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Gallagher, Robert L. "The structure of Socratic dialogue : an Aristotelian analysis /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794983620773.
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Pantelides, Fotini. "On what Socrates hoped to achieve in the Agora : the Socratic act of turning our attention to the truth." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21024.
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This thesis wants to say that Socrates was a teacher of his fellows. He engaged with them through dialogue because he cared for their wellbeing, or as he might have put it: for the state of their souls. He was an intellectual and he had an intellectualist view of people and reality. He felt that right-mindedness was reasonable; and thus he believed that learning and developing understanding brought people closer to being virtuous; to goodness; and so to mental health. Socrates was a philosopher, and he considered this to be the most prudent and exalted approach to life. He taught his fellows how to be philosophers, and he urged them as best he could to take up the philosophical stance. His form of care for others was ‘intellectualist’. He cared ‘for the souls of others’ and for his own with intellectual involvement because he believed that this was the most appropriate way. He had a view of the human soul that produced intellectualist views of what wellbeing is and how it is achieved. He himself was a humble and able thinker, and was fully devoted to being virtuous and to helping his fellows to do the same. This thesis addresses the question of what Socrates did in the agora (his aims) and how he went about doing it (his methodology). Our answer might seem obvious. One might wonder what is new about saying that Socrates was a philosopher, and that he cared for the souls of his fellows and that he urged them to become virtuous. Perhaps nothing of this is new. Nevertheless, we find that making this ‘simple’ statement about Socrates is not that simple at all. We find that in Socratic scholarship there exist a plethora of contrasting voices that make it rather difficult to formulate even such a basic description of what Socrates did. We do not wish to create a novel and different reading of Socrates. We do not think that this is even possible after civilization has been interpreting Socrates for millennia. We do not see innovation for its own sake as desirable. We prefer clear understanding to the eager ‘originality’. Therefore rather, our aim with this work is to defend and clarify a very basic picture of Socrates as an educator. We see this work as clearing away clutter so as to begin our life-long study of Socratic thought and action: by laying a foundation with which we can read Socratic works and discern their meaning.
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Levall, Michael, and Carl Boström. "Understanding through games : Life Philosophies and Socratic Dialogue in an unusual Medium." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4558.
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Games as a medium is about to change, and with this change comes a search for themes outside the normal range of what is seen as acceptable in the medium. In this paper we, Michael Levall and Carl Boström, use debate and Socratic dialogue to portray the value of looking at a topic from several different angles, with the topic of choice for this project being life philosophies. During production, we create a game which sets out to affect its player even after he or she has finished playing it, possibly teaching the player the value of looking at a problem from different perspectives. Playtests conclude that in order to affect the player, the game should be catered to the player’s skill in interpreting games, and interpretable design can be used to affect how influenced the player is by the game.<br>Spel som ett medium håller på att förändras, och med dess ändringar kommer sökandet efter nya teman utanför det som idag ses som acceptabelt inom mediet. I detta arbete använder vi, Michael Levall och Carl Boström, debatt och Sokratisk dialog för att porträttera värdet av olika synvinklar, med livsåskådningar som tema. Under produktionen skapar vi ett spel som syftar till att påverka dess spelare även efter det att han eller hon har spelat klart det, med möjligheten att lära spelaren värdet av att se ett problem från olika vinklar. Speltester visar att för att påverka spelaren bör spelet möta spelarens skicklighet att tolka spel, och hur tolkningsbar design kan användas för att påverka hur påverkad spelaren blir av spelet.<br>Detta är en reflektionsdel till en digital medieproduktion.
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Hed, Frida. "Socrates and Rossetti : An analysis of Goblin Market and its use in the classroom." Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1450.
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<p>ABSTRACT</p><p>This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class.</p><p>This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use of the analysis and the poem in the classroom.</p><p>When analysing the poem and how it has been affected by its contemporary society, it becomes clear that the poem provides a critique in several ways towards consumerism and social ideals of Victorian Britain. Concerning the use of the poem and the analysis in the upper secondary English classroom it is evident that the poem and the literary analysis combined provides an interesting view on Victorian Britain for the pupils to discuss while having Socratic seminars.</p>
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Devine, Catherine Teresa. "Transformational dialogue through Socratic Circles pedagogy : Deep learning and social cohesion in microcosms of democratic communities." Phd thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/e1fa4e40f9d4f3b0df457e32f5a9395c3d9726079c1f93ac459b495aa4dbabb3/3835678/Devine_2020_Transformational_dialogue_through_Socratic_circles_pedagogy.pdf.
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Values related to social cohesion, that are explored, understood and developed through interactions and dialogue can have a humanising effect on the learning environment. A reengagement with the enduring and evolving aims of education presents an opportunity for educators to recreate classrooms as microcosms of the ideal democratic community. The role of pedagogy in providing an architecture for an education towards social cohesion, encompassing critical and creative thinking, communicative competence and relationshipbuilding, is central to its success. However, what is not easily understood or applied, is how an education in these values might be achieved within contemporary school settings.
Socratic Circles is a formal, structured discussion-based pedagogical approach to teaching and learning. In such an approach, learners employ purposeful reading and speaking strategies to enhance the expression of ideas conducive to promoting learning, individual wellbeing and social cohesion among adolescents. This research examines a pedagogical response to the values education reform effort implemented by the Commonwealth Government of Australia in the period 2002–2010. It focuses on the use of Socratic Circles as a pedagogical tool in teaching, understanding and demonstrating values in the context of adolescent learning in a cross-sectoral cluster of secondary schools in Melbourne, Australia. The identification of Transformational Dialogue achieved through Socratic Circles Pedagogy as both an effective process and positive outcome in the context of values, affirms its relevance as a contemporary educational approach.
The Socratic Circles Pedagogy Outcomes framework brings together the key structural, contextual and foundational conditions and practices for the application of effective pedagogy as part of comprehensive curriculum reform for student learning. In the context of this research, Socratic Circles Pedagogy offers a mechanism for Transformational Dialogue. This pedagogical choice is characteristically agentic, that is, the individual is both an agent of change and is changed, within the community of learners, by the agency of others. When considering the educational imperatives of deep learning related to contemporary issues such as shared values, the achievement of Transformational Dialogue through the Socratic Circles Pedagogy is possible.
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Donato, Marco. "[Platone] Erissia, o sulla ricchezza : introduzione, testo critico, traduzione e commento." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEP017.
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Cette thèse de doctorat consiste en une nouvelle édition critique avec introduction, traduction en italien et commentaire de l’« Éryxias » pseudo-platonicien, un dialogue socratique ayant été transmis parmi les œuvres de Platon mais qui était déjà connu par les anciens pour être inauthentique et faussement attribué au grand philosophe (voir par exemple Diogène Laërce 3, 62). L’édition critique la plus récente du texte, publiée dans la « Collection des Universités de France » par les soins de Joseph Souilhé en 1930, est fondée sur une reconstruction de la tradition manuscrite qui a été remise en question par les études de L.A. Post (1934). En outre, malgré le récent retour d’intérêt pour les dialogues « apocryphes » du corpus platonicien, l’« Éryxias » reste méconnu et peu étudié : après les deux dissertations allemandes d’O. Schrohl (Göttingen 1901) et G. Gartmann (Bonn 1949), il n’y a pas eu de travaux dédiés spécifiquement au dialogue, exception faite de la décevante traduction annotée par R. Laurenti (Bari 1969). L’hypothèse avancée au cours de ce travail voit en l’« Éryxias » un produit composé à l’école fondée par Platon, l’Académie, après la mort du fondateur et plus précisément pendant la première moitié du troisième siècle avant Jésus-Christ : cela ferait du dialogue un témoin de la reconstruction de la pensée et de l’activité littéraire de l’Académie hellénistique. L’introduction est divisée en quatre chapitres. Les deux premiers abordent les problèmes plus strictement philologiques, liés à la transmission du corpus et du dialogue dans l’antiquité et à la chronologie du texte, notamment fixée par les savants sur la base de la présence d’un magistrat – le gymnasiarque – qui n’apparaît pas à Athènes avant la fin du quatrième siècle avant Jésus-Christ. Le troisième chapitre porte sur le contenu philosophique : le sujet de l’« Éryxias » est le rapport entre richesse (ploutos) et vertu (arete). Deux conclusions différentes sont présentées, en s’appuyant sur deux définitions différentes de la richesse : selon la première, ayant trait au concept de valeur, le sage est le plus riche des hommes ; selon la seconde, identifiant la richesse à la possession de biens matériels (chremata), le plus riche des hommes sera le plus méchant. Les deux conclusions sont parfaitement en accord avec un arrière-plan philosophique constitué par les dialogues de Platon et s’insèrent dans une tentative visant à accorder les divers traitements de la richesse dans les écrits authentiques. La recherche menée dans l’« Éryxias » peut bien être contextualisée dans le mouvement général de « renaissance du Socratisme » qui a été individué par les savants durant la première moitié de l’époque hellénistique (voir A. A. Long, Socrates in Hellenistic Philosophy, CQ 38, 1988, 150-171 ; F. Alesse, La Stoa e la tradizione socratica, Napoli 2000). L’Académie, comme le montre la production de dialogues socratiques, occupe un rôle central dans ce mouvement, ayant l’effort de revendiquer l’héritage de Socrate à travers son disciple, Platon. Le quatrième chapitre porte sur l’aspect littéraire : l’« Éryxias » a été reconnu par les savants comme le plus soigné des dialogues inauthentiques en ce qui concerne la cure de l’élément artistique. Après un paragraphe sur la poétique du dialogue dans l’« Éryxias », nous relevons une étude approfondie du proème, qui se montre particulièrement détaillé, ainsi que de Socrate et des autres personnages. À la fin du chapitre, le style et la langue du dialogue sont examinés. À la suite d’une note sur la tradition manuscrite, est donnée une nouvelle édition critique avec apparat du dialogue, suivie d’une traduction en italien. Le commentaire extensif porte sur des questions de détail s’insérant dans le plus grand cadre tracé au cours de l’introduction : son approche est autant philologique-littéraire qu’historique et philosophique. Un appendice de tables et une bibliographie sont ajoutés en qualité d’instruments nécessaires au lecteur<br>This PhD thesis consists in a new critical edition with introduction, italian translation and commentary of the pseudo-platonic Eryxias, a Socratic dialogue transmitted inside the corpus of Plato’s works but already known in antiquity (see Diogenes Laertius 3.62) to be inauthentic and falsely attributed to the ancient philosopher. The latest critical edition of the Eryxias, which dates back to 1930 and was published by J. Souilhé in the «Collection des Universités de France», is not reliable, as it depends on a misleading reconstruction of the manuscript tradition, outdated at least since the pioneering work of L. A. Post (1934, The Vatican Plato and its Relations, Middletown); moreover, notwithstanding the text’s philosophical and literary interest and length inside the group of the Platonic spuria, the Eryxias has not been object of specific studies in the past century, exception made for the two dissertations by O. Schrohl (Göttingen 1901) and G. Gartmann (Bonn 1949), two works that remain hardly accessible even to scholars in the field, and for the italian edition by R. Laurenti (Bari 1969). Even in recent years, when the spurious dialogues have seen a renaissance as a field of study (see for example the volume edited by K. Döring, M. Erler and S. Schorn, Pseudoplatonica, Stuttgart, 2005), the Eryxias remains less studied than other items in the corpus, mainly due to its extension – fifteen pages of the canonic edition by Stephanus (1578) – and to its overall complexity. In spite of this marginal role in recent studies, the Eryxias had attracted since the 18th century the interest of scholars and historians of ancient economy, as it presents an ancient discussion on the value of wealth and material goods. The first part of the introduction deals with the philological issues and the general problems related to the transmission of the text in antiquity. In the second chapter I turn to the philosophical content. The theme of the Eryxias is an enquiry on the relationship between wealth (ploutos) and virtue (arete), led by Socrates together with his interlocutors Erasistratus, Eryxias and Critias (the tyrant). Two definitions of wealth are investigated: according to the first, which is centered on value (axios) the wealthiest man will be the wise man (sophos), as wisdom is the greatest value for mankind. According to the second, which identifies wealth with the possession of material goods (chremata), the richest man will be the most wicked. Both of these conclusions are consistent with the main model of the dialogue, that is to say the authentic writings of Plato. In the introduction I argue that the philosophical aim of the Eryxias is in fact an attempt to draw a coherent doctrine of wealth based on the Platonic dialogues and on the research developed inside Plato’s school, the Academy, in the first decades of the third century: to prove this point I show the coherence with many parallel passages in Plato’s writings, which show a careful study of the whole body of work associated to the name of the founder of the Academy, and I try to set the Eryxias in its historical frame, namely the «return to Socrates» that historians have seen in the first part of the Hellenistic Age (see A. A. Long, Socrates in Hellenistic Philosophy, CQ 38, 1988, 150-171; F. Alesse, La Stoa e la tradizione socratica, Napoli 2000). In the third and final chapter I concentrate my attention on the literary aspect, with a particular interest in the reception of the models of Socratic literature in the composition of the dialogue. Follows a note on the medieval tradition. After the text and translation, the extended commentary focuses on issues of detail, both literary-philological and philosophical. An appendix with tables as a full bibliography are included
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KOENIG, KATHLEEN MARIE. "STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240.
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FLAMMIA, MICHELE. "Dialogo socratico e dissonanza cognitiva nell’insegnamento della filosofia: analisi di una strategia didattica per la promozione del pensiero critico negli istituti tecnici e professionali." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2023. https://hdl.handle.net/10281/404417.
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Questo progetto di ricerca analizza una strategia di insegnamento della filosofia nella scuola secondaria ispirata al dialogo socratico, che mira alla creazione e alla gestione efficace della dissonanza cognitiva come strumento di promozione del pensiero critico, denominata Socratic Challenge (SC). La ricerca prende avvio dai laboratori tenuti negli anni 2016/2019 in un istituto tecnico e professionale della provincia di Varese, a cui ho partecipato come ideatore e conduttore, che hanno visto la partecipazione volontaria di circa 150 studenti. Le domande di ricerca sono: Quali sono le caratteristiche della Socratic Challenge? Può costituire una metodologia didattica da proporre? A quali condizioni? All’interno di quale quadro progettuale? La ricerca empirica è di tipo qualitativo, naturalistico ed esplorativa (Lumbelli, 1984), nello specifico un self-study (Hamilton & Pinnegar 2009), articolato in due fasi. Nella prima fase i dati riguardo la motivazione e la percezione dell’impatto formativo sono stati raccolti attraverso interviste in profondità degli studenti (16) e analizzati secondo i criteri dell’analisi tematica riflessiva (Braun & Clarke 2019). Nella seconda fase i laboratori sono stati riproposti a distanza in istituti tecnici e professionali di Milano e provincia, coinvolgendo 113 studenti a cui è stato proposto un questionario qualitativo. I laboratori sono stati registrati e le interazioni discorsive analizzate secondo un approccio qualitativo di tipo induttivo che fa riferimento alla Constructivist Grounded Theory (Charmaz, 2006). I primi risultati mostrano come questa strategia didattica dialogica nell’insegnamento della filosofia possa considerarsi un’alternativa efficace rispetto all’impostazione storico-filosofica predominante nella tradizione italiana (Illetterati 2007).<br>This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007).
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McLoughlin, Pamela Ann, of Western Sydney Hawkesbury University, and School of Social Ecology. "Have you been walking?: a search for rehabilitation." THESIS_XXXX_SEL_McLoughlin_P.xml, 1994. http://handle.uws.edu.au:8081/1959.7/820.
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This thesis explores, through critical dialogue and personal experience, various aspects of rehabilitation in the context of Myalgic Encephalomyelitis or Chronic Fatigue Syndrome. The journey visits broad, in principle, government policy reports. It touches on insurance and political aspects of health care; the separation between medical, convalescent and tertiary divisions of the rehabilitation professions; and, most importantly, it is concerned with the personal struggle to find some ‘meaning’ in the experience of a chronic illness for which there is, at this stage, no cure. From this arises the complexity of the inter-relationships between professionals and clients and the vexed question of ethics. The writing or methodology is first-person narrative, with deep roots in natural philosophy, and the dissertation can be read on several levels. It can also be read as a meta-thesis, that is, as an illustration of the process of researching/writing in an experiential methodology<br>Master of Science (Hons) Social Ecology
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Pihlgren, Ann S. "Socrates in the Classroom : Rationales and Effects of Philosophizing with Children." Doctoral thesis, Stockholm : Department of Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7392.
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Di, Stefano Martina. "Les interlocuteurs de Socrate dans les Dialogues de Platon." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAP002.
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Durant les dernières décennies, l’attention à la « forme dialogue » a ouvert la voie à un renouvellement radical des études platoniciennes et à un intérêt, quoique limité, aux personnages des Dialogues. Cet intérêt s’est toutefois focalisé presque exclusivement sur Socrate et sur la définition des traits de son personnage. En revanche, on n’a guère orienté les recherches sur les interlocuteurs ; cette thèse vise donc à montrer leur rôle fondamental dans la communauté discursive de six dialogues : Alcibiade Majeur, Charmide, Théétète, Gorgias, République (livres I, II et V), Philèbe. Tout d’abord, certains personnages incarnent les antagonistes de Socrate et « représentent les dimensions culturelles et les nœuds théoriques actifs et présents au sein de la société à laquelle Platon renvoie dans son réexamen critique » (Vegetti). À cet égard, leur présence s’avère importante pour observer comment les Dialogues sont moins l’exposition d’une doctrine que la mise en scène d’un autre rapport au savoir, permettant ainsi de définir a contrario la philosophia. À partir de la liste que Socrate lui-même dresse dans l’Apologie, nous avons dès lors établi une typologie qui oppose les rivaux de Socrate et les jeunes. Au sein de ces deux catégories majeures, nous avons pu apprécier des différences concernant l'âge et l'attitude à l'égard du savoir. Avant d’entamer l’analyse des personnages il a été toutefois nécessaire de définir ce que l’on entend par « interlocuteur ». Les textes montrent en effet de nombreuses nuances dans leur interaction ou leur présence et la définition des traits qui caractérisent les interlocuteurs a été fondamentale pour l'analyse des textes. Les termes ont été groupés en deux catégories : ceux qui identifient les interlocuteurs sur la base de la destination de la conversation (public, auditeurs, spectateurs, présents/absents) et d'autres qui décrivent la relation des interlocuteurs avec Socrate et avec le discours. L'analyse du corpus a été ensuite orientée à partir de la définition du dialogue de Diogène Laërce (Diog. Laer. 3.48.7-11.), qui nous a permis de déceler deux éléments fondamentaux des échanges dialogiques : la pratique discursive, à savoir l’enchaînement des questions et réponses, et la caractérisation des interlocuteurs. Nous avons ainsi pu relever que les traits de caractère et les caractéristiques sociales des interlocuteurs déterminent leur capacité de dialoguer. Cet examen a donc confirmé que la typologie de l’Apologie et le lexique définissant l'interlocuteurs ne restent pas lettre morte dans les Dialogues, mais sont avant tout mis en scène grâce aux interlocuteurs. Enfin, nous avons examiné trois phénomènes discursifs qui entravent le dialogue ou qui ne remplissent pas toutes les conditions de l'échange dialectique : le silence, l'ironie et le recours aux images. Si Platon veut sans doute montrer, à travers ces obstacles, l’impossibilité de « tisser un discours commun en l’absence d’un monde partagé de valeurs » (Fussi), c’est aussi parce qu’il reconnaît que la persuasion philosophique ne saurait s’exercer qu'au-delà de la fiction dialogique<br>Over the last decades the attention to the dialogue form has paved the way for a radical renewal of the Platonic studies and for an interest, although limited, in the Dialogues’ characters. The interest has yet been focused almost exclusively on Socrates and the definition of the traits of his character. Instead, too little attention has been paid to his interlocutors; therefore, this thesis aims to show their crucial role in the discursive community of six dialogues: First Alcibiades, Charmides, Theaetetus, Gorgias, Republic (books I, II and V), Philaebus. Firstly, some characters embody Socrates' antagonists and 'represent the cultural dimensions and the theoretical issues alive in the society to which Plato refers in his critical re-examination' (Vegetti). In this respect, their presence is important to observe how the Dialogues are less the exposition of a doctrine than the staging of another kind of relationship to knowledge, thus defining a contrario what philosophia means to him. Starting from the list that Socrates himself sketches in the Apology, I have established a typology that opposes Socrates' rivals and the young people. Within these two major categories, we could appreciate differences in their age and attitude towards knowledge. Before starting to analyze the characters, it was however necessary to define what being an 'interlocutor' means. Indeed, the platonic texts show many nuances in the interaction or presence of the interlocutors and the definition of their features was fundamental for the subsequent analysis of the texts. The terms have been grouped into two categories: one who identify the interlocutors on the basis of the destination of the conversation (audience, listeners, spectators, presents / absents) and another who describe the relationship of the interlocutors with Socrates and to the discourse. The analysis of the corpus was then guided by the definition of the dialogue of Diogenes Laerce (Diog.Lerer 3.48.7-11.), which allows us to detect two fundamental elements of dialogical exchanges: the discursive practice, that is the sequence of questions and answers, and the characterization of interlocutors (ethopoiia). We could observe that the psychological and social ethos of the interlocutors as well as their knowledge of the dialectical rules determine their ability to dialogue. This review has confirmed that the typology of the Apology and the normative definition of the interlocutor proposed by the Dialogues are really staged thanks to the interlocutors. Finally, we have analyzed three discursive phenomena that hinder dialogue or do not fulfill all the conditions of dialectical exchanges: silence, irony and the use of images. Through them Plato probably wants to show the impossibility of 'weaving a common discourse in the absence of a shared world of values' (Fussi), mainly because he recognizes that philosophical persuasion must be addressed beyond the dialogic fiction
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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.<br>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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Persson, Christel. "Sfärernas symfoni i förändring : lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt : en longitudinell studie i grundskolans tidigare årskurser." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10489.
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Symphony of the spheres in change? Learning in environment for sustainable development in primary school with a scientific and longitudinal approach. This research deals with learning in science, including learning in environment for sustainable development. Learning in environment and sustainable development are obligatory perspectives in science as well as in other school subjects. The longitudinal study started in 2003, concerning 28 pupils nine years of age in a city in southern Sweden. Data collection has been caught in the pupils’ science lessons from year 2003 to 2006. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped a lot of sequences from the science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: the atmosphere, hydrosphere, lithosphere as well as the biosphere, including man, and the technosphere/anthroposphere. The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. They develop complicated 'concept webs'. The concepts found among the pupils in this study are e.g. the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The concepts are often connected to each other in a more or less complicated network, 'concepts webs'. The obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues. Another finding in the study is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.
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Szifris, Kirstine. "Philosophy in prison : an exploration of personal development." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/271849.
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Delivered through the medium of a Community of Philosophical Inquiry, this thesis outlines the experience of engaging prisoners in philosophical conversation, thereby articulat-ing the relevance of this type of education for those in long-term confinement. The research, which took place in two prisons, explores the role of prison education, community dialogue and active philosophising in encouraging personal development. With similar populations but contrasting characters, HMPs Grendon and Full Sutton provided the backdrop to grounded, ethnographically-led research. The research design reflects the exploratory nature of the approach. Derek Layder’s adaptive theory has provided a methodological framework, whilst the theoretical framework draws on desistance literature, prison sociology, and philosophical pedagogy to enhance and develop understanding of the emergent themes. However, as a criminological piece of research, it sits within the criminological, and more specifically, prison sociological paradigm. The thesis culminates in a discussion of personal development that articulates the role of education in developing growth identities among prisoner-participants. The research de-scribes the role of philosophical dialogue in developing trust and relationships between and among the participants; the relevance of this type of education to prisoners’ psychological wellbeing; and the significance of the subject-matter to participants’ perspectives. The thesis argues that prison promotes the formation of a hyper-masculine ‘survival’ identity. It goes on to argue that education, and more specifically philosophy education, can play a role in culti-vating growth identities that encourage personal exploration, self-reflection, and development of new interests and skills among prisoners.
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Dypedokk, Johnsen Hege. "Erôs and Education : Socratic Seduction in Three Platonic Dialogues." Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133025.
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Plato’s Socrates is famous for claiming that “I know one thing: That I know nothing” (see e.g. Ap. 21d and Meno 81d). There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika (see e.g. Symp. 198d1). Socrates also refers to this expertise as his erôtikê technê (Phdr. 257a7–8), which may be translated as “erotic expertise”. In this dissertation, I investigate Socrates’ erotic expertise: what kind of expertise is it, what is it constituted by, where is it put into practice, and how is it practiced? I argue that the purposes this expertise serve are, to a significant extent, educational in nature. After first having clarified the dissertation’s topic and aim, as well as my methodological approach, I present an initial account of erôs and Socrates’ erotic expertise. While discussing what constitutes Socrates’ erotic expertise, I account for two erotic educational methods: midwifery and matchmaking. I further argue that these methods tend to be accompanied by two psychological techniques, namely charming and shaming. I argue that these methods and techniques are systematically applied by Socrates when he puts his erotic expertise into practice. In the dissertation, three dialogues where Socrates practices his erotic expertise are scrutinized: Lysis, Charmides, and Alcibiades I. I focus on Socrates’ encounters with the eponymous youths of the dialogues, and each dialogue is devoted a chapter of its own. I show how these dialogues are erotically charged, and also how Socrates in these dialogues demonstrates his erotic expertise. I argue that Socrates’ expertise on erôs plays an essential role in his attempts to engage the three youths in the processes of self-cultivation, learning, and the very practice of philosophy. In the final chapter of the dissertation I turn to some questions that arise in light of my readings, and summarize the results of my investigation.
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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.<br>Government
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Lucciano, Mélanie. "Paene Socratico genere : figures de Socrate dans la littérature et la philosophie à Rome de Plaute à Sénèque." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040071.
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Lorsque, au IVe siècle, les Romains rendirent hommage à la sagesse, ils érigèrent une statue de Pythagore. Pline l’Ancien s’en étonne : pourquoi n’a-t-on pas plutôt choisi Socrate ? Cette interrogation reflète l’intégration progressive de la figure du philosophe athénien à Rome, depuis le IIe siècle av. J.C. jusqu’à l’œuvre de Sénèque qui intériorise le modèle socratique d’enseignement.Est d’abord réuni le corpus exhaustif des occurrences de Socrate dans une perspective diachronique. Les passages sont contextualisés dans l’économie de l’œuvre, son genre et les objectifs de chaque auteur. La source grecque est, si possible, identifiée : la présence de Socrate sert alors de marqueur de la lecture des textes de Platon, de Xénophon, mais aussi d’autres Socratiques comme Eschine.Dans un second temps, les textes sont étudiés selon des regroupements chronologiques et thématiques : est alors définie une double réception de Socrate, entre valorisation et mépris, qui s’articule autour de sa grandeur, son rôle fondateur pour les écoles de pensée hellénistiques, sa mort courageuse et, à rebours, sa dénonciation de la rhétorique ou le caractère inutile des propos des Socratiques pour lutter contre les passions. Au mode de vie philosophique qu’incarne Socrate s’oppose parfois celui défini par le mos maiorum, ou encore par le poète élégiaque. Se dévoilent différentes interprétations de Socrate, ancêtre du cynisme et du stoïcisme, probabiliste ou transcendantaliste, ouvrant ainsi la voie à un transfert culturel des œuvres, mais aussi de leurs exégèses. Que ce soit dans une perspective historiographique, philosophique ou littéraire, Socrate devient peu à peu un exemplum, un modèle de vie<br>When, in 343 B.C., the Romans paid tribute to wisdom, they built a statue of Pythagoras. Why was not Socrates chosen instead ? Pliny the Elder wonders. This interrogation reflects the progressive integration of the figure of the Athenian philosopher in Rome, from the second century B.C. until the work of Seneca which internalises the Socratic teaching model.At first, the exhaustive corpus of the occurrences of Socrates is gathered in a diachronic perspective. The passages are contextualized in the entire work, its genre and the purposes of every author. The Greek sources are, when possible, identified : the presence of Socrates serves then as a marker for the reading of the texts of Plato, Xenophon, but also other Socratics like Aeschines.Secondly, the texts are studied according to chronological and thematic groupings : a double reception of Socrates is then defined, between praise and contempt, which articulates around his greatness, his founding role for the Hellenistic philosophic schools, his courageous death and, on the contrary, his denunciation of rhetoric or the fact that Socratics’ theories are useless to fight against passions. The philosophic lifestyle embodied by Socrates sometimes contrasts with the one defined by the mos maiorum, or by the elegiac poets. Various interpretations of Socrates come to light, as an ancestor of Cynicism and Stoicism, as a sceptic or a transcendentalist, paving the way for a cultural transfer of the Greek philosophical works but also of their exegeses. Whether it be in an historiographic, philosophic or literary perspective, Socrates gradually becomes an exemplum, a model of life
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Callert, Robin, and Kevin Husén. "Pedagogers uppfattning om barns samtal på fritidshem : En fenomenologisk studie." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32504.
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Detta är en studie som utforskar fritidspedagogers uppfattning om samtal med barn i deras verksamhet. Vår utgångspunkt var sokratiska och filosofiska samtal som vi stötte på under en kurs i ”barns existentiella frågor”. Vi blev då nyfikna över hur detta såg ut i verkligheten, om det fanns överhuvudtaget. Vi använder oss av ett fenomenologiskt perspektiv kombinerat med kunskapsbegrepp från Aristoteles för att få goda verktyg i en analys utifrån kvalitativa intervjuer. Vi använder även Skolinspektionens kvalitetsgranskning av fritidshemmen från 2010 för att få ett bollplank att jämföra de mönster vi hittat och de mönster de identifierat. I arbetet kom vi fram till att pedagoger ofta strävar efter mål som de inte alltid kan uppnå av olika orsaker samt att de i samtal med elever vill ha det resultat som ett Sokratiskt eller filosofiska samtal har möjlighet att bidra till. Dock upptäckte vi att man genom samtal försöker lära elever praktisk klokhet men med samma metoder man använder för att lära ut teoretisk kunskap.<br>In this study, we will be exploring the extended school teacher’s perception of dialogue with children in their work environment. The starting point for this study happened when we encountered Philosophical and Socratic dialogues as a didactic tool in our course “the child's existential questions”. This sparked our interest, trying to figure out how these would look like in the real world, if they were present at all. This study is using a phenomenological perspective, combined with Aristotle's theory of knowledge with the purpose of giving us the tools required for analyzing our qualitative interviews. We will also be using a report from Skolinspektionen regarding the quality of extended school teacher’s work environment from 2010 with the purpose of comparing the results we find in our study against the results they identified. The results of this study concluded that pedagogues often strive for goals that may be difficult to reach, for a couple of different reasons. Also in their dialogues with children they strive for results that philosophical and Socratic dialogues can contribute to. We also learned that the extended school teachers try to teach practical wisdom but with the tools of teaching theoretical knowledge.
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Ortega, Manez Maria. "Mimèsis en jeu. Une analyse de la relation entre théâtre et philosophie." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040170.
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Théâtre et philosophie présentent au long de leur histoire des modes d’interaction divers. L’approche privilégiée est ici l’analyse de la querelle qui opposa, au Ve siècle av. J.-C. en Grèce, deux de leurs représentants : Aristophane et Platon. Une analyse des œuvres qui véhiculent leurs attaques respectives permet de dégager les enjeux de cet affrontement ainsi que d’en mesurer la portée. Depuis cette perspective, la notion de mimèsis apparaît mise en jeu : terme d’origine théâtrale et portant essentiellement le sens du « jeu » de l’acteur, la mimèsis est utilisée par Platon comme l’argument majeur de sa critique de la poésie, autant que comme point d’articulation entre les deux mondes de son ontologie. La seconde partie de notre entreprise est consacrée à l’étude de l’élaboration platonicienne de ce concept dans la République. Cette synthèse est également opérée sur un plan littéraire par le dialogue en tant que forme d’écriture à la croisée entre philosophie et théâtre, que l’on aborde à travers l’étude des dialogues de Platon de ce double point de vue. On parvient ainsi à montrer, à partir des éléments analysés, qu’au cœur de l’opposition entre philosophie et théâtre s’ancre une liaison profonde, dont la nature contradictoire n’aura cessé de se manifester par la suite à travers le problème philosophique et le paradigme théâtral de la représentation<br>Theatre and philosophy present diverse modes of interaction throughout their history. In order to interrogate their relationship, this investigation will focus on the analysis of the quarrel which, in the fifth century B.C. in Greece, opposes two of their representatives, Aristophanes and Plato. An analysis of the works that launch their respective attacks will enable us to reveal the stakes of this confrontation, as well as to evaluate their impact. From this perspective, the notion of mimèsis appears at stake but also « at play » – hence, it is en jeu: term of theatrical origins which essentially contains the meaning of the actor’s « play », mimèsis comprises not only the central argument of Plato’s critique of poetry, but furthermore, the articulation point between the two worlds of his ontology. The second part of our research is dedicated to the study of Plato’s elaboration of this concept in the Republic. This synthesis is also operated on a literal level by the dialogue as a writing form at a crossroads between philosophy and theatre, which we will approach through the examination of Plato’s dialogues from this double point of view. Taken together the different elements of our analysis reveal that, at the heart of their opposition, lies a deep bound whose contradictory nature has not ceased to manifest itself in the philosophical problem and the theatrical paradigm of representation
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Rodriguez, Evan. "Making sense of Socrates in a dialogue of contradictions studies in Plato's Protagoras /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1439.
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Longoria, Mari´a Teresa Padilla. "Philosophy as dialogue : Plato and the history of dialectic (with special reference to the sophist)." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4475/.
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The connecting thread of this thesis is the idea that philosophy is essentially dialectical or a matter of conversation. Plato's idea of philosophy plays a pivotal role insofar as one of his main preoccupations throughout his work is to define the essence of philosophy. For him philosophy and dialectic are interchangeable terms. Plato's idea of dialectic is that of a philosophical conversation. This is not a judgement that is accepted by many other philosophers; I consider objections that Aristotle, Descartes and Husserl address to this idea of the nature of philosophy. In the first main part I discuss the etymology and origins of the word dialectic and its possible literary antecedents in Greek epic, lyric and tragedy. I then offer, in the second part, a historical approach to the philosophical roots of dialectic with the aim of grasping its genesis and evolution. I deal with the different ancient ideas of dialectic as represented by the figures of Plato, Aristotle, Zeno (and some Sophists), and the Stoics, then moving on to the medieval understanding of dialectic. Finally I describe its modem versions through representative figures such as Kant, Hegel, Marx and Engels. Finally, in the third part, I turn to the Socratic-Platonic understanding of dialectic. In this part I discuss the nature of the Socratic-Platonic method and some different perspectives on Platonic dialectic. As a test case, and especially with the aim of showing how dialectic operates in Plato, and how he contrasts the figures of the Philosopher and the Sophist I focus on the Sophist.
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Candiotto, Laura <1981>. "Platone e la scrittura di dialoghi socratici : strategie, interlocutori e finalità." Doctoral thesis, Università Ca' Foscari Venezia, 2011. http://hdl.handle.net/10579/1110.
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Nella presente ricerca vengono interpretati i dialoghi socratici scritti da Platone attraverso un'analisi letteraria e socio-politica, oltre che filosofica. Platone, attraverso l'uso di personaggi storici, ha lo scopo di andare ad incidere sul pubblico (elenchos retroattivo) che partecipa alle letture dei dialoghi, allo stesso modo di come Socrate cercava di incidere, attraverso il metodo dialogico, sui propri interlocutori e uditori. Lo stile dialogico, oltre a fornire un esempio del metodo filosofico, permette di incidere sugli uditori e di riformare la società. Il metodo dialogico viene analizzato nei suoi aspetti maieutici, indicando quali sono le strategie che utilizza, quali sono le finalità che persegue e che tipo di conoscenza permette di ottenere. Si forniscono delle catalogazioni degli elementi stilistici e drammaturgici e delle analisi testuali (Lachete, Carmide, Gorgia, Epistola VII) che permettono di cogliere nel dettaglio il filosofare socratico-platonico.<br>The topic of this research focuses on Plato's Socratic dialogues, of which a literary and socio-political analysis is proposed. By employing real historical characters, Plato aims at influencing his readers ("backwards élenchos"), just as Socrates aimed at influencing, via the dialogical method, his audience and his interlocutors. Besides providing an example of philosophical method, the dialogical style impacts on auditors and allows a reformation of society. Such a method is then analyzed in its maieutic aspects, by pointing at its strategies, its aims, and at the kind of knowledge it allows. A catalogue is provided of stylistic and dramaturgical elements, as well as textual analyses (Lachetes, Carmides, Gorgias, the Seventh Letter), which allow a detailed grasp of the Socratic and Platonic philosophical style.
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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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Han, Jacques. "La structure de la philosophie de Socrate selon Platon." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H205/document.
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La philosophie de Socrate selon Platon se structure autour de six termes : la Forme, l'âme, l'ignorance, la science, la vertu et la dialectique. En effet, l'âme, immortelle, est la source de tous les biens et de tous les maux, parce qu'elle est le principe du mouvement spontané et par conséquent la cause première de tous les mouvements aussi bien intellectifs que sensitifs et physiques. Cela étant, rendre justes la cité et les citoyens, c'est avant tout rendre juste leur âme. Or, comment rendre meilleure une âme, si l'on ne connaît pas la cause même des biens et celle des maux ? Dans les premiers dialogues, Socrate philosophe contre l'ignorance qui est la cause du vice, lequel prive l'âme de la vertu. Dans les dialogues tardifs, Socrate philosophe pour la science, c'est-à-dire la connaissance de ce qui est, qui est la source même de la vertu. Or comment connaître ce qui est, si la réalité ou l'être ne cesse de changer? De là vient la nécessité de l'existence des réalités intelligibles qui sont universelles et immuables auxquelles participent les réalités sensibles qui sont particulières et changeantes. Une question se pose : si la réfutation est le moyen, à travers le dialogue, de faire apparaître l'ignorance, quel est le moyen de connaître ce qui est ? Ce moyen, c'est la dialectique qui permet, à travers le dialogue, de se remémorer des réalités véritables que l'âme eut jadis contemplées<br>According to Plata, the philosophy of Socrates is structured around six terms: Form, soul, ignorance, knowledge, virtue, and dialectics. The soul, which is immortal, is the source of all goods and all evils, since it is the principle of spontaneous movement, and consequently the first cause of all movements, whether intellective, sensitive, or physical. Therefore, to make the city and its citizens just means, above all, making their soul just. Yet how can a soul be made better if one does not know the very cause of what is good and what is bad? ln the first dialogues, Socrates philosophizes against ignorance as the cause of vice, which deprives the soul of virtue. ln the late dialogues, Socrates philosophizes in favor of knowledge, that is, the knowledge of that which is, which is the very source of virtue. Yet how can one know that which is, if reality or being never cease changing? Hence the need for the existence of intelligible realities that are universal and immutable, in which sensible realities, which are particular and changing, participate. A question arises: if refutation is the means of revealing ignorance through dialogue, what is the means for knowing that which is? The answer is dialectic, which, through dialogue, allows one to recall the genuine realities which the soul once contemplated
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Bergeron, Martin. "Le lien entre l'induction et la définition dans les dialogues socratiques de Platon." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/MQ43764.pdf.
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McLoughlin, Pamela Ann. "Have you been walking?: a search for rehabilitation." Thesis, View thesis, 1994. http://handle.uws.edu.au:8081/1959.7/820.
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This thesis explores, through critical dialogue and personal experience, various aspects of rehabilitation in the context of Myalgic Encephalomyelitis or Chronic Fatigue Syndrome. The journey visits broad, in principle, government policy reports. It touches on insurance and political aspects of health care; the separation between medical, convalescent and tertiary divisions of the rehabilitation professions; and, most importantly, it is concerned with the personal struggle to find some ‘meaning’ in the experience of a chronic illness for which there is, at this stage, no cure. From this arises the complexity of the inter-relationships between professionals and clients and the vexed question of ethics. The writing or methodology is first-person narrative, with deep roots in natural philosophy, and the dissertation can be read on several levels. It can also be read as a meta-thesis, that is, as an illustration of the process of researching/writing in an experiential methodology
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Bourgault, Mélissa. "Socrate : Autoportrait cubiste d'Erik Satie." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31108.
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Erik Satie fut toujours considéré comme un personnage énigmatique dans le monde musical français au tournant du siècle dernier. Sa personnalité marginale et ses œuvres dépouillées aux titres étranges ont maintes fois suscité questionnements et polémique. En 1917, Erik Satie écrivit une œuvre qui ne ressembla aucunement au répertoire antérieur du compositeur. Socrate, qui fut représenté publiquement pour la première fois en janvier 1920 à la Société Nationale de Paris, laissa le public et la critique perplexe et mitigé. Qu’avait donc de si particulier cette œuvre qui, d’un côté, passa pour une blague mais qui, pour certains dont le compositeur lui-même, fut considérée comme une manifestation pure de sagesse et de sincérité ?
Socrate fut conçu au même moment où Satie entretenait des liens étroits avec le monde cubiste. Pablo Picasso et Georges Braque furent désormais les maîtres d’un courant artistique qui allait révolutionner le monde artistique. De concert avec les valeurs avant-gardistes prônées par Erik Satie, les cubistes cherchèrent à bousculer les attentes du public en modifiant l’approche visuelle de manière à stimuler les différentes perceptions sensorielles. Avec le ballet Parade, représenté en mai 1917, le compositeur collabora avec Picasso et ceci eût grandement influencé son style musical puisqu’il employa des techniques se rapprochant grandement du cubisme. Comme le soutient Daniel Albright, Satie trouva dans le cubisme son analogue artistique. Selon moi, outre Parade, Erik Satie bénéficiera de l’esthétique cubiste pour développer son œuvre Socrate.
Cette thèse se concentre sur la signification de l’œuvre Socrate, plus particulièrement comment celle-ci pourrait représenter un autoportrait d’Erik Satie. De surcroît, elle examine comment cette représentation est camouflée derrière des méthodes cubistes traduites musicalement. La thèse s’appuie sur une littérature variée portant sur divers sujets relatant Socrate, dont la biographie du compositeur et sa relation avec des réseaux artistiques, intellectuels et sociaux. Cette thèse est la première étude d’envergure à suggérer une possibilité d’autoportrait cubiste musical puisque peu d’auteurs se sont attardés à résoudre cette problématique. Cette thèse décrit comment Socrate est une manifestation personnelle de sincérité et d’humilité d’un compositeur qui, persécuté tout au long de sa vie, se dévoila aux yeux de tous par le recours à cette figure emblématique de l’histoire : Socrate.
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Woolf, Raphael Graham. "Socrates and the self : the mapping of internal relations in some early Platonic dialogues." Thesis, King's College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267307.
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CRUZ, PAMELA PEREGRINO DA. "DIALOG’S CENTRALITY IN THE PEDAGOGIC DIMENSION OF THEATRE OF THE OPPRESSED: BETWEEN SOCRATIC METHOD AND PEDAGOGY OF THE OPPRESSED." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17546@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O Teatro do Oprimido (TO) é um método de alfabetização estética,
sistematizado por Augusto Boal, que visa à transformação da realidade e à
humanização através de meios estéticos e a partir do diálogo. Este trabalho analisa
o papel do diálogo no TO. A primeira parte apresenta uma análise de algumas
pesquisas sobre o TO, buscando revelar as interpretações dadas ao papel do
diálogo. A segunda parte analisa a obra de Augusto Boal apresentando o
desenvolvimento histórico da dimensão pedagógica do TO e revela as influências
dos processos históricos nos quais se inseriu. Os textos de Boal foram analisados
como fontes historiográficas a partir do referencial materialista cultural. A partir
dessa análise, a perspectiva de diálogo do TO, diferente do que apontavam os
trabalhos analisados, revelou-se baseada em dois pilares: a Pedagogia do
Oprimido e a maiêutica socrática. Essas duas referências são, então, investigadas
para definir os limites entre as concepções originais e a interpretação de Boal. A
última parte, a partir da análise de entrevistas, apresenta o pensamento sobre o
diálogo dos curingas do Centro de Teatro do Oprimido (CTO). Conclui-se, então,
que a perspectiva maiêutica, tal como utilizada por Boal e o CTO, impôs alguns
limites para alcançarem-se os objetivos do TO, produzindo uma nova perspectiva
dialógica. No entanto, percebe-se o interesse e o esforço do CTO na investigação
e na construção de um TO cada vez mais dialógico, comprometido com suas
origens, fiel ao pensamento de Boal, mas coerente às demandas atuais.<br>Theatre of the Oppressed (TO) is an aesthetic alphabetisation method,
organized by Augusto Boal, which aims at promoting social change and
humanization through dialog and aesthetic means. This work analyses dialogs
place inside TO. The first part presents an analysis of some researches about TO,
seeking to reveal how they place dialog inside TO. The second part analyse the
work of Augusto Boal presenting the historical development of TO pedagogic
dimension and reveals the influences of the historical process. Boal texts were
analysed as historical documents in the perspective of Cultural Materialism. This
analysis reveals that TO dialog perspective, on the opposite way of the analysed
works, is based in two pillars: Pedagogy of the Oppressed and Socratic Method.
These two perspectives are investigated in order to define the limits between
theirs original conceptions and Boal own interpretation. The last part presents the
Cento de Teatro do Oprimido (CTO) jokers thought about dialog inside TO,
through the analyses of interviews. It then concludes that the Socratic perspective,
as used by Boal and CTO, set some limits in order to reach their objectives,
producing a new dialogical perspective. Nevertheless, CTO effort to investigate
and build a ever more dialogical and faithful to its origins and Boal thoughts, as
well as able to deal with the new demands of nowadays.
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Bertocchini, Pietro. "Il dilemma dell'autenticità del «Clitofonte»: studio del dialogo e ipotesi di attribuzione." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3424836.
Full textAbstract:
Lo studio affronta, da varie prospettive, il dilemma dell’autenticità del «Clitofonte» e offre un’introduzione, una traduzione e un’analisi aggiornata e completa del testo e delle molte questioni che esso pone. Ai metodi di ricerca tradizionali sono stati affiancati strumenti di indagine stilometrica. Se, come sembra, l’autore non è Platone, il breve dialogo potrebbe esser stato scritto da un membro dell’Accademia suo contemporaneo.<br>The dissertation approaches the dilemma of «Clitophon»'s authenticity from different perspectives. It offers an introduction, a translation and a thorough and updated analysis of the text and of the many issues that it elicits. Some stylometric tools were deployed along with the traditional research methods. If, as it seems, the author of the dialogue is not Plato, it may have been written by a member of the Academy of his time.
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CAMPOS, ANTONIO JOSE VIEIRA DE QUEIROS. "THE SOCRATES EIRONEÍA AND THE THE PLATO S IRONY IN THE EARLY DIALOGUES: (A CRITICAL VIEW ON PROFESSOR VLASTOS S NOTION OF SOCRATES COMPLEX IRONY)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29362@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Esta tese tem um propósito estratégico e um tático. O estratégico diz respeito a propor uma leitura dos chamados primeiros diálogos socráticos, que leve, tanto quanto possível, a uma maior preocupação com o aspecto literário dos textos em sua indissolúvel ligação com o conteúdo filosófico, tentando encontrar temas , e estratagemas discursivos que consubstanciem , na inédita e irrepetível narratividade filosófica platônica, a inextricável relação entre forma e conteúdo, literatura e filosofia, mímesis e denuncia da mímesis, relação esta que não pode ser resumida ou banalizada em perspectivas interpretativas que apenas concedem à dramaturgia e narratividade platônicas papel secundário, instrumental, na composição do corpus platonicum, entendendo os diálogos como mera forma literária de se expressarem doutrinas ou pensamentos filosóficos. Dentro desse enquadramento geral, pretende-se apresentar como as chamadas eironeía socrática e a ironia platônica podem ter-se constituído no único (ou pelo menos o mais perfeito) elemento de aproximação ou mesmo de identificação entre a visão dualista de mundo platônica – com suas perplexidades e até ambiguidades teóricas – e a construção de sua literatura , onde sobressai o personagem Sócrates , enigmático, atópico, paradoxal, enfim, tão aparentemente dúplice quanto possível para um ser humano. E nada como um procedimento comumente associado à ordem da retórica, ou seja, da literatura, - a ironia- para unificar o dualismo platônico e as ambiguidades de seu protagonista, Sócrates. Nesse processo, se verá como essa ironia, retirada de seu âmbito do meramente linguístico e apresentada como o elemento –síntese dos sokratikoì lógoi, será corpo (literatura) e alma (filosofia) da mais bela construção literário-filosófica do Ocidente plasmada pelo gênio de Platão. Por outro lado, do ponto de vista tático, a tese aborda a importância da distinção entre o uso que Platão faz da eironeía na sua acepção mais antiga na língua grega, de viés pejorativo, como engano, trapaça, dolo etc e encarna tal noção em seu protagonista Sócrates, e a noção moderna de ironia, que hoje reduzimos a mera figura de estilo ou de linguagem, que indica elegância , bom gosto e sofisticação no falar. Para tanto, estabelecemos uma controvérsia com Gregory Vlastos, na esteira da polêmica provocada por esse ilustre comentador de Platão, de que apresentamos os principais críticos, a propósito de sua noção de ironia complexa para dar conta das perplexidades na leitura dos diálogos decorrentes do uso multifacetado e fascinante do recurso da ironia. Esse movimento tático do debate é importante por ser Vlastos uma referência desde o último lustro do século XX sobre temas socráticos, sobretudo o conceito de ironia complexa e conhecimento elênctico. Além disso, tento avançar a hipótese de que seria exatamente a tendência da leitura de Vlastos no sentido de subestimar o papel da literatura no modo dialético de Platão fazer filosofia, e o privilégio quase absoluto que deu a um exame dos textos do fundador da Academia recortando-lhe de preferência seu dizer apofântico, de modo obstinada e exclusivamente analítico, em detrimento de uma contextualização dramática, tudo isso, enfim, redundou em uma leitura profundamente descontextualizada e anti-literária da obra do filósofo. Esta seria, ao meu ver, também a raiz de sua equivocada e limitada compreensão do misterioso personagem Sócrates, que em sua explicação, no esforço de elucidá-lo em sua evasividade e astúcias discursivas, termina por sobrecarregá-lo ainda mais de perplexidades invencíveis. No afã assumido de salvar Sócrates (que ele praticamente toma como apenas retratado em sua historicidade por Platão) de qualquer acusação de conduta sofística ou de uso de expedientes enganadores, Vlastos talvez o tenha submerso em ainda mais aporias do que ele próprio teria criado nos diálogos que protagoniza, na consumação de seu método de pe<br>This thesis has both an strategic and a tactical goal. The strategic goal has to do with proposing some reading of the so called early socratic dialogues that guides the reader, as much as possible, to a major concern with the dialogues literary aspects in its indissoluble connection with its philosophic contente, trying to find themes and discursive manoeuvres that may consubstantiate, in the unprecedented and unique platonic philosophic narrativity, the inextricable relation between form and content, literature and philosophy, mímesis and mimesis disruption at a time. This relation form/content in Plato shouldn t be abridged nor trivialized in interpretive views that just allow platonic dramaturgy and narrativity a secundary and instrumental role in the corpus platonicum composition, assuming the dialogues as a mere literary form for doctrines and philosophic thoughts being expressed. In this general frame, this thesis intends to show how the so called socratic eironeía and platonic irony may have beeen converted in the only (or t least the most perfect) element of approximation or even of identification between the Plato s dualistic view over the world – with all its puzzles and theoretical ambiguities – and the construction of his own literature, where his character Socrates stands out, as enigmatic, atopic, paradoxical, in a word, as dubious as possible for a human being. And there s nothing like a procedure commonly associated to rethoric field, that is, to literature, - irony – to unifiy the platonic dualism and the ambiguities of his protagonist, Sócrates. In this process, we ll see how this irony, withdrawn from its merely linguistic field and shown as the key-element of the sokratikoì lógoi, wil be body (literature) and soul (philosophy) for the most beautiful literary-philosophioc construction of western world, put together by Plato s genius. On the other hand, from tatics point of view, this thesis takes up the importance of the distinction between the use Plato gives to eironeía, in his most ancient meaning in greek, clearly derogatory, in a sense of trickery, deceit, fraud etc, and embody this connotation into his protagonits Socrates, and, in the other corner, the modern notion of irony, shrunken nowadays to mere tropos or figure of speech, something that depicts the tallker as someone elegant and refined with the words. In order to convey all that, I engaged myself into a controversy with Gregory Vlastos, putting myself in the middle of a well known polemic raised by this conspicuous commentator of Plato, whose most influent reviewers are presented here with respect to his notion of complex irony, in order to exhibit how many puzzlings the manifold use of the term eironeía could bring even to the best readers of the dialogues. This tactical moment of all that contention is relevant, once we know Vlastos to be a reference, since the last decades of twentieth century about socratic subjects, and mostly when it comes to his concepts of complex irony and elenctic knowledge. Furthermore, I try toi advance a hypothesis according to which it has been exactly the tendency of Vlastos to underestimate the role of literature in the dialectic manner of Plato deal with philosophy, and thealmost absolute priviledge given by Vlastos to comment on what is said by the characters in an apophantic way rather than taking heed to dramatic contextualization, all this, to my view,has resulted in a reading profoundly uncontextualized and not literary of the philosopher wrntings. That would be too the root of his misleading and limited comprehension of the isterious character Socrates, who in the Vlatos account, instead of clariflying and trying to expose the real motives for his evasiveness and discoursive trickeries, he finishes his analysis by overloadind Socrates with even more invencible puzzles. In Vlastos anxiety to save Socrates (who he takes to be the historic one) from any accusation of bewing sophistic or of using deceitful devcves in the elenchus, Vlastos perhaps had submerged the philosopher in
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de, PALMA MARIATERESA. "Educare a pensare. Il dialogo socratico come strategia di raccordo tra Philosophy for children, Cooperative Learning e Problem-Based Learning." Doctoral thesis, Università di Foggia, 2015. http://hdl.handle.net/11369/338398.
Full textAbstract:
Abstract tesi:
Il presente lavoro di tesi affronta il tema dell' importanza dell'educare a pensare. L'idea di fondo, infatti, muove dall' esigenza, a fronte dei numerosi e repentini cambiamenti che investono la società contemporanea, di un'educazione al pensiero in senso critico e creativo sin dall'infanzia. La necessità di dover affrontare gli eventi contingenti legati al cambiamento fa sì che ci si interroghi su quali siano le modalità più efficaci per affrontare le sfide del ventunesimo secolo e per poterle superare, imparando a interpretare correttamente la realtà. Stimolare la curiosità, la creatività, il pensiero critico nei bambini contribuirebbe, infatti, da un lato ad allontanare quel costante rischio di scollamento tra insegnamento e apprendimento che rende inefficaci ed improduttive talune modalità d' insegnamento, dall’altro ad alleviare la dolorosa sensazione di incertezza, precarietà e confusione, propria della nostra epoca. A tal fine il lavoro di tesi focalizza la sua attenzione sul dialogo socratico, quale decisiva strategia di raccordo tra metodologie didattiche di apprendimento cooperativo per educare al pensare, quali la Philosophy for Children, il Cooperative Learning ed il Problem-Based Learning. Negli ultimi anni, infatti, la riflessione pedagogica, tra le varie tematiche d'interesse, si è anche soffermata sul tema dell' opportunità di richiamarsi alla cultura umanistica più in generale ed alla pedagogia socratica nello specifico, sulla base della convinzione che per mezzo di essa si possa favorire lo sviluppo di un pensiero critico, indipendente e libero, in grado di costituire presupposto essenziale per la promozione e dunque la realizzazione di una società realmente democratica.
Abstract: The present work deals with the theme of the importance of educating to think. The idea, in fact, move from the necessity, in front of the many and rapid changes affecting contemporary society, of an education in critical and creative thinking since childhood. The need to deal with the contingencies related to the change means that is important wonder about which are the most effective ways to take on the challenges of the twenty-first century and to overcome them, learning how to correctly interpret the reality. Stimulate curiosity,
creativity, critical thinking in children would contribute, in fact, on the one hand to ward off the constant risk of the separation between teaching and learning which makes it ineffective and unproductive some modalities to teach, the other to alleviate the painful feelings of uncertainty, insecurity and confusion, in our own day. For this reason, this thesis focuses its attention on the socratic dialogue, as a decisive strategy to connect some teaching methods of cooperative learning to educating to think, such as the Philosophy for Children, the Cooperative learning and the Problem-Based Learning. In recent years, in fact, the pedagogical reflection, among other topics of interest, it is also focused on the theme of the opportunity to refer to the humanities in general and specifically to the socratic pedagogy, to promote the development of critical, independent and free thinking, able to be an important prerequisite for the promotion and therefore for the creation of a truly democratic society.
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BRANDAO, RENATO MATOSO RIBEIRO GOMES. "THE ONTOLOGY OF SOCRATES IN THE PLATONIC DIALOGUES: FROM THE SEARCH FOR DEFINITIONS TO THE CRITICISM OF THE PARMENIDES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24544@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A tese pretende investigar a ontologia defendida pelo personagem Sócrates nos diálogos platônicos. Em oposição à interpretação majoritariamente aceita, que atribui ao personagem Sócrates a adesão a duas ontologias distintas, defendo a hipótese de que o Sócrates dos diálogos platônicos argumenta consistentemente a partir de uma única proposta ontológica. Esta proposta consiste na postulação de entidades inteligíveis realmente existentes que atuam como causa das propriedades dos objetos sensíveis. A tese divide-se em duas partes. Na primeira parte, começo por analisar as particularidades da composição platônica, assim como a formação do paradigma atual de leitura das obras de Platão. Em um segundo momento, tomo como foco os diálogos iniciais e defendo que a ontologia subjacente à argumentação de Sócrates nestas obras é a mesma que encontramos nos diálogos médios. No último capítulo da primeira parte, apresento a argumentação socrática dos diálogos médios e demonstro como, nestas obras, a ontologia dos diálogos iniciais é apresentada de maneira explícita e mais informativa. A segunda parte da tese consiste em uma análise das críticas à Teoria das Ideias que encontramos no diálogo Parmênides. No primeiro momento desta segunda parte, argumento que o Sócrates do Parmênides está, novamente, defendendo a mesma proposta ontológica dos diálogos médios e iniciais. Posteriormente, demonstro como as críticas formuladas pelo personagem Parmênides são válidas e realmente apresentam problemas relevantes para teoria socrática.<br>This dissertation aims to investigate the ontology proposed by the character Socrates in the Platonic dialogues. In opposition tothe mostly accepted interpretation which attributes to the character Socrates the adoption of two distinct ontologies, I defend the hypothesis that the Socrates of the Platonic dialogues consistently argues from within a single ontological theory. This theory consists in the postulation of real and existing intelligible entities that act as the cause of the properties of sensible objects. The dissertation is divided in two parts. In the first part, I analyze the particularities of the Platonic composition as well as the construction of the actual reading paradigm of the Platonic works. In a second moment, I start investigating the first dialogues and claim that the ontological theory that underlies Socrates arguments in these works is the same as the one we can find in the middle dialogues. In the last chapter of the first part, I expose the Socratic arguments from the middle dialogues and I show how, in these woks, the underlying ontology of the first dialogues is more explicitly and informatively presented. The second part of the dissertation consists in an analysis of the critiques of the Theory of Forms that we find in the Parmenides dialogue. In the first moment of this second part, I argue that the Socrates from the Parmenides is again defending the same ontological theory from the middle and first dialogues. Afterwards, I show how the critiques constructed by the character Parmenides are valid and do present significant problems to the ontological theory of Socrates.
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Seferoglu, Tonguc. "The Importance Of The Meno On The Transition From The Early To The Middle Platonic Dialogues." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614326/index.pdf.
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The purpose of the present study is to signify the explanatory value of the Meno on the coherence as well as the disparateness of the Plato&rsquo<br>s early and middle dialogues. Indeed, the Meno exposes the transition on the content and form of these dialogues. The first part of the dialogue resembles the Socrates&rsquo<br>way of investigation, the so-called Elenchus, whereas Plato presents his own philosophical project in the second part of the dialogue. Three fundamental elements of Plato&rsquo<br>s middle dialogues explicitly arise for the very first time in the Meno, namely<br>the recollection, the hypothetical method and reasoning out the explanation. Therefore, the connexion of the early and middle dialogues can be understood better if the structure of the Meno is analyzed properly. In other words, the Meno is the keystone dialogue which enables the readers of Plato to sense the development in Socratic-Platonic philosophy.
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Pinson, Remy P. "What's Love Got to Do with It? An Exploration of the Symposium and Plato's Love." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/740.
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To many people love is special, sacred even. Love plays a countless number of roles for a countless number of people. Contemporary ideas about love, however, are more in alignment with the philosophies of Aristotle, and not of Plato. Aristotle held that love could exist as many people see it today – wishing well for others purely for their own sake. But Plato disagreed. Plato claimed that love was a way by which one could better themselves and become wiser. In this thesis, I explain Plato’s theory of love put forth in the Symposium. I also explore the textual evidence for the selfish nature of Plato’s love.
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Kim, Iouseok. "Les attitudes émotionnelles des interlocuteurs dans les premiers dialogues de Platon." Paris 1, 2007. http://www.theses.fr/2007PA010604.
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Cette thèse porte sur quelques aspects dramatiques des premiers dialogues de Platon, plus précisément, les attitudes émotionnelles des interlocuteurs. Dans les dialogues, les interlocuteurs de Socrate ne cessent d'éprouver diverses émotions au cours de l'examen moral. C'est par leurs réactions émotionnelles que l'examen philosophique est rendu plus riche et plus visible. Du fait que le Socrate des premiers dialogues s'occupe exclusivement de la question morale, on peut supposer que les personnages dramatiques représentent la conception conventionnelle de la moralité de l'époque. Les émotions de chaque interlocuteur nous permettent de voir son adhésion aux divers domaines moraux comme l'éducation, la politique, la religion, etc. En convoquant des personnages concrets et vifs au champ de l'examen élenctique, Platon arrive à rendre plus visible et plus vive sa critique morale de la moralité populaire. Le recours aux discours argumentatifs ne suffit pas pour montrer la possibilité de l'avènement d'une philosophie morale. Au lieu de systématiser son projet moral de manière architectonique, Platon semble alors utiliser le caractère dramatique afin de mettre en lumière son idée morale fondée sur la réflexion rationnelle. C'est exactement là que se· trouve la fonction philosophique des éléments dramatiques des premiers dialogues.
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Kromicheff, Emmanuel. "La sagesse socratique ou l'exercice de la raison : étude sur les dialogues socratiques de Platon." Dijon, 2002. http://www.theses.fr/2002DIJOL008.
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Labriola, Daniele. "On Plato's conception of philosophy in the Republic and certain post-Republic dialogues." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/4497.
Full textAbstract:
This dissertation is generally concerned with Plato's conception of philosophy, as the conception is ascertainable from the Republic and certain ‘post-Republic' dialogues. It argues that philosophy, according to Plato, is multi-disciplinary; that ‘philosophy' does not mark off just one art or science; that there are various philosophers corresponding to various philosophical sciences, all of which come together under a common aim: betterment of self through intellectual activity. A major part of this dissertation is concerned with Plato's science par excellence, ‘the science of dialectic' (he epistêmê dialektikê). The science of dialectic is distinguished in Plato by being concerned with Forms or Kinds as such; the science of dialectic, alone amongst the philosophical sciences, fully understands what it means for Form X to be a Form. I track the science of dialectic, from its showcase in Republic VI and VII, and analyze its place in relation to the other philosophical sciences in certain post-Republic dialogues. Ultimately, I show that, whilst it is not the only science constituting philosophy, Plato's science of dialectic represents the intellectual zenith obtainable by man; the expert of this science is the topmost philosopher. In this dissertation I also argue that Socrates, as variously depicted in these dialogues, always falls short of being identified as the philosopher par excellence, as that expert with positive knowledge of Forms as such. Yet I also show that, far from being in conflict, the elenctic Socrates and the philosopher par excellence form a complementary relationship: the elenctic philosopher gets pupils to think about certain things in the right way prior to sending them off to work with the philosopher par excellence.
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LIN, Pin-chieh, and 林品杰. "A Scenario-based Corrective Learning System Using Socratic Dialogue Method." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/97862429576471811070.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>資訊教育學系<br>84<br>The objective of this research is to construct a corrective learning system which uses Socratic dialogue as a guide to correct misconceptions in students'' knowledge. Since the cause of students'' misconceptions relates to the formation and evolution of mental models and the formation of mental model are continually accumulated and revised in the study process,misconceptions in students'' knowledge are gradually accumulated. Thus,teachers'' corrections cannot be effective if they rely on simply telling the student the standard solution. Instead, they should make the student consider the mistakes and contradictions they themselves discover in the correction process.Only through this process can mistakes be effectively corrected.Socratic dialogue actually applies a dialogue method to clarify students''conceptual and thinking methods.In this research, we shall make an inquiry into the fundamental reasoning principle of Socratic Dialogue and use the production rule to express this principle and the corrective domain determined by recursion in programming language.The system has been evaluated as effective by a practical educational experiment. The results show that this system is indeed of great help for the people who want to learn the recursive programming skill.
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Liu, Lan-Fang, and 劉藍芳. "A Study on Applying Nelsonian Socratic Dialogue to University Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/41796207358756631321.
Full textAbstract:
博士<br>臺北市立大學<br>教育學系<br>103<br>The main purpose of this study is to investigate the influence of Nelsonian Socratic Dialogue (Socratic Dialogue, abbreviated as SD) on university students’ learning, as well as to analyze the conditions required in performing it and to construct an instructional model using it in the same context. The researcher firstly conducted an action research for three phases of the dialogue, lasting for three semesters, in a university, with a follow-up interview. Then the possible advantages and disadvantages of SD were further investigated, with some likely significant changes found during the students' learning. These major research findings cover several points below. Firstly, SD plays major influences on students' learning, including enhancing their critical thinking, increasing the depth and breadth of instructional conversations, clarifying students’ concepts and the principles behind the concepts. It also promotes students to inquire actively and harness a deeper learning towards a social democracy. Based on the experiences and findings of this search, some conclusions could be generalized for conducting SD. They are: choosing the topic and verifying the purpose of using SD, understanding the students’ previous knowledge, allocating the SD frequencies, introducing the SD’s spirit and its necessary rules, setting proper time for discussion, limiting the numbers of group members, functioning well the group facilitator, ensuring a strict rule-compliance for members, and carrying out exactly the case selected. Finally, a model of applying SD to university teaching is recommended with five phases: (1) explanation of SD rules and topics; (2) asking students to provide examples and vote for their favorite; (3) analysis of the example; (4) regressive abstraction; (5) meta-dialogue or a follow-up feedback.
Keywords: Leonard Nelson, Nelsonian Socratic Dialogue, university teaching
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CHAO, CHYIUNG-MING, and 趙瓊珉. "A study of the friendship improvement between children with Socratic Dialogue." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13417420453046972500.
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Chen, Meihua, and 陳美華. "The Application of Socratic Dialogue on Character Education in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/61597396925997798735.
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HUNG, CHEN HSIN, and 陳信宏. "Socratic Dialogue on Students Guidance—Give The Sixth Grade as Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72424881990266065821.
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Shih, Ching-Yu, and 石靜瑜. "The Application of Socratic Dialogue in Senior Grades Math Class of Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/73133920738320448285.
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Chen, Wei-Bang, and 陳為邦. "The Application of the Socratic Dialogue on Junior High School Teachers’ Professional Development in Taipei — A Case Study." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u86bvs.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育政策與行政研究所<br>105<br>This purpose of this study is to explore how junior high school teachers in Taipei
conceptualize and enhance their teacher professionalism by using the Socratic
Dialogue, as well as the reflection and the experience sharing during the process. In
this case study, six teachers from Taipei City Sky School1 participated the four-week
Socratic Dialogue Community, in which three topics were intensively discussed:
“What is Teacher Professionalism?” “What is Work Stress of Teachers?” and “What is
Work Stress of Teachers with Administrative Duties?” Results were summarized into
the following five points.
1. The use of Socratic Dialogue effectively enhanced teachers’ professionalism development by facilitating teachers to share and reflect their teaching experiences.
2. To effectively lead teachers into in-depth discussions on topics during the process of using the Socratic Dialogue, a facilitator should be equipped with good abilities to direct attention and ask questions.
3. During the Socratic Dialogue, teachers showed their professionalism or autonomy, and the dialogue styles they presented are multifaced.
4. Teachers’ ability to direct attention to discussed topics and individual logic of thinking improved by using of the Socratic Dialogue.
5. One of the limitations of this study is that the nature of discussed topics requires participants to have certain level of background experience related to the topics, in order to keep the dialogue going.
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"Beyond Standardization: Fostering Critical Thinking in a Fourth Grade Classroom Through Comprehensive Socratic Circles." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29623.
Full textAbstract:
abstract: Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders.<br>Dissertation/Thesis<br>Doctoral Dissertation Leadership and Innovation 2015
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Hsu, Meng-Chun, and 徐孟君. "The Application of the Socratic Dialogue in the Development of the Professional Learning Community among Special Education Teachers of A Vocational High School in Taipei." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/31636336415377394154.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育政策與行政研究所<br>104<br>This study elaborates a discussion on how special education teachers of a vocational high school in Taipei resolve their predicaments of professional identity and professional evaluation opinions , through professional learning community (PLC) in the form of The Socratic Dialogue. In order to improve their understandings of educational policies and to accept dilemmas , teachers have to communicate through The Socratic Dialogue, which shapes new ideas, and pushing teachers to use their rationality, and sociability. This research adopts case studies. Six teachers from Taipei City Shilin Disrtict RedRoof School (anonymous) experienced four weeks of community discussion on” what is the definition of special teachers’ Profession?” and ” What is an effective teacher evaluation for professional development?” Seven research findings are shown as follows:
1.The vocational high school PLC in the form of The Socratic Dialogue could prompt teachers to communicate in rationality style, and avoid empty talking ,chatting or suspended conclusion.
2.The vocational high school PLC in the form of The Socratic Dialogue could promote teachers’ sociality and the listening virtue. and shape the dialogue culture in school.
3.In the process of The Socratic Dialogue, teachers express with great autonomy, and theDialogue style reflects multiple features.
4.The facilitator must possess ability to generalize and integrate opinions , and restate the others’ main points neutrally.
5.A restriction which manifests itself is that the members of The Socratic Dialogue must possess , more relevant background experiences in other to reach a consensus in the probe onto problems.
6.Through the vocational high school PLC The Socratic Dialogue, the professional status of special education teacher is defined as : “Being able to value individual and to provide proper education and service to meet the leaning need.”
7.Through the vocational high school PLC The Socratic Dialogue the special education teachers of the vocational high school define an effective teacher evaluation for profession development as,”to provide long-term and regular assessment for the purpose of a comprehensive evaluation in such measurable forms as observations, conversations, data collections on the assumption that there is respect for profession.”
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Combs, Blinn Ellis. "Plato’s Euthyphro : an examination of the Socratic method in the definitional dialogues." Thesis, 2011. http://hdl.handle.net/2152/12008.
Full textAbstract:
This dissertation examines Socrates' method of examining interlocutors, referred to as the elenchus, in Plato's definitional dialogues. It contains three parts. The first part lays out various theories of the elenchus. The first chapter examines the seminal view of Richard Robinson. The second sketches the development and aftermath of Vlastos' constructivist view. The third focuses on Socrates' own testimony about the elenchus in the Apology. These pictures of the elenchus form a selection of views against which various definitional dialogues may be compared.
The second part, containing six chapters, provides a detailed commentary on the Euthyphro. Various features of that dialogue suggest that neither the prominent forms of constructivism, nor their non-constructivist alternatives presented in the first part adequately capture Socrates' procedure.
The third part, consisting of one chapter, presents my view of the Socratic elenchus, which I term “technical destructivism.” I argue that this view provides a straight-forward solution to a number of problems which the alternative treatments leave unsolved. It also helps to explain some otherwise puzzling features of Socrates' procedure in the shorter definitional dialogues, including his use of the technē analogy, and his appeal to the priority of definitional knowledge.<br>Philosophy<br>text
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Rider, Benjamin Albert 1978. "Socratic protreptic and moral education in Plato's early dialogues." Thesis, 2007. http://hdl.handle.net/2152/3804.
Full textAbstract:
I examine how Plato, in his early dialogues, tries to make good on Socrates' claims, in the Apology, about the value of his philosophical life and the benefits it provides his fellow citizens. Beginning with the Apology, I analyze how Socrates tries to exhort people to take care for or tend to virtue and the state of their souls. I argue that Socrates is challenging his fellow-citizens, and Plato his readers, not only to recognize their ignorance, but also to engage in active philosophical inquiry into ethical questions. This aspect of Socrates' mission--his quest to get people to live examined, philosophical lives--is sometimes called philosophical protreptic. In subsequent chapters, I analyze the arguments that Socrates employs in engaging interlocutors in philosophy in three dialogues, the Euthydemus, Lysis, and Alcibiades I. In the Euthydemus, Socrates argues that wisdom is necessary for happiness, but he and his interlocutor discover that they neither have nor understand the wisdom they need. In the Lysis, Socrates discusses friendship and love with two youths, and though their inquiry fails, their cooperative philosophical investigation exemplifies philosophical love and friendship. Finally, in the Alcibiades I, Socrates tries to convince an ambitious young Alcibiades that true power and happiness arise from self-knowledge, and he challenges the young man to seek self-knowledge by taking up a philosophical life under Socrates' guidance. What emerges in these dialogues is a radical and compelling picture of the good life. Socrates does not believe that he or any human fully understands virtue or happiness. His investigations end inconclusively, and indeed he has little hope that he or anyone else will discover final and complete answers about virtue or happiness. Nevertheless, each dialogue demonstrates both the nature and value of philosophical enquiry. We humans are limited and ignorant, and we need to examine ethical questions together in order to live well. By drawing others into the philosophical discussion--full though it is with problems, inconclusive results, and difficulties--Socrates believes that he is both himself living the best available human life and offering the greatest benefit any human can provide to those with whom he talks.
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Reid, Heather Lynne. "Plato's project for education in the early Socratic dialogues." 1996. https://scholarworks.umass.edu/dissertations/AAI9639020.
Full textAbstract:
What is the role of philosophy in education? This timeless question may best be answered by examining Plato's earliest dialogues in which he makes a case for philosophy as the centerpiece of education. I call this effort Plato's project for education and interpret the Apology, Crito, Charmides, Laches, Ion, Hippias Minor, Euthyphro, and Lysis as an integrated attempt to promote philosophy as education in ancient Athens. Plato accepted arete (excellence, virtue) as the proper goal of education, but his interpretation of arete as a distinctly moral quality required a new approach to education. Plato recognized that the quality in a doctor that makes her aim at what is good for her patient is distinct from the skill that enables her to choose the most effective treatment. Against traditional education, which emphasized social standing, professional skill, and the accumulation of information, Plato focused on the moral dimension of human beings and prescribed philosophy as a means for developing it. Memorization of information and tuition in practical skills may help us in our particular crafts, but it does little to improve us morally. This task must be undertaken separately through examination and reflection. Success will be judged not by one's peers, or even by one's government, but by the gods themselves who adhere to a universal idea of goodness. Plato's conception of arete as the health of the soul precipitates a new approach to education that focuses on philosophy and presents Socrates as its hero and martyr. Health of the soul, like health of the body, is something that requires constant labor and attention, and yet may never be perfected. In Plato's project, the ignorant Socrates and the dialogues themselves become indirect teachers by exhorting students to care for their souls and to appreciate the task. The promise that arete can be achieved through the pursuit of moral wisdom is given in the words and actions of Socrates. Like his ancient friends, the reader struggles to understand Socrates and from this struggle emerges philosophy: the love and pursuit of wisdom; the proper education for arete.