Download Plato s Socrates As Educator (S U N Y Series in Ancient by Gary Alan Scott PDF

By Gary Alan Scott

Examines and evaluates Socrates' position as an educator in Plato's dialogues. regardless of his ceaseless efforts to purge his fellow voters in their unfounded evaluations and to deliver them to deal with what he believes to be an important issues, Plato's Socrates hardly succeeds in his pedagogical undertaking with the characters he encounters. this is often in amazing distinction to the ancient Socrates, who spawned the careers of Plato, Xenophon, and different authors of Socratic dialogues. via an exam of Socratic pedagogy lower than its such a lot propitious stipulations, concentrating on a slender classification of dialogues that includes Lysis and Alcibiades, this publication solutions the query: "why does Plato painting his divinely appointed gadfly as this type of dramatic failure?"

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By Gary Alan Scott

Examines and evaluates Socrates' position as an educator in Plato's dialogues. regardless of his ceaseless efforts to purge his fellow voters in their unfounded evaluations and to deliver them to deal with what he believes to be an important issues, Plato's Socrates hardly succeeds in his pedagogical undertaking with the characters he encounters. this is often in amazing distinction to the ancient Socrates, who spawned the careers of Plato, Xenophon, and different authors of Socratic dialogues. via an exam of Socratic pedagogy lower than its such a lot propitious stipulations, concentrating on a slender classification of dialogues that includes Lysis and Alcibiades, this publication solutions the query: "why does Plato painting his divinely appointed gadfly as this type of dramatic failure?"

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Read or Download Plato s Socrates As Educator (S U N Y Series in Ancient Greek Philosophy) PDF

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The Imitators. These are his regular companions in the streets of Athens who mimic his method of cross-examination and perform refutations on prominent citizens. c. The Disciples. These are the most extremely devoted of his associates who act like those characters in the dialogues who are portrayed as fawning over Socrates, adopting his style of dress, and making it their business to know everything Socrates says and does. Socrates and Teaching 19 Let us look briefly at each of these three groups in turn.

At most, he could be said, if one can draw inferences from these representative conversations, to gain inductive evidence about the various types of human character and about possible arguments and their entailments for various positions. Moreover, these conversations provide him with the opportunity to perfect strategies for the best approach to different kinds of interlocutors. But he appears to learn little or nothing about the subject matter during these conversations. As the master of his conversational craft, Socrates seems to learn only how better to assay the character of his interlocutors, to identify their fundamental beliefs or the structure of their desires, and to anticipate them in argument.

23 In addition to establishing the appropriate precommercial context for the discussion of justice to follow in the Republic, the above exchange between Socrates and Thrasymachus provides grounds for differentiating practices dependent upon a market economy from practices that are not. 24 Indeed, he makes the philosopher’s incorruptibility—by money, gifts, honors, and even sexual favors, as the encounter with Alcibiades, to be discussed in Chapter 4, will illustrate—a vital, prominent feature of his characterization of him.

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