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Relevant bibliographies by topics / Plato's Dialogues

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Academic literature on the topic 'Plato's Dialogues'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Plato's Dialogues"

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Corlett, J. Angelo. "Interpreting Plato's dialogues." Classical Quarterly 47, no. 2 (December 1997): 423–37. http://dx.doi.org/10.1093/cq/47.2.423.

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The history of scholarship, philosophical or otherwise, about Plato and his writings reveals a quandary pertaining to the interpretation of the contents of Plato's dialogues. To understand Plato one must come to terms with this problem: how ought Plato's writings to be interpreted?

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Wolfsdorf, D. "The historical reader of Plato's Protagoras." Classical Quarterly 48, no. 1 (May 1998): 126–33. http://dx.doi.org/10.1093/cq/48.1.126.

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The popular question why Plato wrote dramatic dialogues, which is motivated by a just fascination and perplexity for contemporary scholars about the unique form of the Platonic texts, is confused and anachronistic; for it judges the Platonic texts qua philosophical texts in terms of post–Platonic texts not written in dramatic dialogic form. In comparison with these, the form of Platos early aporetic dialogues is highly unusual. Yet, in its contemporary milieu, the form of Platonic literature is relatively normal. Dramatic dialogue was the most popular form of Attic literature in the late fifth and fourth centuries. This explains why Plato wrote dramatic dialogues.

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Zoller, Coleen. "Interpreting Plato's Dialogues (review)." Journal of the History of Philosophy 45, no. 3 (2007): 486–87. http://dx.doi.org/10.1353/hph.2007.0073.

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RORTY, AMÉLIE OKSENBERG. "Plato's Counsel on Education." Philosophy 73, no. 2 (April 1998): 157–78. http://dx.doi.org/10.1017/s0031819198000163.

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Plato's dialogues can be read as a carefully staged exhibition and investigation of paideia, education in the broadest sense, including all that affects the formation of character and mind. The twentieth century textbook Plato — the Plato of the Myth of the Cave and the Divided Line, the ascent to the Good through Forms and Ideas — is but one of his elusive multiple authorial personae, each taking a different perspective on his investigations. As its focused problems differ, each Platonic dialogue exhibits a somewhat different model for learning; each adds a distinctive dimension to Plato's fully considered counsel for education. Setting aside the important difficult questions about the chronological sequence in which the dialogues were written and revised, we can trace the argumentative rationale of Plato's fully considered views on paideia, on who should be educated by whom for what, on the stages and presuppositions of different kinds of learning. Those views are inextricably connected with his views about the structure of the soul, about the virtues and the politeia that can sustain a good life; and about cosmology and metaphysics.

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Sollenberger, Michael G., and Leonard Brandwood. "The Chronology of Plato's Dialogues." Classical World 86, no. 1 (1992): 72. http://dx.doi.org/10.2307/4351248.

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Davis, Michael. "On the Coherence of Plato's Philosophers." Review of Politics 80, no. 2 (2018): 241–46. http://dx.doi.org/10.1017/s0034670517001255.

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AbstractBecause Plato's Philosophers: The Coherence of the Dialogues is such a monumental book, understanding its own coherence is a daunting task. The dialogue Theaetetus has as its theme the problem of knowledge, and so the part of Plato's Philosophers that deals with the Theaetetus seems a promising place to begin to think through what Zuckert's book means to be as a whole. In the Theaetetus we learn how knowledge, as a story that must begin and unfold for us in time, while necessarily partial, provides indirect, if imperfect, access to the whole and leads to a kind of self- knowledge. Plato makes this self-knowledge, the true goal of philosophy, most fully manifest in the drama of the life of his philosopher, Socrates, to which Plato's Philosophers, in meticulously tracing the dramatic order of the dialogues, means to provide access.

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van Deusen, Nancy. "The Image of the Harp and Trecento Reception of Plato's Phaedo." Florilegium 7, no. 1 (January 1985): 155–78. http://dx.doi.org/10.3138/flor.7.010.

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Until recently, “Platonism” as a concept had been fairly well-established: in all likelihood nothing new would come out of looking carefully into the early translations of Plato’s dialogues. Generally, it was thought that all of the dialogues — with the exception of Plato's Timaeus, available in Chalcidius’ partial translation and extensive commentary, and, for example, also in the subsequent twelfth-century commentary by William of Conches — were translated from Greek into Latin and hence were influential only in the course of the fifteenth century, particularly due to the efforts of the Florentine humanist, Marsilio Ficino.

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Deretic, Irina. "Logos and Plato's question on method." Theoria, Beograd 50, no. 3 (2007): 7–28. http://dx.doi.org/10.2298/theo0703007d.

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At first glance, Plato saw 'his method' as different processes and procedures The author of the paper attempts to show that all of these procedures are interrelated and that Plato kept on elaborating, supplementing and fine-tuning his methodological reflections. The procedure of giving a definition dominates his early dialogues, as well as the questioning and refutation of the various opinions of Socrates' interlocutors. In the Meno and the Phaedo, Plato introduces and practices the hypothetical method which was used by the mathematicians of those times. The dialogue Republic represents the turning point in his methodology. Therein Plato gives the most comprehensive description of the dialectical method and, simultaneously, foreshadows the method of division which he develops and practices in later dialogues.

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Mosimann, Robert William. "A Revised Chronology of Plato's Dialogues." Philosophical Inquiry 32, no. 3 (2010): 23–60. http://dx.doi.org/10.5840/philinquiry2010323/42.

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Yonezawa, Shigeru. "Socratic Courage in Plato's Socratic Dialogues." British Journal for the History of Philosophy 20, no. 4 (July 2012): 645–65. http://dx.doi.org/10.1080/09608788.2012.679784.

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Dissertations / Theses on the topic "Plato's Dialogues"

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Brandwood, Leonard. "The chronology of Plato's dialogues /." Cambridge : Cambridge university press, 1990. http://catalogue.bnf.fr/ark:/12148/cb36656709r.

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Pasqualoni, Anthony Michael. "Collection and division in Plato's Dialogues." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22927.

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Plato describes a way of reasoning that comprises two complementary operations, collection and division. Collection unifies many into one while division divides one into many. In other words, while collection brings together many parts into a whole, division divides a whole into many parts. While Plato goes into some detail in his observations on collection and division, several questions remain unanswered. More specifically, the means by which collection and division operate, their product, and their relation to deductive and non-deductive reasoning are uncertain. The purpose of this study is to shed light on collection and division by defending the following thesis: collection and division define logical frameworks that underlie both deductive and non-deductive reasoning. Chapter 1 will introduce collection and division by reviewing recent literature, defining key terms, and discussing illustrations of collection and division in the dialogues. Chapter 2 will explain how collection and division define logical frameworks through three operations: seeing, naming, and placing. These operations will be discussed in terms of their relations to reasoning about wholes and parts. Chapter 3 will present four models for interpreting the logical structures that are produced by collection and division. It will present the argument that collection and division define non-hierarchical structures of overlapping parts. Chapter 4 will present the argument that collection and division define whole-part relations that underlie deductive reasoning on the one hand, and the formulation of definitions in dialogues such as the Sophist and the Statesman on the other. Chapter 5 will explore the relation between collection and division and non-deductive reasoning. It will present the argument that Meno’s definition of virtue and Euthyphro’s definition of piety are formulated using collection and division. Chapter 6 will provide a summary of key points from the preceding chapters and discuss unanswered questions and avenues for future research.

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Danielewicz, Joseph Robert. "Parody as Pedagogy in Plato's Dialogues." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429860470.

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Karasmanēs, Vasilēs. "The hypothetical method in Plato's middle dialogues." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:c0b01e5a-1cb4-461c-bb97-b545dc26dff2.

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The purpose of this dissertation is to offer an interpretation of Plato's hypothetical method in his middle dialogues. The hypothetical method is given in three accounts, one in the Meno, the Phaedo and the Republic. These three accounts of the method besides their affinities, seem to present some differences. The first main problem is to see whether we can speak of one single method, or of three different hypothetical method. Plato, in the Meno (86e) says that his method is similar to one which the geometers use and gives as an elucidation of it, an obscure geometrical problem to which I offer a new solution. The second main problem of this dissertation is to examine whether there is any relation (and if there is, of what kind) between Plato's accounts of the hypothetical method and the various methodologies in Greek geometry at that time. I show In this dissertation that we have one method, in a broad sense, that employs hypotheses and proceeds in two ways: firstly, a way upwards (or backwards) towards the premisses of the argument or towards prior questions and, secondly, a way downwards from the premisses to the desired conclusion. The upward way is a heuristic process, whilst the downward one is deductive. Although we have essentially one method in all three dialogues, it is somewhat differentiated from one dialogue to the next (and in particular between the Phaedo and the Republic). In the three accounts of the hypothetical method, I see three stages of an evolutionary process similar to a corresponding one which took place in the evolution of the method of Indirect proof in geometry. More precisely, I argue that the three accounts of Plato's method reflect three corresponding stages in the evolution of the reductive method of Hippocrates of Chios (apagoge) to the geometrical method of analysis and synthesis. I argue furthermore, as regards the relation between Plato's philosophy and mathematics, that the axiomatization of geometry had an Impact on Plato's conception of knowledge and upon his conception of dialectic. Moreover, I try to show that we have good reasons to suppose that Plato proposed a programme of reducing the principles of mathematics into the fewest possible and his contribution to this programme was decisive. There is another problem regarding Plato's hypothetical method. In his middle dialogues, Plato clearly speaks about a new philosophical method of great importance and he gives extensive theoretical accounts of it. The strange thing is that it seems (and here almost all scholars agree) that nowhere does he apply his method (with the exception of a small-scale application of It In the Meno). However, this does not seem very likely. In chapters V and VI, I shall argue that we have extensive applications of the method in both the Phaedo and the Republic.

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Samaras, Athanasios. "Virtue and democracy in Plato's late dialogues." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/50542/.

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Both Plato's theory of virtue and his attitude towards democracy -the two being correspondent- change significantly as we move from the middle to the late dialogues. The Republic is a substantially authoritarian work which expresses an unmitigated rejection of democracy. Its authoritarianism is deeply rooted in the fact that its ethical and political assertions are justified on a metaphysical basis. Plato suggests that virtue and metaphysical knowledge legitimize political power, but both virtue and knowledge are so defined as to be attainable only by a tiny minority. In the Politicus Plato reasserts the superiority of a complete virtue grounded on philosophical knowledge, but seriously questions the attainability of this ideal. In the closing part of this dialogue Plato demonstrates an interest in history and in this respect the Politicus anticipates the Laws, where political theory is not justified by metaphysics, but is informed by historical experience. More specifically, Plato attempts to reproduce on a theoretical level a legislation similar to the actual historical legislation of Solon and he underlines the need for a moderate state involving elements from different constitutions. Because Plato adopts a historical perspective in the Laws, his earlier authoritarianism is severely curtailed (though not completely abandoned). So, despite still holding a low opinion of democracy, Plato does use some democratic elements in his Magnesian constitution and the predominant conception of moral virtue put forward in the Laws is not the highly exclusive virtue of the Republict but a virtue falling within the capacities of the ordinary citizen. In comparison to the state of the Republic the city of the Laws is for Plato only a "second best". Even so, however, the latter dialogue with its moderation, its rejection of absolutism and its surprisingly modern emphasis on the accountability of all officials constitutes a contribution of lasting interest to Western political thinking.

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Kahn, Charles. "A New Interpretation of Plato's Socratic Dialogues." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/112978.

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A study of the remainsof the other Socratic authors, and of Eschines in particular, makes clear that this dialogue form was essentially a genre of fictional conversations with Socrates. freely invented even when the interlocutors were historical. Hence it is a mistake to regard Plato's earlier dialogues as a report of the philosophy of the historical Socrates. The present interpretation aims toreplace the notion of a Socratic period in Plato's philosophical development with a more unified View of Plato's work as a whole. Hence the notion of prolepsis is utilized to suggest that most of the so-called Socratic-dialoguesare Written (and intended to be read) from the point of View of the socalled middle dialogues.
Un estudio de fuentes de diversos autores socráticos, y de Esquines en particular, deja en claro que esta forma dialógica fue esencialmente un género de ficticias conversaciones con Sócrates. inventadas libremente aun cuando los interlocutores tuviesen realidad histórica. Por lo tanto, es erróneo considerar que los diálogos tempranos de Platón transcriben la filosofía del Sócrates histórico. Con esta interpretación se intenta reemplazar la noción de un período socrático en el desarrollo filosófico de Platón por una concepción más unitaria de su obra en conjunto. Así, la noción de prolepsis será empleada para sugerir que la mayor parte de los llamadosdiálogos socráticos fueron escritos (y concebidos para ser leídos) desde la perspectiva de los diálogos intermedios.

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Sheffler, Daniel T. "The Metaphysics of Personhood in Plato's Dialogues." UKnowledge, 2017. http://uknowledge.uky.edu/philosophy_etds/16.

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While most scholars know, or think they know, what Plato says about the soul, there is less certainty regarding what he says about the self. Some scholars even assert that the ancient Greeks did not possess the concepts of self or person. This dissertation sets out to examine those passages throughout Plato's dialogues that most clearly require some notion of the self or the person, and by doing so to clarify the logical lineaments of these concepts as they existed in fourth century Athens. Because Plato wrote dialogues, I restrict myself to analyzing the concepts of self and person as they appear in the mouths of various Platonic characters and refrain from speculating whether Plato himself endorses what his characters say. In spite of this restriction, I find a number of striking ideas that set the stage for further philosophical development. After an introductory chapter, in Chapters 2 and 3 I argue that the identification of the person with the soul and the identification of the human being with the composite of soul and body make possible a conceptual split between person and human being. In Chapter 4, I argue that the tripartite account of the soul suggests an ideal identification of the person with the rational aspect of the soul rather than the lower aspects of one's psychology. Finally, in Chapter 5 I argue that the analogical link between rationality in us and the rational order of the cosmos leads to the conclusion that the true self is, in some sense, divine.

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Muller, Joe Pahl Williams. "Constructing Kallipolis: The Political Argument of Plato's Socratic Dialogues." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493293.

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This dissertation examines the political argument of Plato’s Socratic dialogues. Common interpretations of these texts suggest, variously: (1) that Socrates does not offer much in the way of a political theory; (2) that Socrates does reflect on politics but ultimately rejects political institutions as irrelevant to his ethical concerns; (3) that Socrates arrives at a political theory that either accepts or even celebrates free and democratic political arrangements. Against such interpretations, this dissertation examines Plato’s early work and demonstrates: (1’) that Socrates does engage in serious reflection on political institutions and on the question of the best regime; (2’) that Socrates recognizes that political institutions are of central importance to his ethical concerns; (3’) that Socrates rejects democracy, specifically, or political and cultural freedom, generally, as tending to corrupt the citizenry and lead to misery rather than happiness. In the Socratic dialogues, then, we find Plato intentionally “constructing Kallipolis,” one argument at a time. 1. The first essay examines the Charmides and Socrates’ argument there that it is impossible for an amateur to ever reliably distinguish between experts and non-experts in a knowledge that she does not herself possess. This argument poses a fundamental challenge to democracy, which relies on the ability of amateurs to reliably select good rulers, but the argument does not license such revolutionary action as Socrates’ interlocutors Critias and Charmides would historically undertake. 2. The second essay examines the Gorgias, seeking to understand one of Socrates’ favorite paradoxes: that doing wrong makes the wrongdoer miserable. The essay demonstrates that Socrates’ contention is supported by an argument about appetite and psychological self-harm that anticipates the more elaborate theory of the Republic. This argument, and especially the thought that the wrongdoer’s judgment comes to be seriously distorted by her vice, provides a moral-psychological explanation of the difficulty of reforming a corrupt culture and suggests the value, on Socrates’ account, of non-rational forms of persuasion. 3. The third essay examines the Protagoras and its attack on sophistry. The dialogue argues that any free society will tend toward corruption, on account of the operation of unscrupulous clever speakers who aim to disrupt traditional morality. The solution to this problem is suggested in Socrates sketch of a “philosophical Sparta,” a regime that anticipates the Kallipolis of the Republic in many respects, especially in the strict control of poetry (i.e., the rejection of political and cultural freedom). Considered together, these three essays show that Plato’s Socrates is no democrat. From the beginning he looks toward a radically new kind of politics, an unfree society ruled by a philosophical elite.
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Tankha, Vijay. "The analogy between virtue and crafts in Plato's early dialogues /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74591.

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This thesis investigates Plato's analogy between virtue and crafts, a comparison made extensively in the early dialogues. I first detail the model of technical knowledge that Plato uses as a paradigm of knowledge. An application of this model shows the inadequacies in some claims to know or to teach virtue. Applying the model to the Socratic dictum, 'Virtue is knowledge' enables us to understand what such knowledge is about. Such knowledge is identified as 'self-knowledge' and is the product of philosophy. Philosophy is thus revealed as the craft of virtue, directed at the good of individuals. One problematic aspect of the analogy between virtue and crafts is the possibility of misuse. Virtue conceived as self-knowledge enables Plato to explain both why such a craft cannot be misused and why it alone can be the basis for benefiting others.

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Carone, Gabriela Roxana. "Mind as the foundation of cosmic order in Plato's late dialogues." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/mind-as-the-foundation-of-cosmic-order-in-platos-late-dialogues(a4827541-26e4-4e67-b025-caafecff06bd).html.

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Books on the topic "Plato's Dialogues"

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Interpreting Plato's dialogues. Las Vegas: Parmenides Pub., 2005.

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Slaatte, Howard Alexander. Plato's Dialogues and ethics. Lanham: University Press of America, 2000.

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Brandwood, Leonard. The chronology of Plato's dialogues. Cambridge: Cambridge University Press, 2009.

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The sophists in Plato's Dialogues. Albany: State University of New York Press, 2015.

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Brandwood, Leonard. The chronology of Plato's dialogues. Cambridge [England]: Cambridge University Press, 1990.

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Plato. Plato unmasked: Plato's Dialogues made new. Spokane, Wash: Eastern Washington University Press, 2003.

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Socratic education in Plato's early dialogues. Notre Dame, Ind: University of Notre Dame Press, 1986.

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Tejera, V. Plato's dialogues one by one: A dialogical interpretation. Lanham: University Press of America, 1999.

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Samaras, Athanasios. Virtue and democracy in Plato's late dialogues. [s.l.]: typescript, 1995.

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Plato's philosophers: The coherence of the dialogues. Chicago: The University of Chicago Press, 2009.

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Book chapters on the topic "Plato's Dialogues"

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Tabak, Mehmet. "Forms in the Middle-Period Dialogues." In Plato's Parmenides Reconsidered, 5–28. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137505989_2.

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Penner, Terry. "Plato's Ethics: Early and Middle Dialogues." In A Companion to Ancient Philosophy, 151–69. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444305845.ch9.

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Marshall, Mason. "A Top-Down Approach: Refining Protreptic Through Platonic Thought Experiments." In Reading Plato's Dialogues to Enhance Learning and Inquiry, 8–38. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-1.

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Marshall, Mason. "Introduction." In Reading Plato's Dialogues to Enhance Learning and Inquiry, 1–7. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-101.

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Marshall, Mason. "Epilogue." In Reading Plato's Dialogues to Enhance Learning and Inquiry, 218–19. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-102.

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Marshall, Mason. "A Bottom-Up Approach: Reimagining Protreptic by Examining Socrates." In Reading Plato's Dialogues to Enhance Learning and Inquiry, 39–65. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-2.

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Marshall, Mason. "Would the Two Approaches Be Legitimate?" In Reading Plato's Dialogues to Enhance Learning and Inquiry, 66–124. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-3.

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Marshall, Mason. "Would the Two Approaches Be Valuable Enough?" In Reading Plato's Dialogues to Enhance Learning and Inquiry, 125–69. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-4.

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Marshall, Mason. "The Two Approaches in Action." In Reading Plato's Dialogues to Enhance Learning and Inquiry, 170–217. New York, NY : Routledge, 2021. | Series: Routledge international studies in the philosophy of education: Routledge, 2020. http://dx.doi.org/10.4324/9781003120025-5.

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Moss, Jessica. "Epistemology in the Theaetetus." In Plato's Epistemology, 219–33. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867401.003.0011.

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This chapter offers a brief treatment of the epistemology of the Theaetetus, arguing that in this dialogue—despite obvious and radical differences from the Two Worlds dialogues—we can see the Basic Conceptions very much at work. Socrates’ development and refutation of the first hypothesis, that epistêmê is perception, presupposes an objects-based epistemology on which epistêmê is of Being, and doxa of what seems. His treatment of doxa in the dialogue’s second hypothesis shows that he is here introducing a new notion generic belief, which is nonetheless explicable as an extension of the idea that doxa is of what seems, and the refutation of the second hypothesis, along with the development of the third, arguably involve the idea that epistêmê has its own special object, Being.

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Conference papers on the topic "Plato's Dialogues"

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Bao, Siqi, Huang He, Fan Wang, Hua Wu, and Haifeng Wang. "PLATO: Pre-trained Dialogue Generation Model with Discrete Latent Variable." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.9.

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Malykhina, Yulia. "Utopia as Topos of Boundaries Erosion between Private & Public Sphere." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-15.

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The article covers ideas of public life in ancient Greek philosophy having given rise to discussion on the necessity of separation and rapprochement of public and private spheres. This study rests upon the analysis of ‘publicness’ and ‘privacy’ in the philosophical conceptions of such authors as J. Habermas who deems ‘publicness’ as communication, and H. Arendt who refers to ‘publicness’ as the polis-based worldview. Plato’s dialogue ‘The State’, which can be deemed as the first-ever example of a utopian text, provides us with the most detailed and consistent instance of criticism of the private sphere, the necessity to merge it into public life to create society. Only in this way could society become a model of an ideal polis leading to the common good. The utopism of Plato’s pattern determines characteristics of the entire utopian genre arising from the idea of the individual merging with the state, and the private sphere merging into the public sphere. Plato’s ideal polis is contrasted with the concepts of the state formed by Modern Age liberal thought, which have largely determined modern views on the division of these spheres, leading to a revision of the utopian projects and a change in the relationship between the private and the public therein. A comparison of various utopian texts results in finding out that the utopian idea of the refusal of the private sphere of life in favour of serving the common good contradicts the modern ideal of freedom, which is the reason for its criticism and for the increasing number of texts with an anti-utopian character.

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