In Plato's Gorgias, Gorgias of Leontini, a famous teacher of rhetoric, has come to Athens to recruit students, promising to teach them how to become leaders in politics and business. A group has gathered at Callicles' house to hear Gorgias demonstrate the power of his art. This dialogue blends comic and serious discussion of the best human life, providing a penetrating examination of ethics, the foundations of knowledge, and the nature of the good.

In Plato's Gorgias, Gorgias of Leontini, a famous teacher of rhetoric, has come to Athens to recruit students, promising to teach them how to become leaders in politics and business. A group has gathered at Callicles' house to hear Gorgias demonstrate the power of his art. This dialogue blends comic and serious discussion of the best human life, providing a penetrating examination of ethics, the foundations of knowledge, and the nature of the good.

This pedagogical reader of the Greek text of Plato?s Gorgias, originally published for students in Victorian England, is an immensely helpful textbook for the student of the Greek language and literature. Edited by the prominent W. H. Thompson.

Gorgias is about the struggle to overcome the temptations of worldly success and to concentrate on genuine morality. Platio attempts to establish that only morality can bring a person true happiness: this is one of his most widely read dialogues - vivid, clear, and persuasive.

"Gorgias" addresses the temptations of success and the rewards of a moral life while "Timaeus" explains the world in terms not only of physical laws but also of metaphysical and religious principles.

Is virtue teachable? What should we value as an ideal? Is pleasure or perception the highest good that ought to be the object of our lives? Three of Plato's most important dialogues are brought together in a single volume to address these concerns which continue to occupy serious minds today. In the Protagoras Plato attempts to answer questions about the nature of virtue and whether it is inherent in humans or a subject capable of being taught. In the (...) Philebus he addresses the nature and content of the good and whether wisdom or pleasure is to be preferred. The Gorgias applies what is learned from the previous discussions to address larger issues, such as the proper functioning of society and the state and the individual's appropriate place within them. (shrink)

This paperback edition of Dodds's standard edition of Plato's Gorgias is designed to meet the needs both of undergraduates and professional scholars. The text and apparatus criticus are based on a fresh survey of the evidence: two major manuscripts are here for the first time fully collated, and account has been taken both of new papyri and of the exceptionally rich indirect tradition. The text is supplemented by a full introduction giving details on the subject and structure of (...) the dialogue, its characters and intended historical setting, the real date of composition, and the background to Plato and Athens at the time of composition. The commentary, besides explaining Platonic usages and discussing textual points, aims to treat the historical, philosphical, and literary questions which arise from the text. (shrink)

The Protagoras.--The Phaedrus.--The Gorgias.--The Apology of Socrates.

Introduction.--The Phaedo myth.--The Gorgias myth.--The myth of Er.--The Politicus myth.--The Protagorus myth.--The Timaeus.--The Phaedrus myth.--The two Symposium myths. I. The myth told by Aristophanes. II. The discourse of Diotima.--General observations on myths which set forth the nation's, as distinguished from the individual's, ideals and categories.--The Atlantis myth.--The myth of the earth-born.--Conclusion: The mythology and metaphysics of the Cambridge Platonists.

Plato, the great philosopher of Athens, was born in 427 BCE. In early manhood an admirer of Socrates, he later founded the famous school of philosophy in the grove Academus. Much else recorded of his life is uncertain; that he left Athens for a time after Socrates' execution is probable; that later he went to Cyrene, Egypt, and Sicily is possible; that he was wealthy is likely; that he was critical of 'advanced' democracy is obvious. He lived to be (...) 80 years old. Linguistic tests including those of computer science still try to establish the order of his extant philosophical dialogues, written in splendid prose and revealing Socrates' mind fused with Plato's thought. In Laches, Charmides, and Lysis, Socrates and others discuss separate ethical conceptions. Protagoras, Ion, and Meno discuss whether righteousness can be taught. In Gorgias, Socrates is estranged from his city's thought, and his fate is impending. The Apology, Crito, Euthyphro, and the unforgettable Phaedo relate the trial and death of Socrates and propound the immortality of the soul. In the famous Symposium and Phaedrus, written when Socrates was still alive, we find the origin and meaning of love. Cratylus discusses the nature of language. The great masterpiece in ten books, the Republic, concerns righteousness. Of the six so-called dialectical dialogues Euthydemus deals with philosophy; metaphysical Parmenides is about general concepts and absolute being; Theaetetus reasons about the theory of knowledge. Of its sequels, Sophist deals with not-being; Politicus with good and bad statesmanship and governments; Philebus with what is good. The Timaeus seeks the origin of the visible universe out of abstract geometrical elements. The unfinished Critias treats of lost Atlantis. Unfinished also is Plato's last work of the twelve books of Laws, a critical discussion of principles of law which Plato thought the Greeks might accept. The Loeb Classical Library edition of Plato is in twelve volumes. (shrink)

Plato was the first philosopher in the Western tradition to reflect systematically on rhetoric. In this book, Tushar Irani presents a comprehensive and innovative reading of the Gorgias and the Phaedrus, the only two Platonic dialogues to focus on what an art of argument should look like, treating each of the texts individually, yet ultimately demonstrating how each can best be understood in light of the other. For Plato, the way in which we approach argument typically reveals (...) something about our deeper desires and motivations, particularly with respect to other people, and so the key to understanding his views on the proper practice of argument lies in his understanding of human psychology. According to this reading, rhetoric done well is simply the practice of philosophy, the pursuit of which has far-reaching implications for how we should relate to others and how we ought to live. (shrink)

v. 1. Le petit Hippias. Le grand Hippias. Ion. Protagoras. L'apologie de Socrate. Criton. Alcibiade. Charmide. Lachès. Lysis. Euthyphron. Gorgias. Ménexéne. Ménon. Euthydème. Cratyle. Le banquet. Phédon. La République.

The origin of virtue (Protagoras 320c-323a) -- The judgement of souls (Gorgias 523a-527a) -- The androgyne (Symposium 189c-193e) -- The birth of love (Symposium 201d-212c) -- The other world (Phaedo 107c-115a) -- The cave (Republic 514a-517a) -- ER's journey into the other world (Republic 614b-621d) -- The winged soul (Phaedrus 246a-257a) -- The two cosmic eras (Statesman 268d-274e) -- Atlantis and the ancient city of Athens (Timaeus 20d-25d; Critias 108e-121c).

v. 1. Le petit Hippias. Le grand Hippias. Ion. Protagoras. L'apologie de Socrate. Criton. Alcibiade. Charmide. Lachès. Lysis. Euthyphron. Gorgias. Ménexéne. Ménon. Euthydème. Cratyle. Le banquet. Phédon. La République.

--2. Bd. Des Sokrates Apologie. Kriton. Euthydemos. Menexenos. Gorgias. Menon. Bearb. von H. Hofmann.--3. Bd. Phaidon. Das Gastmahl. Kratylos. Bearb. von D. Kurz.--4. Bd. Politeia. Der Staat. Bearb. von D. Kurz.--5. Bd. Phaidros. Parmenides. Briefe. Bearb. von D. Kurz.--6. Bd. Theaitetos. Der Sophist. Der Staatsmann. Bearb. von P. Staudacher.--7. Bd. Timaios, Kritias. Philebos. Bearb. von K. Widdra.--8. Bd. Nomōn. Gesetze. Bearb. von K. Schöpsdau. 2 v.

This Critical Guide offers detailed analysis of all parts of Plato's Gorgias, together with diverse perspectives on its advocacy of a philosophical, just life as against a life of rhetoric and injustice.

Die hier vorliegende Neuübersetzung von Platons Menon enthält eine ausführliche Einführung, in der die Umstände der Abfassung, die möglichen Adressaten, die Figuren des Dialogs sowie dessen Thema und Fragestellung erörtert werden. Die Übersetzung beruht auf dem griechischen Text von Bluck (1964). Daher sind in dem reproduzierten griechischen Text (nach Burnet 1903) die Änderungen eingearbeitet, die sich aus dem Text von Bluck ergeben. Darüber hinaus werden an einer Reihe von Stellen Änderungen für den griechischen Text vorgeschlagen, teils aufgrund eigener oder fremder (...) Konjekturen, teils aufgrund anderer Lesarten in den Handschriften, von denen einige auch für das philosophische Verständnis des Dialogs von Bedeutung sind. Die Erläuterungen legen zum einen Wert auf eine genaue Analyse der Argumente des Gesprächs, zum anderen auf die literarischen Aspekte. Hierbei sprechen die Bezüge zu sizilischen Autoren (Gorgias, Empedokles, Theognis) zusammen mit den an die Komödie erinnernden Elementen dafür, dass Platon bei der Abfassung ein sizilisches Publikum vor Augen hatte. Aus diesen Voraussetzungen ergibt sich ein neues Verständnis verschiedener Positionen, die diesem Dialog zugeschrieben werden. (shrink)

My aim is to investigate the link between Plato’s Sophist and Gorgias’s treatise On What Is Not. This relationship is worth examining because Gorgias’s treatise constitutes an essential, but insufficiently studied stage in the intellectual journey leading from Parmenides to the Sophist. My claims are that 1) Plato’s agenda in the Sophist perfectly meets the challenges Gorgias raises in the first thesis of his treatise, that 2) this becomes clear once we focus on Gorgias’s (...) and Plato’s respective use of the verb ‘to be’ and, finally, that 3) Plato is able to overcome Parmenides’s impasse precisely because he deals with Gorgias’s treatise. (shrink)

E.R. Dodds’ 1959 edition of Plato’s Gorgias is a conventional treatment of this dialogue, aimed at audiences interested in close study of the text. Dodds himself regretted this outcome. He felt he had lost sight of an earlier goal, formulated at a time of political turmoil on the eve of WorldWar II, of using the Gorgias to bring out ‘both the resemblance and the difference between Plato’s situation and that of the intellectual today’. The present paper (...) attempts to reconstruct that goal, as it survives residually in his edition, surfaces in his The Greeks and the Irrational, and appears in some writings from the 1930s, particularly in unpublished lectures. Dodds did frequently juxtapose ancient and modern conceptions of the intellectual, and in a way that cast Plato in a positive light, as someone politically engaged and self-critical, and acutely sensitive, as Dodds himself was, to the political implications of social psychology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 34.4 (2001) 355-363 [Access article in PDF] Plato on Power, Moral Responsibility and the Alleged Neutrality of Gorgias' Art of Rhetoric (Gorgias 456c-457b) James Stuart Murray 1. Introduction You are sitting in your office on a quiet Thursday afternoon when an agitated university administrator enters with news that the students in your "Plato class" have just been interviewed on the city's largest (...) radio station. According to them, their professor claimed that the demise of their university is a direct result of the fact that senior administrative positions are held by a motley assortment of business-oriented, academically cynical, "renewal"-promoting "innovators" whose main preoccupation is "government funding opportunities" in areas of dubious academic importance.Your response might be: "That's not what I taught them." Or perhaps you might say, "That's not exactly what I taught them--I didn't say it was a 'motley' assortment." In either case, you would be relying on some form of what Robert Wardy (170, n.r 20) has dubbed the "blame students, not teachers defence." He asserts, perhaps correctly, that this defense gained the status of topos within the ancient rhetorical tradition. A version of it certainly does seem to show up in Isocrates' Antidosis (250-52) and perhaps in his Nicocles (3-4), and it is suggested by remarks in both Aristotle's Rhetoric (1355b) and Quintilian's Institutio Oratoria (II,16,5). On this occasion, however, I am concerned with only one rendition, probably its earliest extant instance in Greek literature. In Plato's Gorgias, the eponymous sophist argues as follows: Imagine someone who after attending wrestling school, 1 getting his body into good shape and becoming a boxer, went on to strike his father and mother or any other family member or friend. By Zeus, that's no reason to hate physical trainers... and to exile them from their cities! For while these people imparted their skills to be used justly against enemies and wrongdoers, and in [End Page 355] defense, not aggression, their pupils pervert their strength and skill and misuse them. So it's not their teachers who are wicked, nor is this a reason why the craft should be a cause of wickedness; the ones who misuse it are supposedly the wicked ones. And the same is true for oratory as well. The orator has the ability to speak against everyone on every subject, so as in gatherings to be more persuasive, in short, about anything he likes, but the fact that he has the ability to rob doctors or other craftsmen of their reputations doesn't give him any more of a reason to do it. He should use oratory justly, as he would any competitive skill. And I suppose that if a person who has become an orator goes on with this ability and this craft to commit wrongdoing, we shouldn't hate his teacher and exile him from our cities. For while the teacher imparted it to be used justly, the pupil is making the opposite use of it. So it's the misuser whom it's just to hate and exile or put to death, not the teacher. (Gorgias 456d, 457a-b) 2Change "exile from our cities" to "fire from our universities" and this makes a good passage to remember when confronted by that agitated administrator mentioned above. Blame the students, not the teachers.Not much comment has been provoked by this defense of Gorgianic rhetoric and its underlying rhetor/boxer analogy, except over the question of whether we should read the passage as an accurate reflection of the words of the historical Gorgias or as a Platonic invention. In a previous generation, E. R. Dodds (212) reckoned that this defense was "probably the standpoint of the historical Gorgias," while E. A. Havelock (195) cautioned that "there is little--very little--that he [i.e., Plato] lets Gorgias say in the Gorgias." In our own day, and on a more general level, Thomas Cole (151) states that "Plato's... (shrink)

This book is an edited collection on one of Plato’s most dramatic as well as most complex dialogues, where a defence of the philosopher’s way of life is carried out against the background of interconnected rhetorical and political stances of the time.

This paper aims to show that laughter and play are employed as interconnected motifs with a specific function in Plato’s Gorgias. I argue that the repeated and seemingly disconnected references to things identified as laughable and to attitudes identified as playful are in fact a systematic attempt to call into question conventional assumptions about the role of philosophy in general and the occasionally playful attitude of Socrates in particular. Socrates - and philosophy - may appear laughable, but the (...) truly laughable ones are the very opponents of philosophy who adopt a mocking attitude towards it. (shrink)

This paper explores in detail Gorgias' defense of rhetoric in Plato 's Gorgias, noting its connections to earlier and later texts such as Aristophanes' Clouds, Gorgias' Helen, Isocrates' Nicocles and Antidosis, and Aristotle's Rhetoric. The defense as Plato presents it is transparently inadequate; it reveals a deep inconsistency in Gorgias' conception of rhetoric and functions as a satirical precursor to his refutation by Socrates. Yet Gorgias' defense is appropriated, in a streamlined form, by (...) later defenders of rhetoric such as Isocrates and Aristotle. They present it as an effective reductio against a critique of rhetoric that depends on the "harm criterion." This is puzzling, since Plato 's own critique of rhetoric does not depend on the harm criterion. On the other hand, Plato does seem to embrace the harm criterion as a more general principle—as if pre-emptively embracing the reductio —in his arguments about the good in the Meno and Euthydemus. Nonetheless, Isocrates and Aristotle seem to be deliberately misreading Plato on rhetoric: where he intends to criticize its intrinsic nature, they respond as if he were merely complaining about its contingent effects. (shrink)

Name der Zeitschrift: Archiv für Geschichte der Philosophie Jahrgang: 99 Heft: 4 Seiten: 1-18.

This paper examines Socrates’ theory of the arts in the Gorgias and in the Republic. It shows how that theory changes, as the discussion takes focus first in relation to moderation, then to justice, where it is tied to the idea of a techne of rule, to notions of virtuous work and civic health, and to five levels of ‘art’ represented in the cave. It argues that both Socrates’ vision of a scientific and benevolent political art and Thrasymachus’ sophistic (...) theory of tyrannical rule are undercut in the dialogue, the former by doubts concerning the epistemic closure it seems based on, the latter by the tyrant’s character, which impels him toward self-destructive government. (shrink)

플라톤 『고르기아스』편 전체를 아우르는 연구는 아직까지 부족한 상황이고, 더 나아가 본 작품 전체의 통일성을 구하는 일 역시 여전히 문제꺼리로 남아 있다. 이런 상황에서 필 자는 “소크라테스적 대화”, 곧 소크라테스가 자신의 대화 상대자들과 벌이는 첨예한 문답 의 과정을 이해할 서로 다른 세 가지 길을 제시하고 이 길들 가운데 하나를 옹호하는 것이 본 대화편 전체를 관통하는 주요 관심사 중 하나라고 주장한다. 부연하자면, 본 대화편에 대한 필자의 분석에 따를 때 “소크라테스적 대화”를 승자가 모든 유익을 독식하는 일종의 전투 과정이나 소크라테스가 일방적으로 상대방에게 시혜를 베풀기 (...) 위해 분투로서의 전투 로 이해하는 두 길이 본 작품을 통해 소개된다. 하지만 소크라테스가 대화를 통해 지향하 는 바는 대화 상대자 모두가 이 대화를 통해 유덕해지는 것이고, 대화 참여자 모두가 유익 을 누린다는 바로 이 점에서 본 대화편이 제시하는 이상적인 “소크라테스적 대화”는 일종 의 축제에 비유될 수 있다고 필자는 주장한다. (shrink)

In recent years, most political theorists have agreed that shame shouldn't play any role in democratic politics because it threatens the mutual respect necessary for participation and deliberation. But Christina Tarnopolsky argues that not every kind of shame hurts democracy. In fact, she makes a powerful case that there is a form of shame essential to any critical, moderate, and self-reflexive democratic practice. Through a careful study of Plato's Gorgias, Tarnopolsky shows that contemporary conceptions of shame are far (...) too narrow. For Plato, three kinds of shame and shaming practices were possible in democracies, and only one of these is similar to the form condemned by contemporary thinkers. Following Plato, Tarnopolsky develops an account of a different kind of shame, which she calls "respectful shame." This practice involves the painful but beneficial shaming of one's fellow citizens as part of the ongoing process of collective deliberation. And, as Tarnopolsky argues, this type of shame is just as important to contemporary democracy as it was to its ancient form. Tarnopolsky also challenges the view that the Gorgias inaugurates the problematic oppositions between emotion and reason, and rhetoric and philosophy. Instead, she shows that, for Plato, rationality and emotion belong together, and she argues that political science and democratic theory are impoverished when they relegate the study of emotions such as shame to other disciplines. (shrink)