Gary Alan Scott – författare

Examines and evaluates Socrates' role as an educator in Plato's dialogues.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?"

A lively and highly readable commentary on one of Plato's most beloved dialogues.Erotic Wisdom provides a careful reading of one of Plato's most beloved dialogues, the Symposium, which explores the nature and scope of human desire (erôs). Gary Alan Scott and William A. Welton engage all of the dialogue's major themes, devoting special attention to illuminating Plato's conception of philosophy. In the Symposium, Plato situates philosophy in an intermediate (metaxu) position-between need and resource, ignorance and knowledge-showing how the very lack of what one desires can become a guiding form of contact with the objects of human desire. The authors examine the concept of intermediacy in relation both to Platonic metaphysics and to Plato's moral psychology, arguing that philosophy, for Plato, is properly understood as a kind of "being in-between," as the love of wisdom (philosophia) rather than the possession of it.

Traditional Plato scholarship, in the English-speaking world, has assumed that Platonic dialogues are merely collections of arguments. Inevitably, the question arises: if Plato wanted to present collections of arguments, why did he write dialogues instead of treatises? Concerned about this question, some scholars have been experimenting with other, more contextualized ways of reading the dialogues. This anthology is among the first to present these new approaches as pursued by a variety of scholars. As such, it offers new perspectives on Plato as well as a suggestive view of Plato scholarship as something of a laboratory for historians of philosophy generally. The essays gathered here each examine vital aspects of Plato's many methods, considering his dialogues in relation to Thucydides and Homer, narrative strategies and medical practice, images and metaphors. They offer surprising new research into such much-studied works as ""The Republic"" as well as revealing views of lesser-known dialogues like the Cratylus and Philebus. With reference to thinkers such as Heidegger, Gadamer, and Sartre, the authors place the Platonic dialogues in an illuminating historical context. Together, their essays should reinvigorate the scholarly examination of the way Plato's dialogues ""work"" - and should prompt a reconsideration of how the form of Plato's philosophical writing bears on the Platonic conception of philosophy.

Examines and evaluates Socrates' role as an educator in Plato's dialogues.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?"