Schmid divides the book into five main discussions: the historical background of the dialogue; the relation of form and content in a Platonic dialogue and specific structural and aesthetic features of the Laches; the first half of the ...
This essay develops a Kantian theory of sport which addresses: (1) Kant?s categories of aesthetic judgment (2) a comparable analysis applied to athletic volition; (3) aesthetic cognition and experience and athletic volition and experience; (4) ?free? and ?attached? beauty; (5) Kant?s theory of teleological judgment; (6) the moral concept of a ?kingdom of ends? and sportsmanship; (7) the beautiful and the sublime in sport-experience; (8) respect and religious emotion in sport-experience; (9) the Kantian system and philosophical anthropology; and (10) sport (...) and self-knowledge. (shrink)
Golf as Meaningful Play is a philosophical introduction to golf as a sporting practice and source of personal meaning. It addresses topics of interest to both scholars and intellectually curious golfers, including mental aspects of play, the nature of sport, virtues of the game, and golf in film and literature.
I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)
This paper examines Socrates’ theory of the arts in the Gorgias and in the Republic. It shows how that theory changes, as the discussion takes focus first in relation to moderation, then to justice, where it is tied to the idea of a techne of rule, to notions of virtuous work and civic health, and to five levels of ‘art’ represented in the cave. It argues that both Socrates’ vision of a scientific and benevolent political art and Thrasymachus’ sophistic theory (...) of tyrannical rule are undercut in the dialogue, the former by doubts concerning the epistemic closure it seems based on, the latter by the tyrant’s character, which impels him toward self-destructive government. (shrink)
La sensatez o moderación es un tema central que atraviesa diversos diálogos de Platón, en los cuales esta virtud se presenta en relación con el amor, el conocimiento de sí y la política. Esta virtud es abordada por Walter T. Schmid en su artículo “Socratic Moderation and Self-Knowledge”, publicado en el volumen 21 del Journal of The History of Philosophy, como resultado del seminario The Philosophy of Sócrates, organizado en 1981 por Gregory Vlastos, explorando la exposición del término sophrosyne no (...) solo en el Cármides, sino a través de distintos diálogos. (shrink)