The relation between virtue and knowledge is at the heart of the Socratic view of human excellence, but it also points to a central puzzle of the Platonic dialogues: Can Socrates be serious in his claims that human excellence is constituted by one virtue, that vice is merely the result of ignorance, and that the correct response to crime is therefore not punishment but education? Or are these assertions mere rhetorical ploys by a notoriously complex thinker? Lorraine Smith Pangle traces the argument for the primacy of virtue and the power of knowledge throughout the five dialogues that feature them most prominently—the Apology, Gorgias, Protagoras, Meno, and Laws—and reveals the truth at the core of these seemingly strange claims. She argues that Socrates was more aware of the complex causes of human action and of the power of irrational passions than a cursory reading might suggest. Pangle’s perceptive analyses reveal that many of Socrates’s teachings in fact explore the factors that make it difficult for humans to be the rational creatures that he at first seems to claim. Also critical to Pangle’s reading is her emphasis on the political dimensions of the dialogues. Underlying many of the paradoxes, she shows, is a distinction between philosophic and civic virtue that is critical to understanding them. Ultimately, Pangle offers a radically unconventional way of reading Socrates’s views of human excellence: Virtue is not knowledge in any ordinary sense, but true virtue is nothing other than wisdom.

Argues that Plato's dialogues contain a surprisingly neglected account of Socrates' education about the love of noble virtue and that recovering this education could help broaden and deepen liberalism's moral and political horizon.

Socrates was not a moral philosopher. Instead he was a theorist who showed how human desire and human knowledge complement one another in the pursuit of human happiness. His theory allowed him to demonstrate that actions and objects have no value other than that which they derive from their employment by individuals who, inevitably, desire their own happiness and have the knowledge to use actions and objects as a means for its attainment. The result is a naturalised, practical, and demystified account of good and bad, and right and wrong. Professor Reshotko presents a freshly envisioned Socratic theory residing at the intersection of the philosophy of mind and ethics. It makes an important contribution to the study of the Platonic dialogues and will also interest all scholars of ethics and moral psychology.

Socrates' Education to Virtue argues that Plato's account of Socrates offers the fullest account of virtue and of the place of virtue in political life. Focusing on Platonic dramas such as the Symposium, Alcibiades Major, and the Republic, Lutz recounts how Socrates came to understand the longing for the "noble" and to believe that this longing is best satisfied by the search for knowledge or wisdom. By scrutinizing how Socrates' conversations allow him to acquire, extend, and confirm his knowledge of eros and of noble virtue, the book recovers a powerful, concrete, and nondogmatic Platonic reply to ancient critics of philosophy such as Aristophanes and suggests a further Platonic response to modern critics of classical rationalism such as Nietzsche and Rorty. Moreover, it shows how Socrates' education to virtue teaches him that the philosopher must always respect and examine alternative accounts of nobility and excellence. The book argues that the recovery of Socratic education can strengthen liberal democracy not only by broadening and invigorating political, moral, and religious debate but also by serving as an example of virtue in an open society.

It is an excellent book – highly intelligent, interesting and original. Expressing high philosophy in a readable form without trivialising it is a very difficult task and McAleer manages the task admirably. Plato is, yet again, intensely topical in the chaotic and confused world in which we are now living. Philip Allott, Professor Emeritus of International Public Law at Cambridge University This book is a lucid and accessible companion to Plato’s Republic, throwing light upon the text’s arguments and main themes, placing them in the wider context of the text’s structure. In its illumination of the philosophical ideas underpinning the work, it provides readers with an understanding and appreciation of the complexity and literary artistry of Plato’s Republic. McAleer not only unpacks the key overarching questions of the text – What is justice? And Is a just life happier than an unjust life? – but also highlights some fascinating, overlooked passages which contribute to our understanding of Plato’s philosophical thought. Plato’s 'Republic': An Introduction offers a rigorous and thought-provoking analysis of the text, helping readers navigate one of the world’s most influential works of philosophy and political theory. With its approachable tone and clear presentation, it constitutes a welcome contribution to the field, and will be an indispensable resource for philosophy students and teachers, as well as general readers new to, or returning to, the text.

Despite his ceaseless efforts to purge his fellow citizens of their unfounded opinions and to bring them to care for what he believes to be the most important things, Plato's Socrates rarely succeeds in his pedagogical project with the characters he encounters. This is in striking contrast to the historical Socrates, who spawned the careers of Plato, Xenophon, and other authors of Socratic dialogues. Through an examination of Socratic pedagogy under its most propitious conditions, focusing on a narrow class of dialogues featuring Lysis and Alcibiades, this book answers the question: "why does Plato portray his divinely appointed gadfly as such a dramatic failure?"

Now that Meno has been made to understand the nature of a general definition, he answers in the spirit of a Greek gentleman, and in the words of a poet, 'that virtue is to delight in things honourable, and to have the power of getting them.' This is a nearer approximation than he has yet made to a complete definition, and, regarded as a piece of proverbial or popular morality, is not far from the truth. But the objection is urged, 'that the honourable is the good, ' and as every one equally desires the good, the point of the definition is contained in the words, 'the power of getting them.' 'And they must be got justly or with justice.' The definition will then stand thus: 'Virtue is the power of getting good with justice.' But justice is a part of virtue, and therefore virtue is the getting of good with a part of virtue. The definition repeats the word defined

Learn the Fundamental Philosophies from Socrates, the Famous Ancient Greek Philosopher Update: 3rd Edition on Sept 19, 2016 - With Added Content! Get it Now Before the Price Increases! ~BONUS RIGHT AFTER THE CONCLUSION - ACT NOW BEFORE GONE! You've come to the right place to learn about Life & Philosophy Socrates is perhaps the most celebrated of all ancient philosophers. Credited as a founder father of Western philosophy, he is well known for his dialogues with his students and for thinking in terms of ethics and morals. He was also the mentor of other famous Greek philosophers, such as Plato and Xenophon. Socrates was an honest thinker that wanted his students to think of the answers themselves, instead of having the teacher provide the solution. He was also a strong advocate of justice. He took his last stand by accepting Athenian law of being sentenced to death, instead of fleeing for his life. Socrates is truly a remarkable human being worth examining. In this book, we will discover who Socrates was, what he stood for, and the lessons the taught us throughout his life time. His concepts of virtues will be discussed in full detail, and his best theories will be explained once and for all. Here's a Preview of What You Will Learn * What made Socrates different from other philosophers of his time? * Why did other philosophers oppose him? * How Greek law influenced Socrates' thinking * The Socratic Method explained * Why is an unexamined life not worth living? * and much much more! DOWNLOAD NOW! Scroll up to Buy with One-Click!

Called 'The Roman Socrates, ' Musonius Rufus is a first-century Stoic philosopher who was famous for living and teaching the good life of virtue. This book describes his exemplary life, his ethical teachings, and the practical methods he used to educate people in the good life. Based on the ancient texts and modern scholarship, this book is the first comprehensive treatment of Musonius Rufus's life, teachings, and methods

In The Socratic Paradox and Its Enemies, Roslyn Weiss argues that the Socratic paradoxes—no one does wrong willingly, virtue is knowledge, and all the virtues are one—are best understood as Socrates’ way of combating sophistic views: that no one is willingly just, those who are just and temperate are ignorant fools, and only some virtues (courage and wisdom) but not others (justice, temperance, and piety) are marks of true excellence. In Weiss’s view, the paradoxes express Socrates’ belief that wrongdoing fails to yield the happiness that all people want; it is therefore the unjust and immoderate who are the fools. The paradoxes thus emerge as Socrates’ means of championing the cause of justice in the face of those who would impugn it. Her fresh approach—ranging over six of Plato’s dialogues—is sure to spark debate in philosophy, classics, and political theory. “Regardless of whether one agrees or disagrees with Weiss, it would be hard not to admire her extraordinarily penetrating analysis of the many overlapping and interweaving arguments running through the dialogues.”—Daniel B. Gallagher, Classical Outlook “Many scholars of Socratic philosophy . . . will wish they had written Weiss's book, or at least will wish that they had long ago read it.”—Douglas V. Henry, Review of Politics