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From its ancient incarnation as a song to recent translations in modern languages, Homeric epic remains an abiding source of inspiration for both scholars and artists that transcends temporal and linguistic boundaries. The Cambridge Guide to Homer examines the influence and meaning of Homeric poetry from its earliest form as ancient Greek song to its current status in world literature, presenting the information in a synthetic manner that allows the reader to gain an understanding of the different strands of Homeric studies. The volume is structured around three main themes: Homeric Song and Text; the Homeric World, and Homer in the World. Each section starts with a series of 'macropedia' essays arranged thematically that are accompanied by shorter complementary 'micropedia' articles. The Cambridge Guide to Homer thus traces the many routes taken by Homeric epic in the ancient world and its continuing relevance in different periods and cultures.
This book examines the overall testimony of Plato as an expert about the cultural legacy of these Homeric performances. Plato's fine ear for language--in this case the technical language of high-class artisans like rhapsodes--picks up on a variety of authentic expressions that echo the talk of rhapsodes as they once practiced their art.
This study focuses on the apocryphal "Acts of Andrew" (200 AD), which purport to tell the story of the travels, miracles and martyrdom of the apostle Andrew. Breaking with tradition that concludes the Acts came from scripture, the author investigates classical literature to find the sources.
This book offers a resolution of the paradox posed by the pleasure of tragedy by returning to its earliest articulations in archaic Greek poetry and its subsequent emergence as a philosophical problem in Plato's Republic. Socrates' claim that tragic poetry satisfies our 'hunger for tears' hearkens back to archaic conceptions of both poetry and mourning that suggest a common source of pleasure in the human appetite for heightened forms of emotional distress. By unearthing a psychosomatic model of aesthetic engagement implicit in archaic poetry and philosophically elaborated by Plato, this volume not only sheds new light on the Republic's notorious indictment of poetry, but also identifies rationally and ethically disinterested sources of value in our pursuit of aesthetic states. In doing so the book resolves an intractable paradox in aesthetic theory and human psychology: the appeal of painful emotions.
Ion - Plato - Plato is a Classical Greek philosopher, mathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science. Plato is one of the most important Western philosophers, exerting influence on virtually every figure in philosophy after him. His dialogue The Republic is known as the first comprehensive work on political philosophy. Plato also contributed foundationally to ethics, metaphysics, and epistemology. His student, Aristotle, is also an extremely influential philosopher and the tutor of Alexander the Great of Macedonia Plato is widely considered a pivotal figure in the history of Ancient Greek and Western philosophy, along with his teacher, Socrates, and his most famous student, Aristotle. He has often been cited as one of the founders of Western religion and spirituality. The so-called neoplatonism of philosophers, such as Plotinus and Porphyry, greatly influenced Christianity through Church Fathers such as Augustine. Alfred North Whitehead once noted: "the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato." Plato was an innovator of the written dialogue and dialectic forms in philosophy. Plato is also considered the founder of Western political philosophy. His most famous contribution is the theory of Forms known by pure reason, in which Plato presents a solution to the problem of universals known as Platonism (also ambiguously called either Platonic realism or Platonic idealism). He is also the namesake of Platonic love and the Platonic solids. His own most decisive philosophical influences are usually thought to have been, along with Socrates, the pre-Socratics Pythagoras, Heraclitus and Parmenides, although few of his predecessors' works remain extant and much of what we know about these figures today derives from Plato himself. Unlike the work of nearly all of his contemporaries, Plato's entire body of work is believed to have survived intact for over 2,400 years. Although their popularity has fluctuated, Plato's works have consistently been read and studied. Little can be known about Plato's early life and education due to the very limited accounts. Plato came from one of the wealthiest and most politically active families in Athens. Ancient sources describe him as a bright though modest boy who excelled in his studies. His father contributed everything necessary to give to his son a good education, and Plato therefore must have been instructed in grammar, music, gymnastics and philosophy by some of the most distinguished teachers of his era.
Plato's frontal attack on poetry has always been a problem for sympathetic students, who have often minimized or avoided it. Beginning with the premise that the attack must be taken seriously, Eric Havelock shows that Plato's hostility is explained by the continued domination of the poetic tradition in contemporary Greek thought. The reason for the dominance of this tradition was technological. In a nonliterate culture, stored experience necessary to cultural stability had to be preserved as poetry in order to be memorized. Plato attacks poets, particularly Homer, as the sole source of Greek moral and technical instruction-Mr. Havelock shows how the Iliad acted as an oral encyclopedia. Under the label of mimesis, Plato condemns the poetic process of emotional identification and the necessity of presenting content as a series of specific images in a continued narrative. The second part of the book discusses the Platonic Forms as an aspect of an increasingly rational culture. Literate Greece demanded, instead of poetic discourse, a vocabulary and a sentence structure both abstract and explicit in which experience could be described normatively and analytically: in short a language of ethics and science.
In Plato's Ion Socrates discusses with the titular character, a professional rhapsode who also lectures on Homer, the question of whether the rhapsode, a performer of poetry, gives his performance on account of his skill and knowledge or by virtue of divine possession. It is one of the shortest of Plato's dialogues. Commentary Plato's argument is supposed to be an early example of a so-called genetic fallacy since his conclusion arises from his famous lodestone (magnet) analogy. Ion, the rhapsode "dangles like a lodestone at the end of a chain of lodestones. The muse inspires the poet (Homer in Ion's case) and the poet inspires the rhapsode." Plato's dialogues are themselves "examples of artistry that continue to be stageworthy;" it is a paradox that "Plato the supreme enemy of art is also the supreme artist." Plato develops a more elaborate critique of poetry in other dialogues such as in Phaedrus 245a, Symposium 209a, Republic 398a, Laws 817 b-d. summaryIon's skill: Is it genuine? (530a-533c) Ion has just come from a festival of Asclepius at the city of Epidaurus, after having won first prize in the competition. Socrates engages him in discussion and Ion explains how his knowledge and skill is limited to Homer, whom he claims to understand better than anyone alive. Socrates finds this puzzling as to him it seems that Homer treats many of the same subjects as other poets like Hesiod, subjects such as war or divination, and that if someone is knowledgeable in any one of those he should be able to understand what both of these poets say. Furthermore, this man is probably not the poet, like Ion, but a specialist like a doctor, who knows better about nutrition. The nature of poetic inspiration (533d-536d) Socrates deduces from this observation that Ion has no real skill, but is like a soothsayer or prophet in being divinely possessed: "For not by art do they utter these things, but by divine influence; since, if they had fully learned by art to speak on one kind of theme, they would know how to speak on all. And for this reason God takes away the mind of these men and uses them as his ministers, just as he does soothsayers and godly seers, in order that we who hear them may know that it is not they who utter these words of great price, when they are out of their wits, but that it is God himself who speaks and addresses us through them." (534b-d) Ion's choice: To be skilled or inspired (536e-542a) Ion tells Socrates that he cannot be convinced that he is possessed or mad when he performs (536d, e). Socrates then recites passages from Homer which concern various arts such as medicine, divining, fishing, and making war. He asks Ion if these skills are distinct from his art of recitation. Ion admits that while Homer discusses many different skills in his poetry, he never refers specifically to the rhapsode's craft, which is acting.
In this book, Peter Ahrensdorf explores an overlooked but crucial role that Homer played in the thought of Plato, Machiavelli, and Nietzsche concerning, notably, the relationship between politics, religion, and philosophy; and in their debates about human nature, morality, the proper education for human excellence, and the best way of life. By studying Homer in conjunction with these three political philosophers, Ahrensdorf demonstrates that Homer was himself a philosophical thinker and educator. He presents the full force of Plato's critique of Homer and the paramount significance of Plato's achievement in winning honor for philosophy. Ahrensdorf also makes possible an appreciation of the powerful concerns expressed by Machiavelli and Nietzsche regarding that achievement. By uncovering and bringing to life the rich philosophic conversation among these four foundational thinkers, Ahrensdorf shows that there are many ways of living a philosophic life. His book broadens and deepens our understanding of what a philosopher is.
This book shows that the metaphor of the quintessentially feminine art of weaving in Homer's Odyssey, Aristophanes' Lysistrata, and Plato's Statesman and Phaedo conveys complex and inclusive teachings about human nature and political life that address the concerns of women mor...