This paper is an investigation of pedagogical tact in terms of vigilance. It is based on a close reading of a passage from Rousseau’s Emile: a (problematic and troubling) narrative account on the art of hosting a dinner party. Working with the narrative of the dinner party, distinctions are drawn between contrasting ways of knowing, and ways of being vigilant: surveillance and veillance sur. The paper explores the significance of this twofold vigilance for teaching and for the understanding of (...) pedagogical tact. (shrink)

This paper examines the challenge of mediating theory and practice in pedagogy, specifically focusing on the critical importance of educational tact as a mediator between the two. It first defines the role of pedagogical tact, underlining its significance as a vital skill for professionals. It also explores the qualities of teachers who embrace diversity and foster intercultural understanding, which is essential and crucial in our increasingly globalized world. Moreover, it underscores the unique role of pedagogical tact in (...) haptic research, a field of growing significance in the digital age. Haptic research involving the sense of touch is pivotal in advancing digital technologies such as artificial intelligence. The paper concludes that modernizing pedagogical tact can forge a comprehensive learning environment that addresses the needs of the times. (shrink)

While attention has long been a concern in western philosophy and eastern spirituality, technologies (e.g., social media, gaming) and pathologies (e.g., attention deficit disorders) have recently foregrounded the issue specifically in education. Issues of student absorption and diversion have been widely discussed; comparatively less has been said about teachers and the kind of attention that the individuality of each of their students claims. This paper begins by reconstructing the kind of awareness and attention that are implied in Kant’s account of (...) logical tact and Herbart’s lecture on specifically pedagogical tact. Potentially tactful forms of awareness are then explored and delineated in phenomenological, Gestaltist terms – as well as through reference to Freud’s notion of ‘free-floating attention.’ The paper concludes by outlining characteristics of awareness that appear requisite to the demands of tactful decision and action, an attention at once receptive to the world outside yet also modulated by the one attending. (shrink)

Through words and gestures we communicate with one another about the outlying environment, and we also form representations of one another. But we also make contact with one another. Through tact we make contact with the anxieties, rage, shame, shyness, and secrecy of another. In caresses we make contact with the pleasure of the other. Our caresses are moved by the other, by the spasms of torment and pleasure in the other.

The concept of tact has so far received only little theoretical attention. The present article suggests three levels on which the idea of tact may be approached: (1) The epistemological problem: the etymology of the term ?tact? is taken seriously, namely its relation to the sense of touch and tactility. An analysis of the position of touch in the ranking of the five senses according to various parameters is shown to be highly relevant to the understanding of (...) the idea of tact. (2) The logical problem: tact is described as a skill which cannot be exhausted in the knowledge of principles or general rules. Like ?judgment? it is concerned with the particular, with sensitivity (analogical to that of the sense of touch) to the uniqueness of a human situation. (3) The ethical problem: tact is shown to lie between ethics and etiquette, that is to say it is more than just a rule of politeness or good manners, but it is ?less? than a fully fledged moral duty or principle. Its position between the obligatory and the merely conventional opens the way to characterize it as supererogatory. (shrink)

The article discusses the figure of pedagogical tact in its cultural and social entanglements and transformations. Tact is reconstructed from a dialectical-relational perspective as a utopian figure which arises both within pedagogical relationships and from the relationships to the respective cultural and social conditions – more precisely: from a criticism of them. In this dialectical tension, it is argued that relationships are both transformative and, in turn, require transformations in order to enable tactful pedagogical action.

When the accrediting association for collegiate schools of business, AACSB International, reformulated its accreditation standards to include a systematic assessment of undergraduates’ progress in analytic and reflective thinking, our interdisciplinary team looked at available instruments. Logistical problems, concerns about validity, and an interest in assessing quantitative skills not covered in the available instruments led us to devise the Texas Assessment of Critical Thinking Skills™ (TACTS™). As part of the process we followed a suggestion from Scriven and Fisher and incorporated novel (...) multiple-rating items. We went through a lengthy process of test validation, employing both expert consultants and a large-scale comparison between performances on a standard critical thinking skills test and the TACTS™. Consequently, our university is in a position to regularly assess the progress made by undergraduates from our College of Business in acquiring the relevant analytic and reflective thinking skills. (shrink)

I argue in this paper that some of the most basic commitments of Kantian ethics can be understood as grounded in the dynamic of sense that Merleau-Ponty describes in his Phenomenology of Perception. Specifically, I argue that Merleau-Ponty’s account supports the importance of universalizability as a test for the moral permissibility of particular acts as well as the idea that the binding character of the moral law is given as something like a fact of reason. But I also argue that (...) Merleau-Ponty’s account of reversibility suggests an important dimension of moral experience that is given in the experience of contact and that is underthematized in moral philosophies like Kant’s that emphasize the role of universalizability. Finally, I advance a positive account of moral experience that is centered on the idea of tact as ambiguous imperative. (shrink)

The term ‘pedagogical tact’ is very difficult to theoretically define and operationalize in practice. The aim of this paper is to analyse this construct which is not only often used in both theory and practice, but also differently defined and understood in literature. Despite the general consensus on the fact that pedagogical tact represents one of education’s crucial parts, this phenomenon is still shrouded in a veil of mystery due to which it has been placed on the margins (...) of educational discourse because it is not susceptible to behaviouristic, measurable and conceptually technical language. Pedagogical tact is known as “the jewel of the pedagogical skill” which means it is being developed by theoretical understanding of educational process and mastered in practice. Teacher with highly developed pedagogical tact puts students’ wellbeing and interests on top, respects them and their individuality, has the ability to interpret their thoughts, understanding, feelings and desires as well as carefully and adequately act in complex and unpredictable educational situations. Pedagogical tact offers teachers a basis for continuous development of practice, personal pedagogical attitudes and values as well as critical approach to curricula. (shrink)

This article aims to articulate the richness of the pedagogical relation and pedagogical tact in an age of the near ubiquitous presence of digital education. Drawing on Citton, we argue that there is an ecology of attentional influence that is pedagogically decisive. Our argument proceeds as follows: first, we introduce Citton’s theoretical frame; second, we examine the general conception of education that is established and articulated through the pedagogical relations between educator, student and world; third, we consider the concept (...) of pedagogical tact and analyse how Citton’s framing of attention gives shape to understanding pedagogical tact; last, we connect attention to education, arguing that education concerns drawing attention to aspects of the world through pedagogically tactful action. We conclude by calling for greater reflection on aspects of education which are difficult to render digitally, and which rely on the speculative and interpretive capacities of the educator. (shrink)

The present Special Issue is the result of a collective effort to try to re-engage with the idea and concept of pedagogical tact. During two days in 2023, 17 people gathered in Malmö, Sweden for pr...

In this paper, we argue that scientists working on the animal morality debate have been operating with a narrow view of morality that prematurely limits the variety of moral practices that animals may be capable of. We show how this bias can be partially corrected by paying more attention to the touch behaviours of animals. We argue that a careful examination of the ways in which animals engage in and navigate touch interactions can shed new light on current debates on (...) animal morality, like the study of consolation behaviour, while also revealing further forms that animal morality may take and that have been neglected so far, like capacities of tolerance or trust. This defence is structured as an analysis of the three main functions of touch: the discriminative function, the affiliative function, and the vigilance function. (shrink)

This paper informs about a specific German concept in Pedagogy, the concept of “tact”.Following an initial discussion of the particularities of the concept of (socio-) pedagogical tact, including its ethical and moral self-positioning and current demands for its operationality (1); will come the presentation of an empirical examination of the opportunities and limits to the feasibility of meeting these demands, based on a current example from the field of social work: ‘integrated family support’ (2); finally, options for further (...) investigation of the potential effects of ‘socio-pedagogical tact’ will be identified (3). (shrink)

Recent theorizing argues that online communication technologies provide powerful, although precarious, means of emotional regulation. We develop this understanding further. Drawing on subjective reports collected during periods of imposed social restrictions under COVID-19, we focus on how this precarity is a source of emo-tional dysregulation. We make our case by organizing responses into five distinct but intersecting dimensions wherein the precarity of this regulation is most relevant: infrastructure, functional use, mindful design (individual and social), and digital tact. Analyzing these (...) reports, along with examples of mediating technologies (i.e., self-view) and common interactive dynamics (e.g., gaze coordination), we tease out how breakdowns along these dimensions are sources of affective dysregulation. We argue that the adequacy of available technological resources and competencies of various kinds matter greatly to the types of emotional experiences one is likely to have online. Further research into online communication technologies as modula-tors of both our individual and collective well-being is urgently needed, especially as the echoes of the digital push that COVID-19 initiated are set to continue rever-berating into the future. (shrink)

My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as ’context sensitivity“ and ”reflective competence“ oscillate around the nature of tact. I will focus on the specific expertise of teachers in early childhood education and why the embodiment of pedagogical tact is particularly important for teachers in this target grade. Furthermore, the question arises (...) how student teachers can appropriate the pedagogical tact and to what extent the ”performative triangle of the tact’ can be a constitutive element for teacher education in the context of professionalization research. (shrink)

In this article, I attempt to deepen the Knowledge, Skills, and Dispositions discourse around good teaching by appropriating Dewey's (1938) assertion that intelligent theorizing proceeds in a deep and inclusive manner. First, I highlight Darling-Hammond and Bransford's (2005) framework for good teaching and learning. I then locate pedagogical knowledge within this framework and draw upon Garrison's (1997) notion of prophetic teaching and van Manen's (1991a) notion of tactful teaching. I close by reflecting on how these notions are part of a (...) larger project—one that strives to remain inclusive to dimensions of teaching that are not easily codified. (shrink)

Well-being depends not only on _what_ happens but also on _when_ it happens. There are temporal aspects of well-being, and to a large extent those aspects are about relative timing—about being “in-tact.” On the one hand, there is a perspectival aspect about being in-tact with one’s past, present, and future or, in a less involved sense, with one’s life as a whole. On the other hand, there is a synchronization aspect of being in-tact; and this aspect occurs (...) on different levels: It might be about the alignment between different temporal domains—such as time as individually perceived and physical or intersubjective time. Or it might be about a single domain, especially the inner dynamics of individual time. The danger of not experiencing and acknowledging the relational character of these different timings likely leads to a substantial loss in the variety of human experience. Important aspects of subjective and intersubjective experience might fade away. The present paper discusses these aspects of well-being along the lines of distinctions and concepts prominently used in the metaphysics and the phenomenology of time. Thus, the paper also aims to complement the existing literature by bringing together important strands of current philosophical research. (shrink)

Our contribution argues for some differentiations in the recurring debates about pedagogical tact. To this end, we will proceed in three steps. First we will refer to classical aspects of pedagogical tact such as its intermediate function between general conceptions and the specifics of concrete pedagogical situations. In a second step we will refer to Plessner and highlight that underlying the pedagogical dimensions of tact there are social dimensions of tactful behavior. Thirdly, we further develop this aspect (...) by asking about the current social framings of tact in pedagogical fields. Our argument is that the contextualizing of tact is relevant in two ways: First, it can prevent us from placing overly high expectations on individual action. Second, it directs our attention to the fact that tact also manifests itself in how we deal with the social framing of pedagogical arrangements and not just in the actions within these arrangements. (shrink)

The standardised and instrumental view of teaching overshadows the unintentional spontaneous, unpredictable aspects of teaching captured by the notion of pedagogical tact. Pedagogical tact is grounded in teacher-pupil relations involving trust and care. This article illustrates how pedagogical tact can be used as an analytical tool in empirical educational research. The overall aim was to explore how tactful acting manifests itself in teachers’ pedagogical decision-making, and what can facilitate or impede teachers’ tactful acting. The author provides examples (...) from two cases. The first case shows how the teacher balances freedom and constraint in making decisions about grading. The second case demonstrates how a beginning teacher handles a situation involving a student with special needs. The findings show that the conditions for tactful acting are determined by various aspects of the educational practice, such as the teacher’s freedom to make pedagogical decisions and the teacher’s obligations towards the students, principal, and parents. (shrink)

In recent years, reflection on pedagogical tact has made a comeback in the international debate. Tact is a fundamental disposition of the educator, albeit one that is scarcely addressed in the training of teachers and educators. The question is whether it is possible to treat this pedagogical propensity as a teachable habit, and to what extent. Here we propose that tact can be understood as a teachable frame of mind of the educator by analysing tactlessness. In other (...) words, in order to become a tactful teacher, one has to pass through situations in which tact is not enacted, because the absence of tact – as Adorno proposes in his dialectical-negative perspective – becomes a condition for soliciting doubts about one’s educational action, metareflexive rethinking and finally tactful responses. (shrink)

The article reflects on the relationship between pedagogy and body moving from the sense of tact. Firstly, the question of the body-mind relationship in contemporary pedagogy is presented. Starting from the cartesian division of mind and body, we expose the main issues related to a possible overcoming of such dualism. In addition, we maintain that cartesian dualism significantly contributed to a dominance of mind over body in education. Then, we reconstruct the history of “pedagogical tact”: this concept changed (...) from an original somatic significance to a more interpersonal sense, putting the question of the body aside. In conclusion, we maintain that re-considering tact in its somatic significance can help build innovative pedagogical theories and practices aimed at a broader reconsideration of bodies in education. (shrink)

The essay addresses the issue of the relationships between everyday aesthetics and ethics from the point of view of tact. Tact is understood as an attitude towards behavior that guides action and thinking, and combines aesthetics with ethics. Tact and tactlessness may manifest themselves in action and speech but also in objects produced and used. I will argue that although tact is often pursued, tactful behavior will necessarily result in conflicting situations in which one is only (...) in step with certain things and in conflict with many others. However, the principle of tact tries to hide its conflictual aspects, unlike, for example, confrontation-based political thinking. Still, within the framework of tact, the contrast between pursuing harmonious behavior and yet necessarily creating conflicts cannot be avoided, which emphasizes the special tragic nature of tact. This kind of tragedy also often characterizes everyday aesthetics. I will approach the theme both through theoretical concepts and concrete examples. (shrink)

The article contends that by cultivating the disposition of pedagogical tact, it is possible to encourage an ecological renewal of educational practices. Pedagogical tact will be introduced primarily through an episode involving jazz pianist Herbie Hancock and his mentor Miles Davis, which will be interpreted as an exemplar of tactful teaching. In this episode, the main features of the contemporary debate surrounding pedagogical tact will be presented. Subsequently, it will be asserted that pedagogical tact, as demonstrated (...) by Davis, pertains to a form of relationship not only with the mentee but also with the world. Finally, the argument will be made that a form of world-centered pedagogical tact aids in overcoming the rigid distinction among teacher, learner, and world, in favor of a reciprocal and ecological interchange. (shrink)

In this article, we try to understand the phenomenon of pedagogical tact as a particular form of power to judge. For this, we rehearse Immanuel Kant’s idea of Urteilskraft as it first appears in the Critique of Pure Reason, where it is also rendered in educational terms. However, the power to apply rules works without any rule governing its operations. Similarly, Hannah Arendt, in her work on judging, points to the groundlessness of judging – or to its self-grounding. We (...) follow these insights when rehearsing Johann F. Herbart account of pedagogical tact, in order to arrive at the question of how to theorise education from within the phenomenon of pedagogical tact. We take a clue from Herbart’s idea of range of thought (Gesichtkreis), a horizon within one can build one’s own understanding of education, one’s own sensibility towards each and every singular educational situation that imposes various demands on educators. (shrink)

Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned (...) through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative. (shrink)

This article delves into the multifaceted nature of pedagogy, examining its role as both a practical pursuit and an academic discipline concerned with education and upbringing. Positioned within the context of modernity, the overarching objective of pedagogy is framed as the cultivation of a free subject in communities of free people, emphasizing emancipation and participation. A key challenge is navigating the tension between purposes and facts, a core issue in human science pedagogy (Geisteswissenschaftliche Pädagogik). The authors propose a contextualized approach (...) to knowledge, introducing the concept of ‘situated knowledge’, emphasizing its directional aspect (‘purpose’) and the need for an understanding of the present reality (‘facts’). They highlight the significance of this approach in practice, in collective practice-development and in research. Situated knowledge is not certain knowledge, but the process of creating situated knowledge serves as an invitation to self-activity, encouraging the exercise and development of pedagogical tact. (shrink)

This paper argues that the mode of statesmanship recommended in Utopia provides the framework for the Epigrams. While Utopia demonstrates the need for artful indirection by exposing the vices of a man too proud to adopt it, the Epigrams exhibit More's preparation for and practice of a tactfully philosophic statesmanship.

Living in an era of technological innovations, we must understand and trust them to benefit from these new technologies. In this context, paternalism is renewed as the so-called “soft-” or “Libertarian paternalism”. How can we face it and ensure freedom in the vortex of wellmeaning advice and persuasion? This paper will discuss 1. the characteristics of freedom since the 18th century from the perspective of the Enlightenment discourse in Germany by Mendelssohn and Kant, 2. the conditions for freedom in the (...) contemporary age of accelerating technological innovation, and 3. from trans-modernism, rethinking the dichotomy between otherness and autonomy, coercion and freedom, by the idea of 融通無碍 Yuzu-Muge, tactfulness in 華厳学 Hua-Yan Philosophy. (shrink)

Disbelief, lies, and manipulations have been objects of scholarly consideration from widely different perspectives: historical, sociological, philosophical, ethical, logical, and pragmatic. In this paper, these notions are re-examined in the framework of a Transactional Discourse Model which operates in terms of the location and relocation of various knowledge items within two sets of knowledge, A and B, representing two interlocators A and B, and two of their subsets Ca and Cb, which constitute the sets of the matters of A's and (...) B's current concern. This approach reveals certain formal features shared by lies, disbelief, and manipulations that indicate that these three types of discourse behavior constitute a deviation from successful interpersonal communication as defined in the proposed model. The model, moreover, enables us to explicitly capture both the similarities and the differences of lies and manipulations with other pragmatic phenomena, such as jokes, impersonating, role-acting, memory failure, politeness expressions, and tact; the comparison suggests that certain modifications of Gricean conversational maxims may be in order. (shrink)

The liberating power of symbols -- The conflict of beliefs -- Between traditions -- Tracing the other of history in history -- A master builder with hermeneutic tact -- Israel or Athens : where does anamnestic reason belong? -- Communicative freedom and negative theology -- The useful mole who ruins the beautiful lawn.

[First published 09/2016; substantive revision 02/2021.] Evaluative terms and concepts are often divided into “thin” and “thick”. We don’t evaluate actions and persons merely as good or bad, or right or wrong, but also as kind, courageous, tactful, selfish, boorish, and cruel. The latter evaluative concepts are "descriptively thick": their application somehow involves both evaluation and a substantial amount of non-evaluative description. This article surveys various attempts to answer four fundamental questions about thick terms and concepts. (1) A “combination question”: (...) how exactly do thick terms and concepts relate evaluation and non-evaluative description? (2) A “location question”: is evaluation somehow inherent to thick terms and concepts, such as perhaps an aspect of their meaning, or merely a feature of their use? (3) A “delineation question”: how do thick terms differ from the thin and from other kinds of evaluative terms? (4) Given answers to these questions, what broader philosophical significance and applications might thick concepts have? (shrink)

ABSTRACT I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more profound and fine-tuned listening attitude as a philosophical-ethical marker, using among others Barthes concept of rhuthmos, Kierkegaards concept of repetition, Herbart’s concept (...) of pedagogical tact and Kristeva’s existential relationship. What forms of imposed rhythms of life can be said to cast light on new ways of living together today? I argue that rhythms affect, shape and set boundaries for interpersonal relationships. Moreover, that they serve as incentives for an ethic, or better; as views, perspectives and concepts to think with when describing the rhythm of the Anthropocene. (shrink)

Reflection has been proclaimed as a means to help physicians deal with medicine’s inherent complexity and remedy many of the shortcomings of medical education. Yet, there is little agreement on the nature of reflection nor on how it should be taught and practiced. Emerging neuroscientific concepts suggest that human thought processes are largely nonconscious, in part inaccessible to introspection. Our knowledge of the world is fraught with uncertainty, ignorance and indeterminacy, and influenced by emotion, biases and illusions, including the illusion (...) of not having illusions. Neuroscience also documents that lifelong learning processes may hone nonconscious cognition to high levels of sophistication, allowing rapid and precise perceptions, judgments and actions in complex situations. We argue that knowledge of mechanisms underlying human thought may be useful in designing educational programs to foster desired attributes such as curiosity, critical self-awareness and intuitive acumen in medical professionals. The juxtaposition of neuroscientific insights with ideas from Kant on reflective judgement, van Manen on tact, and Aristotle on phronésis, supports a concept of reflection that manifests as wise practice. We suggest that reflection in medical education should be an imperative for educators seeking to guide learners to manage the complexity and “messiness” of medical practice, and a role-modelling mode of medical practice characterized by self-correcting behaviors that culminate in good and right professional actions. An example illustrates reflective practice in the teaching and learning of physicianship. (shrink)

This article builds on the growing literature on the Kyoto School of Philosophy and its influences on the field of Education. First, I argue that the influence of the Kyoto School of Philosophy is historically significant in Japan, and that the connection between this philosophical school and the philosophy of education is by no means superficial. Second, I suggest that this school contributes a unique view of ‘negative education’ founded in the philosophical idea of ‘nothingness’. I examine how this negative (...) education is manifest both in religious cultivation and in more general views of education, and I develop these ideas through the models of self-negation proposed by Nishitani Keiji and Hisamatsu Shin'ichi. Third, taking up the Herbartian idea of ‘pedagogical tact’, I analyse the characteristics of the I-Thou relationship, in the vector of nothingness, implicit in the above-mentioned view of education. I examine two approaches to this relationship—one of ‘sharing in nothingness’ as found in Nishitani and Hisamatsu, and one that goes beyond the idea of ‘sharing’ and accommodates alterity, as found in Nishida Kitarô and Nishihira Tadashi. By threshing out these three points, I hope to highlight the continued pedagogical relevance of the philosophical ideas of the Kyoto School. (shrink)

The paper examines a single, apparently simple argument for the existence of incompatibilities between the virtues as traits of character. This argument appeals not to empirical truths about human psychology or human nature but to the possibility of conflict between the exercise of different virtues in action. There are, for example, situations in which we can exercise the virtue of truthfulness only at the expense of not exercising the virtue of tact, as when we are asked a question to (...) which the straightforward answer will pain our questioner. The person who in these situations would give a straightforward answer possesses the virtue of truthfulness to a higher degree than the person who would respond more evasively, whereas the latter person possesses the virtue of tact to a higher degree than the former. But since the two responses are mutually exclusive, it follows that the degree to which we possess the virtue of truthfulness must, at least in some measure, correlate inversely with the degree to which we possess the virtue of tact. And similarly for many other pairs of virtues. My paper focusses on the two cardinal assumptions of this argument, viz., (i) that sometimes the exercise of one virtue can conflict with the exercise of another, and (ii) that the degree to which a person possesses a virtue correlates directly with the extent of its exercise, and defends both assumptions against a variety of objections which allege that, in different ways, they are insensitive to the complexity of the virtues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Socrates Plays the Buffoon:Cautionary Protreptic in EuthydemusAnn N. MicheliniPlato's Euthydemus is somewhat uninteresting to traditional philosophers, who tend to treat the dialogues from the aspect of their theoretical content.1 The arguments repeatedly presented by Socrates' opponents are below Platonic standards,2 while Socrates carries on only a single, somewhat truncated logos of his own. The dialogue's primary interest lies elsewhere, in the odd use it makes of protreptic or conversionary (...) philosophical rhetoric and in its highly ambivalent examination of Socratic tactics. Socrates' adversaries are a pair of ludicrous charlatans, caricatures of the other fifth-century "Sophists"3 whom Plato satirized; but the tactics of the two brothers, Euthydemus and Dionysodorus, are also awkwardly close to those of Socrates himself. No other Platonic dialogue features interlocutors who make a habit of practicing the Socratic question-and-answer mode, and in no other dialogue does Socrates allow anyone but himself to assume the dominant role of interrogator. 4 The "sandwich" format, in which two Socratic discussions [End Page 509] are flanked by three series of arguments by the brothers, both contrasts Socrates and his opponents and points up their similarity.The encounter is marked by its concern for protreptic, the exhortation, pervasive in later philosophical writing, as it is in the fourth-century texts of Isocrates and Xenophon, to leave conventional ways of life and care for wisdom and moral virtue.5 At the beginning of the discussion (274d7-e5), Socrates asks Dionysodorus whether his wisdom can be transmitted to even one person not yet persuaded of its efficacy. Socrates rather tendentiously concludes from Dionysodorus' positive response that the brothers would therefore be best at exhortation to virtue, and throughout the discussion he persists in pushing them to demonstrate their protreptic.6 This desire in turn motivates his self-abasing relation to Euthydemus and Dionysodorus, whom Socrates continually begs, on behalf of his young friend Clinias, to reveal their priceless wisdom and save the boy from bad influences. Not only does Socrates set up the brothers as masters of protreptic but he even offers his own version, showing that wisdom is the key to happiness and concluding that it is "necessary to philosophize" (282d1) in order to be happy. The fact that protreptic language is so little in evidence in Plato's other work implies an exceptional status for Euthydemus, the only dialogue that both employs the terminology of protreptic and focuses on the problems of philosophic exhortation and conversion.The phrase "exhort to philosophy and virtue" is conventional: it appears very frequently in both Xenophon and Isocrates.7 But, while Socrates in Apology describes his vocation in terms of an open protreptic of rebuke and exhortation, his use of the elenchus in the dialogues [End Page 510] is more subtle and tactful.8 More important, the trope of exhortation to virtue is notable for its absence from almost all Platonic texts9 except Euthydemus and the eccentric Clitophon.10 The thematic importance of the phrase in Euthydemus is emphasized by repetition and by overlap between the reported dialogue and its setting, in which Socrates exhorts Crito to join him as a student of the brothers' wisdom, and in which Crito expresses his concerns about the education of his son (, 307a2). In his important work on protreptic, Konrad Gaiser attempted to derive later protreptic from speeches by fifth-century "Sophistic" teachers that were designed to win pupils for training in rhetoric and politics. But, while admonitory or moralizing discourses were composed by figures such as Prodicus and Hippias, as they were by others from Hesiod onward, it does not seem likely that the specifically conversionary protreptic that appears in fourth-century writers derives from thinkers who were primarily concerned with demonstrations of skill. The real source for protreptic is likely to have been the Socratics themselves, writers who used the unconventional Socratic persona both to rebuke immorality and to show the inadequacy of traditional moral concepts. This Socratic protreptic demanded nothing less than a change of life.11Whether the dialogue Clitophon is by Plato or not, it affords a valuable proof that protreptic was associated with Socratic technique: Clitophon, an associate of Thrasymachus in Republic... (shrink)

Recently, in Found. Phys. 53: 64 (2023), it has been argued that there is no reality to the PBR theorem. In Found. Phys. 54: 36 (2024), Hofer-Szabó has commented that the argument is flawed and that PBR theorem remains in tact. Here we reply to Hofer-Szabó by showing that his counterargument does not hold up, concluding that the PBR theorem has been disproved.