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2013
Admir Skodo (ed.) Other Logics: Historical and Philosophical Alternatives to Formal Logic (Boston and Leiden: Brill)
Collingwood’s Logic of Question and Answer against the Relativization of ReasonFearing that his health would not permit him time to leave to the world the full range and depth of his offerings in philosophy, R. G. Collingwood sat down in the late summer of 1938 with the intention of getting as much of his thinking down on paper and out in public as he could in the time left to him. The result of this flurry of activity was An Autobiography: a short, bold, and stylistically informal book that is not only immensely readable as the life-story of an unceasingly active man, but also philosophically rich, in places intriguing and, above all, accessible to any reader. After four chapters of what are mostly memoirs of his youth, chapter five of this Autobiography describes one of the fundamental concepts of Collingwood’s thinking on various subjects: namely, what he calls his “logic” (or “theory”) of question and answer. It is an extremely suggestive and deceptively complex chapter – which is probably part of the reason why Collingwood scholars have offered so many different accounts of the significance or “place” of “question and answer” in Collingwood’s philosophy...
The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.
Hermeneutics concerns the art of interpretation and understanding. One of the most im-portant authors of the 20th century concerned with the hermeneutical problem was Hans-Georg Gad-amer who, strongly influenced by Heidegger’s teachings, wrote extensively on the subject. A key ele-ment to Gadamer’s study was Collingwood’s portrayal of the logic of question and answer. Colling-wood himself was much focused on the essential role of questioning, this becomes evident not only on his remarks on the historian’s role but throughout many of his works; furthermore, his dialectical approach to the mission of understanding unmistakably puts Collingwood in the field of hermeneu-tics. This essay will argue that although Gadamer criticises Collingwood’s theory of reenactment, the gap between the two authors’ thoughts is smaller than one might think; as after a few clarifications of Collingwood’s ideas, it becomes clear that Gadamer’s disapprovals originated from misinterpreta-tions and that, in fact, both authors had very similar, hermeneutical approaches to the task of under-standing.
Akroterion
Dialectical Swordplay in Plato's Laches2018 •
Scholarly attempts to understand Plato’s distinction between philosophy and sophistry typically concentrate on explicit thematic discussions or on dialogues in which primary characters are well known sophists or rhetoricians. By contrast, this paper elucidates the nature of sophistical speech by means of an interpretation of Laches, a Socratic dialogue with two Athenian generals about courage. Textual argument is provided to show that one of the two primary interlocutors, Nicias, attempts to avoid refutation by means of certain dialectical defence mechanisms. The nature of these defence mechanisms is analysed and shown to imply a form of discursive self-alienation, that is, an unwillingness to say what one really thinks about virtue. Socrates’ elenchus is then interpreted as an attempt to penetrate Nicias’s dialectical defences in order to reconnect him to a pre-theoretical self-understanding from which philosophy must take root.
While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the dialogue ends in Socrates's affirmation of aporia, his affirmation is actually meant to persuade his interlocutors to reflect on an epiphany they had previously experienced. In what follows, Jonas offers a close reading of relevant passages of Lysis, demonstrating the way that Socrates leads his interlocutors to an epiphany without forcing his answers upon them.
International Philosophical Quarterly
The Forms in the Euthyphro and Statesman: A Case against the Developmental Reading of Plato’s Dialogues2014 •
Readings of Plato's Apology of Socrates: Defending the Philosophical Life
“The Philosophical Force of Negativity – Elenchos and Socratic conversation in Plato’s Apology"2018 •
Brill's Companion to the Reception of Socrates
Socrates in Aristotle's History of Philosophy2019 •
Journal of Philosophy in Schools
Plato, metacognition and philosophy in schools.docx2018 •
PLATO, The electronic Journal of the International Plato Society
VIRTUE, PRACTICE, AND PERPLEXITY IN PLATO'S MENO2012 •
Journal of Political Ideologies
The 'dialectical' theory of conservatism2020 •
Revista de filosofía No.143
Irony and Reductio ad absurdum as a Methodological Strategy in Plato s Meno (Luis Guerrero).pdf2017 •
Études platoniciennes
Eleaticism and Socratic Dialectic: On Ontology, Philosophical Inquiry, and Estimations of Worth in Plato’s Parmenides, Sophist and Statesman2019 •
Etica&Politica/Ethics&Politics
Philosophy and Politics in Gadamer's Interpretation of Plato's Republic2019 •
AAPT Studies in Pedagogy: Experiential Learning and Education
Aporia as Pedagogical Technique2018 •