skepticism is essential to helping readers understand not only Hume’s alleged neo-Hellenism, but also the aims of his philosophical project. (shrink)

Kierkegaard’s appropriation of Socrates in his work is a well trodden area of inquiry for the Kierkegaard scholar. It is often assumed that Kierkegaard’s earlier work The Concept of Irony does not share the same attitude towards Socrates as the later texts; thus the dissertation is regularly overlooked. This paper challenges this orthodoxy through a close reading of The Concept of Irony. While Kierkegaard’s emulative orientation to Socrates is usually associated with the authorship proper, I will endeavour to locate such (...) emulation in Kierkegaard’s dissertation. I will attempt to show that Kierkegaard presents Socrates as totally consumed by irony yet deliberately undermines the method employed to reach this reading of Socrates. This ironic method of investigation, I claim, mimics a characteristic that both the early and the later Kierkegaard associate with Socrates: the effect of Socratic irony that induces a transformation in an interlocutor’s subjective orientation toward a phenomenon. The author of the The Concept emulates Socratic irony in the hope that his readers will alter how they see Socrates rather than what they see; I will argue that this aspect of The Concept’s style is a significant point of similarity between this early work and the later authorship. (shrink)

Résumé En général, la plupart des objections aux écrits d'Henry Thoreau se penchent sur ses provocations « inamicales ». Dans cet article, je propose que nous examinions son style par rapport à la pratique de la parrhésie, c'est-à-dire l'expression de la vérité d'après la tradition socratique de la philosophie. La parrhésie est la pratique consistant à dire la vérité dans le but de prendre conscience de l'importance de changer sa propre vie. La transformation envisagée par Thoreau dépend de l'acquisition d'un (...) savoir-faire à l’égard de la culture des sens, et ce, à travers ce qu'il appelle « l'excursion ». Voilà ce qui constitue sa contribution fondamentale à ladite tradition. (shrink)

Recently, some scholars have authoritatively claimed the idea that _Men. _97e2-98b5 is a strong criticism of any epistemological perspective based on an additive model of knowledge, in which knowledge is conceived as a form of opinion with the addition of something else. In this article I try to show that Plato's aim is not to criticize this model of knowledge but to pose, in the form of a hypothesis which has to be verified in other texts, the main problem of (...) his epistemology: is the _logos_, or rather the _aitias_ _logismos_, able to bind opinions so firmly together that they are transformed into that kind of infallible knowledge that is the _episteme_? In order to justify this interpretation of _Men._ 97e2-98b5, I try to provide a new reading of the meaning of the relationship between this passage of the dialogue and some topics exposed in the previous sections of the text (such as the maieutic experiment to which Socrates subjects Meno's slave, the Recollection doctrine and the method by hypothesis). (shrink)

Plato’s Gorgias depicts Socratic psychotherapy, showing Socrates aiming at “what’s best” for those he talks to (521d). The negative aspect of Socrates’ efforts—refuting claims, shaming people for misplaced values—has been well documented and discussed. Focusing on the conversations with Gorgias and Callicles, I highlight a neglected positive side to these interactions: How Socrates seeks to draw on what these characters deeply care about—here, leadership—to inspire philosophical reflection on how they live.

In the ninth century BCE, the peoples of four distinct regions of the civilized world created the religious and philosophical traditions that have continued to nourish humanity to the present day: Confucianism and Daoism in China, Hinduism and Buddhism in India, monotheism in Israel, and philosophical rationalism in Greece. Later generations further developed these initial insights, but we have never grown beyond them. Rabbinic Judaism, Christianity, and Islam, for example, were all secondary flowerings of the original Israelite vision. Now, in (...) The Great Transformation , Karen Armstrong reveals how the sages of this pivotal “Axial Age” can speak clearly and helpfully to the violence and desperation that we experience in our own times. Armstrong traces the development of the Axial Age chronologically, examining the contributions of such figures as the Buddha, Socrates, Confucius, Jeremiah, Ezekiel, the mystics of the Upanishads, Mencius, and Euripides. All of the Axial Age faiths began in principled and visceral recoil from the unprecedented violence of their time. Despite some differences of emphasis, there was a remarkable consensus in their call for an abandonment of selfishness and a spirituality of compassion. With regard to dealing with fear, despair, hatred, rage, and violence, the Axial sages gave their people and give us, Armstrong says, two important pieces of advice: first there must be personal responsibility and self-criticism, and it must be followed by practical, effective action. In her introduction and concluding chapter, Armstrong urges us to consider how these spiritualities challenge the way we are religious today. In our various institutions, we sometimes seem to be attempting to create exactly the kind of religion that Axial sages and prophets had hoped to eliminate. We often equate faith with doctrinal conformity, but the traditions of the Axial Age were not about dogma. All insisted on the primacy of compassion even in the midst of suffering. In each Axial Age case, a disciplined revulsion from violence and hatred proved to be the major catalyst of spiritual change. (shrink)

Recent research on “psychotherapy” in Greek philosophy has not been fully integrated into thinking about philosophy as a way of life molded by personal relationships. This article focuses on how the enigma of Socratic eros sustains a network of thought experiments in the fourth century BCE about interpersonal dynamics and psychical transformation. It supplements existing work on Plato's Symposium and Phaedrus with comparative material from Aeschines of Sphettus, Xenophon, and the dubiously Platonic Alcibiades I and Theages. In order to (...) select and illuminate commonalities among all of these, it also draws critically upon Jacques Lacan's psychoanalytic technique and his numerous comparisons between Socrates and psychoanalysts. What emerges is a more complex and qualified but no less sincere appreciation for the ideal of reflective, cooperative aspiration toward Beauty portrayed in Plato's dialogues. (shrink)

G. W. F. Hegel is stuck between a rock and a hard place in the history of moral philosophy. On one hand, he is frequently regarded as an infamous critic of Kantian moral individualism. From the standpoint of Kierkegaard’s Socratic revival, Hegel is seen as ignoring or even suppressing the individual in favor of a ‘systematic’ form of philosophy. This paper addresses both criticisms by reconstructing Hegel’s unique contribution to the history of moral philosophy. Refusing to reduce Hegel to (...) a foil for either Kant or Kierkegaard reveals his own inheritance of a Socratic ethic. I argue that Hegel revives a long-suppressed form of moral and practical philosophy: the Bildung of one’s self-understanding that involves both self-knowledge and self-transformation. Understanding the way in which Hegel resurrects and reinterprets this conception of moral philosophy requires that one pay attention to the close connection between his systematic method and his unique version of skepticism. (shrink)

G. W. F. Hegel is stuck between a rock and a hard place in the history of moral philosophy. On one hand, he is frequently regarded as an infamous critic of Kantian moral individualism. From the standpoint of Kierkegaard’s Socratic revival, Hegel is seen as ignoring or even suppressing the individual in favor of a ‘systematic’ form of philosophy. This paper addresses both criticisms by reconstructing Hegel’s unique contribution to the history of moral philosophy. Refusing to reduce Hegel to (...) a foil for either Kant or Kierkegaard reveals his own inheritance of a Socratic ethic. I argue that Hegel revives a long-suppressed form of moral and practical philosophy: the Bildung of one’s self-understanding that involves both self-knowledge and self-transformation. Understanding the way in which Hegel resurrects and reinterprets this conception of moral philosophy requires that one pay attention to the close connection between his systematic method and his unique version of skepticism. (shrink)

In this paper I explore how Kant’s development of the idea of the disposition in the Religion copes with problems implied by Kant’s idea of transcendental freedom. Since transcendental freedom implies the power of absolutely beginning a state, and therefore of absolutely beginning a series of the consequences of that state, a transcendentally free act is divorced from the preceding state of an agent, and would thus seem to be divorced from the agent’s character as well. The paper is divided (...) into two parts. First I analyze Kant’s understanding of the disposition and discuss the ways in which it allows us to understand a person’s transcendentally free actions in terms of that person’s character. I then discuss Kant’s resources for understanding the Socratic injunction to care for the soul in light of his concept of the disposition. (shrink)

Since the appearance of Plato’s Dialogues, philosophers have been preoccupied with the identity of Socrates and have maintained that successful interpretation of the work hinges upon a clear understanding of what thoughts and ideas can be attributed to him. In Descent of Socrates, Peter Warnek offers a new interpretation of Plato by considering the appearance of Socrates within Plato’s work as a philosophical question. Warnek reads the Dialogues as an inquiry into the nature of Socrates and in doing so opens (...) up the relationship between humankind and the natural world. Here, Socrates appears as a demonic and tragic figure whose obsession with the task of self-knowledge transforms the history of philosophy. In this uncompromising work, Warnek reveals the importance of the concept of nature in the Platonic Dialogues in light of Socratic practice and the Ancient ideas that inspire contemporary philosophy. (shrink)

In this paper, I provide an account of what is frequently called Socrates’s “method,” and, more specifically, of what one is being asked by Socrates when he asks “what is x?” I argue that one is being asked to change one’s life, and to orient one’s life around the pursuit of wisdom. To answer Socrates’s question is to subject oneself to a process of extracting from oneself one’s accumulated prejudices; doing so requires one to abandon, not just ideas that have (...) been demonstrated to be false, but the aspects of one’s life that have been built around those previous un-reflected upon ideas. This means that the cumulative commitments of adulthood—predicated as many of them often are on un-reflected-upon presumptions—prevent initiation into philosophical life. The call to do philosophy is, for Socrates, the call to subject oneself to perpetual transformation, limiting who is capable of its pursuit. (shrink)

Nassim Noroozi proposes a juxtaposition of pedagogy with and a characterization of it as justice. The term pedagogical here is not limited to “the educational,” nor is pedagogy limited to the methods of teaching. At the same time, the term justice will not be framed in terms of liberal conceptual grounds. Noroozi defines pedagogy as an arrangement of meaning so that it becomes impossible not to see injustice. Noroozi argues that “pedagogy-as-justice” concerns itself with exposing injustice in transformative ways, and (...) as such it is an ethical undertaking. She explores how philosophizing for struggle is inherently pedagogical and, because of our perception of “the pedagogical,” how it is inherently transformative. Furthermore, she argues that seeing pedagogy as justice will consequentially deem “the arrangements of meanings to engage others in the issues pertaining to injustice” as equally important to writing or thinking about those struggles. To illustrate the above points, Noroozi analyzes a case of public philosophical engagement against war. By expanding on this case, she proposes some central attributes of pedagogy-as-justice, namely its preoccupation with grounding abstract and anonymous concepts in their contested historical realities; its commitment to wrestling with an “opacity of concepts” or with “dishonest reasonings” that end up promoting suffering and injustice; and its recognition of the precarities inherent in undertaking pedagogy-as-justice. Noroozi traces a genealogy of the concept of pedagogy-as-justice going back to Socratic public philosophical engagements. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Translation, (Self-)Transformation, and the Power of the MiddleAngelica NuzzoThe etymologies of the word translation—the real and the imaginary ones—are many and varied across languages and traditions. I want to frame my present remarks by appealing to the well-known derivation of the Latin traducere from trans-ducere, the verb that designates the movement of carrying across, of bringing over across and between heterogeneous and apparently incompatible terms—different languages, different places and (...) times, and more generally different identities and cultures. I propose to indicate with translation the dynamic space of the action that takes place in-between, in the middle between two extremes—whatever these extremes may be. And I propose to dwell in this in-between space—not in order to get anywhere, but to stay there and learn how to appreciate the powerful condition of the middle. My suggestion will be that translation is the intermediate and intermediary space of transformation that precedes that which it transforms as well as that into which it transforms; that translation is the middle that comes before the extremes between which it lies and which it connects, and makes them possible for the first time. The logic of translation, I submit, is the logic of immanent self-transformation that is based on the power of the middle. This is a logic that may help us advance beyond the binary static logic in which everything is instead dictated by the predetermined, fixed identity of the extremes, and by the exclusive choice of either one or the other—the logic that Virginia Woolf aptly describes in this way: “Either we are men, or we are women. Either we are cold, or we are sentimental. Either we are young, or growing old” (Woolf 1990, ch. 5). While this may sound logically indisputable it is also—to [End Page 19] Woolf at least—existentially unacceptable and cognitively faulty when at issue is the understanding of the movement of our lives. Thus, in what follows, I am interested in exploring the meaning—the existential, historical, linguistic meaning—of the predicament of being-in-the-middle, of being-in-transition or in-translation—of being neither one extreme nor the other but both of them at the same time and also neither of them. I want to dwell, in particular, on the cipher of movement proper to this condition, on the idea of transformation that translation constitutively entails—the self-transformation that is proper to translation as such an in-between dynamic activity. But to push this point further, I also want to suggest that the movement of translation is essential for an understanding of how processes move on and advance precisely as processes; of how change and something truly new are achieved beyond the present standpoint and beyond the standpoint of the present; of how, more concretely, the individual and collective self is reconstituted and immanently transformed after a crisis and through it. For translation, in this sense, is the powerful, destabilizing moment of crisis and open possibility that invests individuals and societies alike (but also texts and languages); it is also, at the same time, a strategy of survival and a fundamental tool of advancement and progress.Let me begin with a famous philosophical scene. Plato’s Symposium opens with the intriguing account of Socrates’s unusual habits in a speech delivered by Aristodemus, and culminates with Alcibiades’s story regarding Socrates’s strange behavior during the campaign of Potidaea. Upon meeting Socrates all dressed up1 on his way to Agathon’s banquet, Aristodemus is asked to come along to Agathon’s house. He accepts, a bit embarrassed at the thought of showing up uninvited. On the way to Agathon’s, however, Socrates becomes absorbed in his thoughts and falls behind his companion. Aristodemus repeatedly waits for him, but Socrates encourages him to go on ahead alone. This puts Aristodemus in a “ridiculous position” when he arrives, all by himself, at Agathon’s house. He shows up, indeed uninvited, as there is still no sign of Socrates. Now everybody at Agathon’s is waiting and looking for him. This perplexing situation goes on until a servant discovers Socrates calmly standing... (shrink)

Montaigne’s last words in the Essays—the words that capture his entire project—are “sociable wisdom.” Philosophy has been transformed from the “love of wisdom” to “sociable wisdom” and this transformation is, at the same time, the transformation of the human world, the production of society, a new mode of human association. What is “sociable wisdom” and how has it produced this remarkable effect?Philosophy means “the love of wisdom.” Although the term is believed to have been used first by Pythagoras, Socrates presents (...) us with the most complete picture of the life of philosophy as the love of wisdom. And Socrates is the ancient philosopher most admired by Montaigne. However, the Socrates of the Essays is.. (shrink)

‘Have you ever taken sufficient care of yourselves?’ By asking the elite Athenian youth this question, Socrates implies that the liberation of self and the capacity to govern are inseparable. Drawing on the lectures given by Michel Foucault at the Collège de France in 1984 – only recently made available to the public – we show the consequences of the return to this ancient care‐of‐self ethic in the organizational context. After reviewing the contributions made to business ethics by these two (...) philosophers, we propose four phases necessary to the emergence and constitution of a moral subject in organizations: self‐awakening, self‐evaluation, self‐transformation and self‐presentation. We then suggest various managerial practices and behaviour inspired by this philosophical parrhesia embodied by the Greek philosopher wherein the manager should have a personal relationship with his or her own activity. Finally, we discuss implications of our study in the field of business ethics and propose an agenda for future research. (shrink)

‘Have you ever taken sufficient care of yourselves?’ By asking the elite Athenian youth this question, Socrates implies that the liberation of self and the capacity to govern are inseparable. Drawing on the lectures given by Michel Foucault at the Collège de France in 1984 – only recently made available to the public – we show the consequences of the return to this ancient care‐of‐self ethic in the organizational context. After reviewing the contributions made to business ethics by these two (...) philosophers, we propose four phases necessary to the emergence and constitution of a moral subject in organizations: self‐awakening, self‐evaluation, self‐transformation and self‐presentation. We then suggest various managerial practices and behaviour inspired by this philosophical parrhesia embodied by the Greek philosopher wherein the manager should have a personal relationship with his or her own activity. Finally, we discuss implications of our study in the field of business ethics and propose an agenda for future research. (shrink)

In Plato’s Phaedrus, Socrates asserts that madness is a good thing if it comes from the gods, and demonstrates this using the example of love. Eroticism becomes thereby philosophy, the lover a philosopher, with Plato’s Socrates serving as prototype. The question remains, however, how madness can be reconciled with a philosophical search for truth which relies entirely on rationality. This question must be considered within the context of the growing antagonism between irrationality and rationality, enlightenment and counter-enlightenment, cultic ritual and (...) reason, in the fifth century. Evidence of this antagonism forms a helpful background for interpretation of the question of the role of insanity in the philosophy of the Platonic Socrates. It can be shown that Plato gives Socrates characteristics from the context of contemporary counter-enlightenment and thereby transforms these and integrates them into philosophy. This process can be clearly demonstrated by means of the comparison of Socrates with a gadfly in the Apology. (shrink)

This article examines the storytelling aspect in philosophizing with rehabilitating cancer patients in small Socratic dialogue groups. Recounting an experience to illustrate a philosophical question chosen by the participants is the traditional point of departure for the dialogical exchange. However, narrating is much more than a beginning point or the skeletal framework of events and it deserves more scholarly attention than hitherto given. Storytelling pervades the whole Socratic process and impacts the conceptual analysis in a SDG. In this (...) article we show how the narrative aspect became a rich resource for the compassionate bond between participants and how their stories cultivated the abstract reflection in the group. In addition, the aim of the article is to reveal the different layers in the performance of storytelling, or of authoring experience. By picking, poking and dissecting an experience through a collaborative effort, most participants had their initial experience existentially refined and the chosen concept of which the experience served as an illustration transformed into a moral compass to be used in self-orientation post cancer. (shrink)

This paper intends to show that our reception of Plato’s criticism of Anaxagoras’ philosophy of mind is somehow mediated by Thomas Aquinas’ conception of freedom.The Socratic-Platonic Metaphysical theory of mind as something essentially connected to the best is transformed by Aristotle into a theory of the intelligence which, in its acting, necessarily records the possibility of performing the opposites or contraries. Therefore, ‘the (Platonic) best’ is now specifically understood as ‘the best possible’. Within this Metaphysical conception, Aquinas distinguishes two (...) levels (which are also to be found in ‘freedom’). In the first or more superficial one –here called ‘horizontal’–, the mind chooses to perform the best possible or not, that is, it can fulfill the science which is within the mind itself or not. In the second or more radical one –here called ‘vertical’–, the mind has to perform a reflexive act, by means of which it chooses willing or not its necessary possibility of performing the science that the mind possesses. Key words: Mind; Ancient and MedievalPhilosophy;Metaphysics; Aquinas. Superación de la concepción anaxagoriana del Noûs mediante una teoría metafísica de lo mejor posible: de Sócrates a Santo Tomás de Aquino Resumen Este artículo se propone mostrar que nuestra recepción de la crítica de Platón a la filosofía de Anaxágoras se encuentra mediada, de algún modo, por la concepción de la libertad de Tomás de Aquino. La teoría metafísica de la mente de Sócrates y Platón, como aquello conectado esencialmente con lo mejor, es transformada por Aristóteles en una teoría de la inteligencia que, en su desempeño, registra necesariamente la posibilidad de llevar a cabo los opuestos o contrarios. Por lo tanto, “lo mejor (platónico)” se entiende ahora específicamente como “lo mejor posible”. Dentro de esta concepción metafísica, Santo Tomás distingue dos niveles (que se van a encontrar también en la “libertad”). En el primero o más superficial –denominado aquí “horizontal”– la mente escoge hacer lo mejor posible o se abstiene de hacerlo, es decir, puede realizar o no la ciencia que está dentro de la misma mente. En el segundo o más radical –llamado aquí “vertical”- la mente tiene que realizar un acto reflexivo, por medio del cual escoge, voluntariamente o no, su posibilidad necesaria de actuar de acuerdo con la ciencia que posee ella misma. Palabras clave: mente; filosofía antigua y medieval; metafísica; Santo Tomás de Aquino. (shrink)

This paper examines how the Solonian conception of happiness appears transformed in the Socratic teaching, precisely as it is bound up with the introduction of erōs in the historical transition from Herodotean inquiry to Platonic philosophy. It argues, first, that philosophy is distinguished from inquiry by the introduction of erōs; and second, that the turn from olbos to eudaimonia appears as a defining moment in the historical transition from in-quiry to philosophy. Whereas Herodotean inquiry understands the importance for happiness (...) of looking to the end and seeing the whole, Platonic philosophy understands the end or the whole as a fundamental problem, and indeed as a fundamentally erotic problem. (shrink)

The object of my dissertation is to demonstrate that the conceptual thrust of Nietzsche's philosophical activity is a sustained endeavor to negate the Socratic basis of Western ontology through the re-implementation of the Aeschylean tragic paideia. Nietzsche's most consequential objection against Socrates is the latter's neutralizing of Hellenic mythos with the "cold edge" of reason and the "naive optimism" of science. Accordingly, we may most properly understand Nietzsche's effort as a movement against aesthetic Socratism, since it is with its (...) "supreme law," "To be beautiful everything must be intelligible," that Socrates--from behind his "Euripidean mask"--quelled the Dionysian spirit in Attic aesthetics, ipso fact put into operation an impulse-taming didacticism, and thus made ready the social climate for the institutionalization of the Judeo-Christian moral system. ;Nor, as I urge, is this a mere intellectual position, a philosophical exercise for Nietzsche. Just as the Platonic Socrates saw the need for a new moral and aesthetic direction, so does Nietzsche regard the culturo-political reformulation of Western society as a practical goal. Two interrelated themes of his appear to speak in favor of this observation: his regard of the composer Richard Wagner as the new Aeschylus who would reanimate the Dionysian spirit within German culture, and his persistent call for the somato-intellectual overcoming of humankind as we know it. That is, Wagner's musical dramas would at once transform Western/Socratic aesthetics and prepare the socio-cultural mentality for the rise and establishment of the Ubermensch as a new and profoundly "superior" "species" of human beings. That the younger Nietzsche did indeed regard Wagner as useful toward the achievement of such an artistic and cultural inversion may be noticed from the fact that he terminated their friendship virtually immediately after the composer signalled that he was turning to a more traditional and acceptable subject--Christianity. ;Despite this loss, Nietzsche ineluctably presses on his vision of the future "masters" of the earth. Indeed, in The Will to Power he implicitly offers at least two dissimilar "blueprints" whereby that goal could be realized. Only one of these plans of action, however, could ultimately prove useful in the establishment of the Ubermensch, while the other could at best permit only isolated communities of Ubermenschen to exist for a relatively short time, before succumbing to the rabble's socio-cultural levelling tendency. Only after the rabble's lifestyle would have become intolerable even to themselves, such that they would collectively rise up to transcend their mass-identity in all its manifestations, could the emergence and future of the Ubermensch as a phenomenal being be assured. (shrink)