In fragments of the lost Protrepticus, preserved in Iamblichus, Aristotle responds to Isocrates’ worries about the excessive demandingness of theoretical philosophy. Contrary to Isocrates, Aristotle holds that such philosophy is generally feasible for human beings. In defense of this claim, Aristotle offers the progress argument, which appeals to early Greek philosophers’ rapid success in attaining exact understanding. In this paper, I explore and evaluate this argument. After making clarificatory exegetical points, I examine the argument’s premises in light of (...) pressing worries that the argument reasonably faces in its immediate intellectual context, the dispute between Isocrates and Aristotle. I also relate the argument to modern concerns about philosophical progress. I contend that the argument withstands these worries, and thereby constitutes a reasonable Aristotelian response to the Isocratean challenge. (shrink)

El presente artículo propone una lectura del Eutidemo de Platón a partir de la escena que tiene lugar en el prólogo del diálogo, en el cual un personaje misterioso critica a Sócrates y a los hermanos erísticos por la conversación que acaba de tener lugar. Defenderé que esta figura anónima esconde a Isócrates, quien en Contra los sofistas y Encomio de Helena había atacado a todos los discípulos de Sócrates por dedicarse a un tipo de actividad intelectual a su juicio (...) volcada a la pura disputa y sin utilidad para la vida cívica. Propondré que el Eutidemo constituye una respuesta a dicha crítica, en tanto que los dos modelos protrépticos de la obra le permiten a Platón distinguir su forma de emplear la dialéctica de la de otros de sus condiscípulos, principalmente los megáricos, así como sentar las bases de su proyecto filosófico-político fundado en el concepto de conocimiento. (shrink)

This paper presents the teaching of Isocrates (436-338 BC), Plato’s contemporary Athenian author, and his conceptions about the form and purposes of paideia or education, which he called, as a whole, philosophía. To this end, the list of students Isocrates supposedly had, the popularity of his school and the testimony by other authors of antiquity on his educational influence are described. After that, the isocratic definition of philosophía is discussed: sometimes presented as an intellectual commitment coupled with experience, (...) at other times as the culture or paideia created by Athens, a city where logos, in its double meaning of reason and discourse, occupied a place of exceptional importance. Finally, I move from this general definition of philosophía to that presented and professed by Isocrates in his school, which, according to him, was the only one to fully deserve the title of philosophía, defined as a deliberate educational procedure. Then the philosophía of Isocrates and its most important principles are presented: dóxa or opinion, empeíria or experience, and the kairós or occasion, pointing out the reasons for this option, the expected results of such educational program, and how such principles appear in what we would call its pedagogical methods, among which Isócrates’ practice of submitting his own works to the criticism of his students, in a form of discussion or debate that nowadays we would call a seminar, stands out. ********** O artigo apresenta o magistério de Isócrates (436-338 a.C.), autor ateniense contemporâneo de Platão, e suas concepções acerca da forma e dos propósitos da paideía ou educação, que ele denominava, em seu conjunto, philosophía. Para tanto, descrevemse o rol dos alunos que Isócrates teria tido, a popularidade de sua escola e o testemunho, por outros autores da Antiguidade, de sua influência educativa. Em seguida, discute-se a definição isocrática de philosophía, apresentada, por vezes, como um empenho intelectual conjugado à experiência; em outros momentos, como a cultura ou paideía criada por Atenas, cidade em que o lógos, em seu duplo sentido de razão e discurso, ocupava lugar de excepcional importância. Por fim, passa-se dessa definição geral de philosophía para aquela que a apresenta como um procedimento educativo deliberado, sendo que o professado por Isócrates em sua escola seria, segundo ele, o único a merecer, de todo direito, o título de philosophía. Descreve-se, então, a philosophía de Isócrates, com seus princípios mais importantes, a dóxa, ou opinião; a empeiría, ou experiência, e o kairós, ou ocasião, indicando as justificativas para essa opção e os resultados esperados de tal programa educativo, e de que modo tais princípios estariam presentes no que chamaríamos de seus métodos pedagógicos, dos quais se destaca a prática de Isócrates de submeter suas próprias obras à crítica de seus alunos, em um formato de discussão ou debate próximo do que denominaríamos, hoje, de seminário. (shrink)

ABSTRACT This article explores the role of Isocrates in Plato’s Euthydemus, with special attention given to M.M. McCabe’s defense of Socratic philosophy against the sophistic challenges of Euthydemus and Dionysodoros. I defend two main theses: (1) Isocratean philosophy refutes what McCabe calls ‘chopped logos’ (a sophistic theory of logic and meaning) and (2) Isocratean philosophy, like its Socratic rival, is committed to reflection and to the consistency of logoi but, unlike its Socratic rival, it is committed to them for (...) strictly pragmatic reasons. As support for these theses, I argue that Isocrates holds a pragmatic theory of truth, that Isocratean philosophy meets all the requirements of what McCabe calls a ‘reflective commitment,’ and that Isocrates’ particular brand of pragmatism avoids the unscrupulous opportunism that worries McCabe about pragmatism generally. I conclude with considerations about how Isocrates figures into the central themes and drama of the Euthydemus. (shrink)

Alors que le renouveau des idees politiques, sociales, morales a Athenes conduit l'education, vouee surtout au projet oratoire et formel des sophistes, vers une exigence intellectuelle plus authentique, Isocrate, en 393, et Platon, en 387, ouvrent successivement leur " ecole ". Des lors s'installe pour longtemps entre la philosophie et la rhetorique un equilibre instable, fait de rivalites et d'affrontements, mais aussi d'apparentements et de mutuelles seductions. L'oeuvre d'Isocrate correspond a la mise en place de cette tension, qui est ainsi (...) des l'origine au coeur du debat sur l'education. Mais l'apprentissage de l'eloquence, d'abord " simple " acquisition de l'art oratoire, vise une education politique, puis parce que la voie apparement rectiligne choisie par Isocrate comporte aussi, comme l'itineraire platonicien, son " detour " un ideal de culture, dont toute l'histoire de l'education, jusqu'a nous, porte la marque. Isocrate, rhetorique et education, retrace a travers l'etude de la pedagogie puis, plus largement, de la paideia isocratique, la naissance et le developpement d'un projet majeur d'education rhetorique, rival souvent heureux, au cours de l'histoire, de l'education " philosophique " : Isocrate a ouvert une ecole qui, en Occident, n'a plus jamais ferme ses portes... (shrink)

In this article, I analyze the role the household ( oikos) plays in Isocrates through an exegesis of the author's letters to his erstwhile student and current monarch of Salamis of Cyprus, Nicocles. The monarch's household has a threefold role in the relationship between the elite ruler and his subjects. First, as the locus of his ancestors and their achievements, it offers competitors to Nicocles to be surpassed and a known standard for his subjects to judge their ruler. Second, (...) as the source of the monarch's public outlay, the household is a means by which Nicocles can appear magnificent; at the same time, however, he should be wary lest his subjects judge him ostentatious. Third, Nicocles invites his subjects to judge his conjugal behavior, offering it as evidence of his moderation. I conclude my argument with a challenge to an interpretation of the relationship between the few and the many as a contract; rather, this relationship is better characterized through the metaphor of service ( therapeia) drawn from the household. Isocratean political thought treats private and public domains as continuous with one another, regarding participation in political institutions as neither necessary nor sufficient to achieving good political judgment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching (...) of which he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

Working against the recent arguments against Plato’s authorship of the Seventh Letter in the Anglophone scholarship, this paper demonstrates the historical possibility that Plato wrote his letters for philosophical purposes, most likely in competition with Isocrates, who skilfully used the literary genre of letters for his rhetorical and philosophical purposes. Because Isocrates and Plato experimented with various writing styles in response to each other, letters and autobiographies may well have been their common devices. The paper concludes that we (...) should respect the tradition that had included and respected the Seventh Letter as Plato’s own writing. (shrink)

Was Isocrates influenced by Thudydides? Wilamowitz at first suspended judgement and later decided he was not, but he did not go into the question. Attempts have since been made to prove close and direct influence. The question assumes greater interest and importance because of the immense influence of rhetoric on the writing of history in the fourth century and of the generally accepted tradition that Isocrates’ pupils included well-known historians like Ephorus, Theopompus, and the ‘Atthis’ writer Androtion.

No contexto da restauração da democracia ateniense no séc. IV AEC, Isócrates e Platão instituíram duas das mais proeminentes escolas filosóficas da Antiguidade e certamente as duas mais importantes do Período Clássico. Em alguma medida influenciados pela moralidade socrática voltada para o debate das virtudes, ambos são radicais opositores dos sofistas de seu tempo e do século anterior, que promoviam, segundo eles, uma educação erística ora imoral ora lisonjeadora. Com o objetivo de oferecer novas alternativas pedagógicas para a formação política (...) dos jovens, tanto Isócrates como Platão propõem, sob a alcunha de philosophia, modelos de paideia orientados para o bem comum, a justiça e a idoneidade. Há, no entanto, uma fundamental disputa ideológica em torno de cada uma dessas filosofias. A fim de se opor à retórica sofística, o idealismo da filosofia platônica, como sabemos, vale-se do método dialético para que o verdadeiro conhecimento (episteme) das virtudes morais seja alcançado, promovendo assim a justiça e o bem comum da pólis. O pragmatismo isocrático, ao contrário, delineia a filosofia como uma paideia dos discursos cívicos, em que somente as boas opiniões (doxai) seriam capazes de melhor orientar a cidade com razoabilidade para as ações a serem tomadas, em detrimento de uma episteme platônica que nada serviria para a política. Discutiremos, portanto, esses e outros aspectos dessa disputa ideológica entre Isócrates e Platão, buscando verificar como ocorre essa querela ao longo dos textos a eles atribuídos, além de apontar em que medida a relação entre suas doutrinas filosóficas foram determinantes para os contornos da Filosofia e da Retórica na posteridade. (shrink)

‘The Greeks have two treaties with the King: the one which our city made, which all praise; and later the Lacedaemonians made the one which all condemn,’ says Demosthenes c. 350. Isocrates, however, did not always run with the pack, for a few years earlier he urged the Athenians to make peace on the basis of the treaty ‘with the King and the Lacedaemonians [which] commands the Greeks to be autonomous, the garrisons to depart from the cities of others, (...) and each people to have its own territory’. (shrink)

This article argues that despite Aristotle’s criticism of him, Isocrates does not actually hold the belief that political science, or universal knowledge of practical affairs, is impossible. When he appears to express this view, he is using hyperbole to distinguish himself from his adversaries. In reality, while he certainly underscores the significance of particular cases and doxa, he also claims to possess insights into universal principles concerning politics. He does so on the ground of philosophical arguments characterized by their (...) consistency, sophistication, and substantive nature. These arguments are robust enough to be structured into a coherent system of principles akin to a political science in the Aristotelian sense of the term – although Isocrates himself never elaborated this science in a clear and systematic manner. The objective of this article is twofold: first, to defend this unconventional interpretation of Isocrates’ political speeches, and second, to offer a systematic analysis of the implicit political science within them. (shrink)

Scholars often regard the 4th century controversy on education as a rivalry between philosophy, which is represented by Plato and Aristotle, and rhetoric, which is represented most prominently by Isocrates. The problem with this view is that it presupposes a distinction between philosophy and rhetoric which seems to be the product rather than the cause of the controversy. In this paper I discuss certain aspects of Isocrates’ thought which allow us to place him in the beginning of a (...) tradition which only later would be recognized as empiricist. Both Plato and Aristotle oppose Isocrates, but their arguments develop in different directions. I argue that Aristotle, who is influenced by Isocrates, provides him with the normative context rhetoric needs in order to qualify as an art. This, however, does not imply that Aristotle subscribes to empiricism. Following Plato, he postulates a realm of real essences grasped by reason which, in Aristotle’s case, ultimately accounts for his view that rhetoric is an offshoot of dialectic. By contrast, Plato bans rhetoric completely from the state, handing over the task of persuasion to the philosopher or the ideal legislator. (shrink)

The primary focus of this work is Isocrates as a teacher, his works, and his pedagogy including both his educational practice and the philosophy that underlies it. In addition I examine the epistemological basis of Isocrates's teaching and the connection between the Isocratean conception of the nature of knowledge and the development of character. Many modern scholars consider Isocrates's educational philosophy to be relativistic and his moral position identical to contemporary sophists. This work suggests that both of (...) these positions are incorrect. Isocrates establishes Logos as a transcendental locus and discourse, either between people or within one's own mind, as the means for the discovery of knowledge and the development of arete. Isocrates is called by some the "father of humanistic culture," and his paideia represents an expression of historical Greek cultural practice. Isocrates was an important and influential figure in the development of Greek and by extension Western education. Today, however, his reputation is as an orator whose highly refined style is his major achievement. Isocrates's work has not received the attention that his influence merits, and his educational philosophy should help inform modern practice. (shrink)

Little has been said as to how Isocrates' λόγοι were published. It is commonly assumed that they were written for a reading public but for greater effect were given a fictitious dramatic setting. Such a generalization, although partly true, needs qualification.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Isocrates and Civic EducationRobert G. SullivanIsocrates and Civic Education. Edited by Takis Poulakis and David Depew. Austin: University of Texas Press, 2004. Pp. x + 277. $50.00, hardcover.Henry Burrowes Lathrop, in his magisterial Translations from the Classics into English from Caxton to Chapman, adopted a distinctly apologetic tone for having included in that book a lengthy gloss of Isocrates' writings. He felt constrained to do so, (...) noting, "This fairly long exposition has been necessary, since Isocrates is little read nowadays." Well, of course, "nowadays" Isocrates is read a great deal, and he is generally considered to be one of the more important figures in the classical rhetorical tradition. There are a variety of reasons for the revival of Isocrates' fortunes; he has always been accepted as an exemplar of style, and has exerted strong influences in a number of historical eras, but he is seen increasingly as an original and significant rhetorical theorist. However, the strongest attraction to scholars of our era is the connection by Isocrates of two concepts, rhetorical discourse and civic education, in what he called hê tôn logôn padieia. At the nexus of these ideas is not merely a historically interesting aspect of classical rhetorical theory but an important link between rhetorical theory and political practice, of heightened importance to a democratic culture.The volume under consideration gathers some of the best informed contemporary scholars to address this confluence. The ten essays include work by classicists, philosophers, and rhetoricians, all of whom are working in an explicitly interdisciplinary posture. The volume is divided into five thematic sections, with two essays contributed on each of the themes, each pair addressing different aspects of Isocrates' notion of civic education.The first section addresses the shape and purpose of the Isocratean program of civic education. The central question addressed by these essays is fundamental. If we grant the generality that Isocrates has a program of civic education, what are the particular goals of his pedagogy? Simply put, what civic virtues can one expect to acquire from an education in the Isocratean system? For Josiah Ober the route to the answering of this question is a careful and extraordinarily interesting reading of Isocrates great apologia, Antidosis. Ober sees Isocrates attempting to develop in his students a "complex and integral identity" (39) that will allow them to remain both true to themselves and useful to the city, a careful blending of soul-craft and state-craft. Takis Poulakos focuses on the epistemological foundation of Isocratean practice by making a careful account of Isocrates' use of the term doxa. Poulakos does an excellent [End Page 174] job of cutting through the thicket of Isocratean nuance and correctly identifies the theoretically charged notion of doxa as being both the process and product of informed conjecture.The next six essays are, in essence, comparative, laying Isocratean concepts of civic virtue and pedagogy against those of the sophists, Aristotle, and Plato. John Poulakos deftly separates Isocrates' purposes and pedagaogy from the sophists Protagoras and Gorgias. Particularly striking is the distinction Poulakos draws between how Isocrates and the sophists conceived of the power of language. The sophists, having a "dynastic" conception of language, imagine that mastering rhetoric gives one direct access to tyranical power over the individual psyche. Isocrates, less sure of (or perhaps ethically nervous about) language's capacity for political witchcraft, adapts a "hegemonic" notion of logos as acivilizing force, a means of leadership toward good ends. Ekaterina Haskins contrasts the "playful iconoclasm" of Gorgias with the "political responsibility" of Isocrates (85) in the varying ways they make use of the mythopoetic tradition. Davis Konstans contributes an extremely interesting examination of important matters upon which Isocrates and Plato find themselves in agreement, notably the deficiencies of Athenian democracy and the preferred role of the intellectual in society. Konstans' position is very stimulating, if at first glance counterintuitive, as the greater part of modern scholarship has aimed to force these two figures into opposing camps. Kathryn Morgan also begins her essay by focusing on those things Plato and Isocrates agreed upon, noting that both were deeply dissatisfied with conventional civic education in Athens. From this, Morgan turns to... (shrink)

At first sight, Isocrates’ use of the term “sophist” may appear contradictory as it is associated with both a positive and a pejorative meaning. The article contends that Isocrates was not being unintentionally vague or imprecise as he deliberately used the term to refer to two disparaging groups of professional teachers or writers who, in his opinion, had nothing in common. Isocrates tended to privilege the positive meaning of the term over the negative one, considering the latter (...) as a contemporary deviation of the former. (shrink)

Isocrates' Antidosis ("Defense against the Exchange") and Aristotle's Protrepticus ("Exhortation to Philosophy") were recovered from oblivion in the late nineteenth century. In this article we demonstrate that the two texts happen to be directly related. Aristotle's Protrepticus was a response, on behalf of the Academy, to Isocrates' criticism of the Academy and its theoretical preoccupations. -/- Contents: I. Introduction: Protrepticus, text and context II. Authentication of the Protrepticus of Aristotle III. Isocrates and philosophy in Athens in the (...) 4th century IV. The Protrepticus of Aristotle as a response to the Antidosis of Isocrates V. Conclusion: dueling conceptions of philosophy, still dueling. (shrink)

This article attempts to gather the evidence for panhellenism in the fifth century B.C. and to trace its development both as a political program and as a popular ideology. Panhellenism is here defined as the idea that the various Greek city-states could solve their political disputes and simultaneously enrich themselves by uniting in common cause and conquering all or part of the Persian empire. An attempt is made to trace the evidence for panhellenism throughout the fifth century by combining different (...) kinds of evidence: that is, both poetic and historical texts, as well as the testimonia for monuments which are no longer extant. Any thought of a panhellenic crusade was impossible before the Persian invasions, but such an expedition, under the dual leadership of Athens and Sparta, was espoused by Cimon. After his death it remained an item of popular talk for the rest of the century and this talk intensified during the second half of the Peloponnesian War. The paper has six parts: the first finds hints of panhellenist ideology in the fragments of Simonides' Plataea elegy and in Aeschylus' Persians. The second part attempts to explain several puzzling passages in Herodotus in terms of his reflecting contemporary panhellenist discourse, especially in his account of Aristagoras of Miletus at Sparta. Part three reconstructs Cimon' s belief in dual hegemony and his plans for a joint Athenian-Spartan expedition against the Persian empire. Part four connects an anecdote about Miltiades with the Cimonian monuments and argues that the artistic program of the Stoa Poikile was intended to support Cimon's panhellenist aspirations. Part five discusses panhellenist sentiments in late fifth-century Greek poetry, and dates the Olympic Oration and Funeral Oration of Gorgias to the period 408-405 B.C., Finally, part six relates the panhellenist writings of Isocrates to earlier developments. (shrink)

Este artículo reflexiona sobre dos autores que fueron testigos del declive de sendos periodos histórico-políticos, pero en cuyo pensamiento sigue presente el imaginario político que caracterizaba el período pretérito, del mismo modo que sus textos analizan las causas que produjeron tal declive.Así, Isócrates persigue la defensa del ideal democrático griego y la vuelta a la antigua constitución ateniense, denunciando los errores cometidos y proponiendo las condiciones que posibilitarían su restauración; Tocqueville, por su lado, escribe El Antiguo Régimen y la Revolución (...) motivado por el profundo rechazo que las secuelas del torbellino revolucionario produjeron en él, analizando los desaciertos y las motivaciones que hicieron posible el cataclismo histórico puesto en marcha por el proceso revolucionario, a la vez que desenmascara el sistema de opresión y despotismo que se ha consumado con el triunfo de la Revolución. (shrink)

Nevertheless it is unfortunate that the great "sophist" has been cast into the outer darkness. Much of Plato's polemic becomes puzzling if it is not realized that the partisans of "opinion" as against "knowledge" were neither straw men nor the uncultured Many, but the leader and members of a vigorous and influential school, well-matched in their war with the Academy. Furthermore, Isocrates' philosophical views are of interest both intrinsically and as anticipations, sometimes astonishing, of various contemporary movements which profess (...) allegiance to "common sense.". (shrink)

While Isocrates regarded rhetoric not as a rigid discipline, but as a creative and pliable art, it is not possible to standardize art. According to his point of view, good speech depends on certain principles: opportunity ; suitability and novelty. The sophists, according to Isocrates, did not pay attention to these principles, and that was their main mistake. The problem was, however, that it was difficult to teach these principles to the disciples, precisely because rhetoric was a flexible (...) art. Still, although it is not possible to provide fixed rules concerning rhetorical principles, the ancient rhetor provided some useful suggestions in his works which make it possible to reconstruct the nature of these principles. (shrink)

In the Cypriot trilogy Isocrates does not intend to carry out only an oratorical exercise on his conception of the monarchic regime. These are speeches whose primary meaning was to carry out a diplomatic action whose intention was for Cyprus to support the Athenian hegemonic cause. They were written at the precise moment when Timotheus travelled through the Aegean Sea and the north of Greece in order to consolidate Athenian expansionism. In this way, he made a sequence of political (...) speeches in which he used his own philosophical notions adapting them, on the one hand, to the Cypriot political situation characterized by confrontations between the pro-Hellenic and pro-Persian factions and, on the other hand, to the strategic needs of Athens. (shrink)

The present article tries to identify philosophical similar aspects in the investigation around the nature of the true knowledge through the criticism to the rhetorical sophistry in the texts of the speech “Against the Sophists ”, of Isocrates, and of dialog “ Phedro”, of Plato, articulating his perspectives so to find similar points in theirs respective examinations about what is understood like true knowledge, from the criticism that both thinkers do to the sophists who specialized in the development of (...) the political eloquence as well as to who contented himself with writing manuals of rhetoric. (shrink)

En este escrito se aborda el lugar de quien enseña a filosofar adoptando una visión griega, sin olvidar su actualidad, y tomando como referencia confrontada las figuras, por una parte, de Sócrates, ligado con el antirrelativismo y con una mirada profundamente singular, y, por otra, de Isócrates, sofista, educador moral y partidario de una cierta educación humana.

Gorgias, the teacher of Isocrates, is rarely mentioned in Isocrates’ works and never in a flattering way. He is also presented, among other masters and poets, on Isocrates’ grave in a way that appears to be consistent with his pupil’s thought. Thus, the author of the iconographic plan of the grave may have been either Isocrates himself or someone who suffi­ciently knew his works and properly understood his tempestuous rela­tionship with his master.

ABSTRACT This article describes the conceptualizations of the term kairos, generally taken to mean “the opportune moment,” by Isocrates. Though Isocrates was instrumental in developing kairos as a “quasi-technical” concept within the rhetorical art, his use of the word was highly nuanced and could be applied in one of three poles of meaning: (1) “circumstances”; (2) notions of the “appropriate”; and (3) “opportunity,” an orientation of elements within a particular moment that either supplies or shuts off a path (...) toward a strategic outcome. Furthermore, over half of Isocrates’s eighty-five uses of the term and its variants have little to do with rhetorical theory per se but are simply incidental modifiers of matters under discussion. Accordingly, though kairos is an important term of art for Isocrates, only nuanced reading of the context can reveal his meaning for any given use of the word. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eidos/idea in IsocratesRobert G. SullivanFor modern readers, the career and literary output of the Attic rhetorician Isocrates is uncomfortably situated at the boundary between what we conceive as technical rhetoric and professional philosophy. Much of this confusion may be due to Isocrates' famous description of his program as being a philosophia (Panegyricus 10, 47; Evagoras 8, 81; Panathenaicus 9; Against the Sophists 1, 11-18, 21; Antidosis 30, (...) 42-50, 162, 176, 181-92).1 Over the years, the issue has exercised a large number of scholars who have tried to specify what Isocrates meant by the term and what matters he considered to be within his purview.2 Recently, the idea has been advanced that Isocrates and Plato consciously struggled over the use of the term (Nehamas 1990, 4; Timmerman 1998, 145). In Nehamas's very useful formulation, Isocrates thought philosophy to be "the ability to speak well, which in turn reflects and is the product of thinking well and shrewdly about practical affairs" (1990, 4). Timmerman's review of the relevant literature shows how Isocrates' conflation of philosophia and hê tôn logôn paideia has hurt his reputation among modern disciplinary philosophers: "This confusion and resultant devaluation of Isocrates' philosophy is predicated on a platonically colored view of what constitutes philosophy" (1998, 147). More recently, others have made efforts to recover Isocrates for philosophy by concentrating on those parts of his program that are of interest to philosophers of our era.3As a result, there has been a long-standing critical misapprehension regarding how best to interpret his works. Simply put, a question arises as to whether we should interpret them as bei. (shrink)