Voula Tsouna

The Cyrenaic school was a fourth-century BC philosophical movement, related both to the Socratic tradition and to Greek Scepticism. In ethics, Cyrenaic hedonism can be seen as one of many attempts made by the associates of Socrates and their followers to endorse his ethical outlook and to explore the implications of his method. In epistemology, there are close philosophical links between the Cyrenaics and the Sceptics, both Pyrrhonists and Academics. There are further links with modern philosophy as well, for the Cyrenaics introduced a form of subjectivism which in some ways preannounces Cartesian views, endorsed by Malebranche and Hume and developed by Kant. This 1998 book reconstructs Cyrenaic epistemology, explains how it depends on Cyrenaic hedonism, locates it in the context of ancient debates, and discusses its connections with modern and contemporary epistemological positions.

: The Republic is notorious for its attack against poetry and the final eviction of the poets from the ideal city. In both Book III and Book X the argument focuses on the concept of mimêsis, frequently rendered as ‘imitation’, which is partly allowed in Book III but unqualifiedly rejected in Book X. However, several ancient authors view Plato’s dialogues as products of mimêsis and Plato as an imitator. Plato himself acknowledges the mimetic character of his enterprise and invites us to compare and contrast his own mimêsis with the imitations of painters and poets. The main issue addressed in this paper is both systematic and historical: just what sort of mimêsis occurs in Plato’s dialogues and, moreover, whether and why, by the criteria that Plato’s Socrates sets out in the Republic, Platonic mimêsis may not be subject to the very same criticisms directed against Homer and the tragedians. There will emerge a radical and systematic contrast between the works of the poets, as they are assessed in the Republic, and Plato’s own writings, as they present themselves to their readers. That contrast appears to be deliberate and suggestive of the view that Plato’s dialogues ought to replace poetry as elements of proper education and civic cohesion.