Holly Moore

Although Socrates’ use of induction and epagogic argumentation in Plato’s dialogues is well studied, scholarship on Platonic methodology lacks a clear account of Plato’s own view of epagōgē. In this paper, I refute Richard Robinson’s claim that Plato had no awareness of epagōgē, arguing that the “method of collection” serves as Plato’s theory of dialectical induction. Using the evidence of both the Statesman and the Sophist, I maintain that the abstraction characteristic of collection may be ‘purified’ of its empirical origins in its dialectical application to the inquiry into forms. In addition to providing a unifying thread from Socratic to Platonic and, finally, Aristotelian epagōgē, this view also offers evidence for the consistency of dialectical methodology within the dialogues.

Most scholars agree that Socrates’ arguments in the course of his refutation of Thrasymachus in Plato’s Republic are at best weak and at worse fallacious. Some interpreters have used this logical inadequacy to argue that Socrates’ aim is psychotherapeutic rather than cognitive, but this does not address why Thrasymachus feels shamed. I argue in this article that Thrasymachus blushes not simply because his explicit propositions are contradictory but because two principles of his sophistic ēthos – that his skill requires knowledge and that his skill achieves victory in logoi – are fundamentally at odds. My claim that Socrates’ elenchus of Thrasymachus appeals to a principle of ethical consistency has the specific advantage of reconciling the otherwise opposed views of Socratic elenchus as exclusively ‘logical’ or ‘psychotherapeutic’.

Despite Aristotle’s claim in Topics I that all dialectical argument is either syllogism or epagoge, modern scholars have largely neglected to assess the role of epagoge in Platonic dialectic. Though epagoge has no technical use in Plato, I argue that the method of collection functions as the Platonic predecessor to Aristotelian epagoge. An analysis of passages from the Sophist and Statesman suggests that collection is a purificatory practice. I argue that collection is not only Plato’s account of generalization from a sensible many to an intelligible many, as suggested by the Phaedrus, but also functions as a method of diacritical selection that allows inquiry to move from the intelligible many produced by division to the intelligible unity of a definition. This reading contributes a deeper understanding of the mutual relationship of division and collection within Platonic dialectic as well as a way of unifying the accounts of dialectic in the Sophist and Statesman with the otherwise idiosyncratic account of dialectic in the Republic. Finally, this analysis of Platonic epagoge sheds light on the connection between inquiry and argument present in Aristotle’s use of epagoge.

In both the Phaedrus and Statesman dialogues, the dialectician's method of division is likened to the butchery of sacrificial animals. Interpreting the significance of this metaphor by analyzing ancient Greek sacrificial practice, this essay argues that, despite the ubiquity of the method of division in these later dialogues, Plato is there stressing the logical priority of the method of collection, division's dialectical twin. Although Plato prioritizes the method of collection, the author further argues that, through a kind of 'domestication' of natural kinds, collection renders natural kinds knowable only by constructing them as implicitly divisible. As a result, the method of collection reflects not the wholeness of being but a constructed unity, the internal multiplicity of which makes possible each subsequent division.

This paper concerns the role of examples (paradeigmata) as propaedeutic to philosophical inquiry, in light of the methodological digression of Plato’s Statesman. Consistent with scholarship on Aristotle’s view of example, scholars of Plato’s work have privileged the logic of example over their rhetorical appeal to the soul of the learner. Following a small but significant trend in recent rhetorical scholarship that emphasizes the affective nature of examples, this essay assesses the psychagogic potential of paradeigmata, following the discussion of example in Plato’s Statesman. I argue that, by creating an expectation for finding similarities, the use of examples in philosophical pedagogy cultivates in the soul of the learner a desire to discern the intelligible principles the ground experiential knowledge. Thus, examples not only serve as practice at the dialectician’s method of abstraction, but also cultivate a dialectical ethos, characterized by the desire to know the logoi of all things.

Most scholars agree that Socrates’ arguments in the course of his refutation of Thrasymachus in Plato’s Republic are at best weak and at worse fallacious. Some interpreters have used this logical inadequacy to argue that Socrates’ aim is psychotherapeutic rather than cognitive, but this does not address why Thrasymachus feels shamed. I argue in this article that Thrasymachus blushes not simply because his explicit propositions are contradictory but because two principles of his sophistic ēthos—that his skill requires knowledge and that his skill achieves victory in logoi—are fundamentally at odds. My claim that Socrates’ elenchus of Thrasymachus appeals to a principle of ethical consistency has the specific advantage of reconciling the otherwise opposed views of Socratic elenchus as exclusively ‘logical’ or ‘psychotherapeutic’.

The philosophical concept of analogy is fundamental to the theory of imaging that characterizes Plato’s metaphysics, cosmology, and methodology. While Plato never explicitly conceptualizes the philosophical role of analogy, his dialogues are rife with analogies and images that are often pivotal to the thought expressed there. An analysis of celebrated analogies such as the sun and the good in the Republic, the “second sailing” in the Phaedo, the “receptacle” (chōra) in the Timaeus, and the example of weaving in the Statesman reveals that even if the theory each elucidates is not explicitly concerned with analogy, the theories these images enable are structured by analogy. Thus, although there is no theory of analogy in Plato’s dialogues, the dialogues’ theory is itself analogical. Given this, the broader philosophical point that any account of reflection will have recourse to the structure of analogy because of the unique capacity of the analogical form to reflect the nature of similarity without occluding difference, something a mere likeness is unable to accomplish. It is concluded, therefore, that i) in its thinking, rather than merely in its expression, Plato’s philosophy is analogical and ii) analogy is key to philosophy’s self-reflection.

Despite Aristotle’s claim in Topics I that all dialectical argument is either syllogism or epagōgē, modern scholars have largely neglected to assess the role of epagōgē in Platonic dialectic. Though epagōgē has no technical use in Plato, I argue that the method of collection (which, along with division (diairēsis), is central to many of the dialogues’ accounts of dialectic) functions as the Platonic predecessor to Aristotelian epagōgē. An analysis of passages from the Sophist and Statesman suggests that collection is a purificatory practice. I argue that collection is not only Plato’s account of generalization from a sensible many to an intelligible many, as suggested by the Phaedrus, but also functions as a method of diacritical selection that allows inquiry to move from the intelligible many produced by division to the intelligible unity of a definition. This reading contributes a deeper understanding of the mutual relationship of division and collection within Platonic dialectic as well as a way of unifying the accounts of dialectic in the Sophist and Statesman with the otherwise idiosyncratic account of dialectic in the Republic. Finally, this analysis of Platonic epagōgē sheds light on the connection between inquiry and argument present in Aristotle’s use of epagōgē.

Students often enter a philosophy class believing that philosophy is the practice of logical one-upmanship. Defusing the in-class strategies that endorse this view is pedagogically challenging, but the theoretical tradition of immanent critique offers an opportunity to mobilize students’ thirst for honest philosophical debate in order to achieve a deeper understanding of the role of critique in philosophical discourse. In these reflections, I argue that what I will call the “gotcha” critique, often employed by students to fend off a more serious encounter with ideas, in fact provides an opening for the insights of immanent critique to convert the glib aims of the “gotcha” toward more critical approach to philosophical reflection.

An undergraduate honors thesis, this work addresses the question of whether or not the historical Socrates is best understood as a sophist, the charge Plato seems most keen to refute. Using the evidence of both Plato's dialogues and other contemporary sources, this study assesses potential arguments regarding Socrates' identity, putting forward the position that Socrates is most accurately to be described not as a sophist but as a "sage" (Greek: sophos). Although the "sage" is a model drawn from the 6th and 5th centuries BCE, this thesis argues that Socrates seeks to revive traditional Greek values and models of the "wise man" and that this conservatism is at the root of his misidentification as a sophist and, thus, his conflict with the restored democracy that tries him for impiety.