Plato on Necessity and Disorder

In the Timaeus, Plato makes a distinction between reason and necessity. This distinction is often accounted for as a distinction between two types of causation： purpose oriented causation and mechanistic causation. While reason is associated with the soul and taken to bring about its effects with the good and the beautiful as the end, necessity is understood in terms of a set of natural laws pertaining to material things. In this paper I shall suggest that there are reasons to reconsider the latter part of this account and argue for a non-mechanistic understanding of necessity. I will first outline how the notion of necessity is introduced in the dialogue. Next I will show how a mechanistic account of necessity fails to capture Plato＇s purpose of treating it as a causal factor; and, finally, I will argue that this purpose is better understood as an attempt, on Plato＇s part, to account for the causal origin of disorder and irrationality, an origin articulated in terms of a pre-cosmic situation and the notoriously difficult notion of the third kind.     

Plato on the role of contradiction in education

In this paper, I will look at two passages from the discussion of education in Book VII of Plato’s Republic: 523b-524d and 537e-539d. These passages, when taken together, present a puzzle for the coherency of the educational programme Socrates describes. Both discuss contradiction. One says that contradiction is educationally edifying, the other, that it is corrupting. This sounds like a contradiction about contradiction. As far as I know, no one has noticed this puzzle before. By the end of this paper, I hope to have not only provided a solution to the apparent contradiction about contradiction that is compelling, but also one that shows that this puzzle, which might at first have seemed restricted to a textual issue about the educational programme in the Republic, is in fact one that has far reaching implications for a range of Plato’s theories across several dialogues. Along with education, corruption, and contradiction, I will discuss Plato’s theory of psychology, and his theory of forms.     

Plato on a Mistake about Pleasure

Plato argues in Republic IX that people are often mistaken about their own pleasures and pains. One of the mistakes he focuses on is judging that an experience of ours is pleasant when, in fact, it is not. The view that such a mistake is possible is an unpopular one, and scholars have generally been dismissive of Plato's position. Thus Urmson argues not only that this position is deeply flawed, but also that it results from a confusion on Plato's part. In this paper, I show that Urmson's criticism is misguided. I then defend Plato against the idea that it is impossible for someone to make the mistake in question. In doing so, I bring out details in Plato's text and show that his account of the phenomenology involved in making this mistake is far more sophisticated than has so far been recognized.     

Plato as portraitist

Continental Philosophy Review -     

Plato and the Love of Individuals

A perennial problem in the philosophy of love has centred around what it is to love persons qua persons. Plato has usually been interpreted as believing that when we love we are attaching ourselves to qualities that inhere in the objects of our love and that these qualities transcend the objects. Vlastos has argued, along with Nussbaum, Price and many others that such an account tells against a true love of persons as unique and irreplaceable individuals. I argue that Plato's account of love as presented in the Lysis and Symposium is not so easily rejected. My concern is both to show that Plato can meet the objections and that his theory can still offer helpful insights into the understanding of love in our own lives. In particular I will identify two manners of loving persons; one which is context and individual specific, and another which might be termed metaphysical, thereby preserving aspects of the Platonic ascent of love. I will further argue that the two aspects are often non–controversially linked, and that such linking helps explain something of the mysterious nature of love.     

柏拉图作为真诗人

柏拉图主要从两个方面批判通常所谓的"诗"和"诗人":就主观方面而言,诗人缺乏对于真实存在的知识;因此,就客观方面而言,诗人的作品在伦常、政治、教育等领域带来了恶劣的影响.柏拉图希望表明,以智慧、真善美为目标的哲学才是诗的典范,才是真正意义上的"诗".所以,"哲学家"和"诗人"这两个角色在柏拉图那里是一种完美的融合,而不是一种分裂.     

柏拉图:西方"女性主义"的先驱者

柏拉图是一位女性主义者吗?这个在西方哲学界争论不休的话题是围绕<理想国>的第5章展开的.