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A provocative close reading revealing a radical, proto-phenomenological Socrates. Modern interpreters of Platos Socrates have generally taken the dialogues to be aimed at working out objective truth. Attending closely to the texts of the early dialogues and the question of virtue in particular, Sean D. Kirkland suggests that this approach is flawedthat such concern with discovering external facts rests on modern assumptions that would have been far from the minds of Socrates and his contemporaries. This isnt, however, to accuse Socrates of any kind of relativism. Through careful analysis of the original Greek and of a range of competing strands of Plato scholarship, Kirkland instead brings to light a radical, proto-phenomenological Socrates, for whom what virtue is is what has always already appeared as virtuous in everyday experience of the world, even if initial appearances are unsatisfactory or obscure and in need of greater scrutiny and clarification.
Winner of the 2013 Symposium Book Award, presented by the Symposium: Canadian Journal of Continental Philosophy Modern interpreters of Plato's Socrates have generally taken the dialogues to be aimed at working out objective truth. Attending closely to the texts of the early dialogues and the question of virtue in particular, Sean D. Kirkland suggests that this approach is flawed—that such concern with discovering external facts rests on modern assumptions that would have been far from the minds of Socrates and his contemporaries. This isn't, however, to accuse Socrates of any kind of relativism. Through careful analysis of the original Greek and of a range of competing strands of Plato scholarship, Kirkland instead brings to light a radical, proto-phenomenological Socrates, for whom "what virtue is" is what has always already appeared as virtuous in everyday experience of the world, even if initial appearances are unsatisfactory or obscure and in need of greater scrutiny and clarification.
This book offers a new interpretation of Plato's early and middle dialogues as the expression of a unified philosophical vision. Whereas the traditional view sees the dialogues as marking successive stages in Plato's philosophical development, we may more legitimately read them as reflecting an artistic plan for the gradual, indirect and partial exposition of Platonic philosophy. The magnificent literary achievement of the dialogues can be fully appreciated only from the viewpoint of a unitarian reading of the philosophical content.
While the early Platonic dialogues have often been explored and appreciated for their ethical content, this is the first book devoted solely to the epistemology of Plato's early dialogues. Author Hugh H. Benson argues that the characteristic features of these dialogues--Socrates' method of questions and answers (elenchos), his fascination with definition, his professions of ignorance, and his thesis that virtue is knowledge--are decidedly epistemological. In this thoughtful study, Benson uncovers the model of knowledge that underlies these distinctively Socratic views. What emerges is unfamiliar, yet closer to a contemporary conception of scientific understanding than ordinary knowledge.
While the early Platonic dialogues have often been explored and appreciated for their ethical content, this is the first book devoted solely to the epistemology of Plato's early dialogues. Author Hugh H. Benson argues that the characteristic features of these dialogues--Socrates' method of questions and answers (elenchos), his fascination with definition, his professions of ignorance, and his thesis that virtue is knowledge--are decidedly epistemological. In this thoughtful study, Benson uncovers the model of knowledge that underlies these distinctively Socratic views. What emerges is unfamiliar, yet closer to a contemporary conception of scientific understanding than ordinary knowledge.
This book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.
Socrates and the Socratic Dialogue provides the most complete study of the immediate literary reaction to Socrates, by his contemporaries and the first-generation Socratics, and of the writings from Aristotle to Proclus addressing Socrates and the literary work he inspired.