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(PDF) Socrates and dialogue as vocation | Peter Rule - Academia.edu
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="G3txeI0Zx9SuvCiOHBFKCwPrVaV0ilSUnpuZRnNGaVrod+O7swzxoXQLFm668012uTS0MVbfvwjJkD+83yxn0Q==" /> <meta name="citation_title" content="Socrates and Dialogue as Vocation" /> <meta name="citation_publication_date" content="2015" /> <meta name="citation_journal_title" content="Educational Futures" /> <meta name="citation_author" content="Rule, Peter Neville" /> <meta name="citation_firstpage" content="3" /> <meta name="citation_lastpage" content="16" /> <meta name="citation_issn" content="2214-9864" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation" /> <meta name="twitter:title" content="Socrates and dialogue as vocation" /> <meta name="twitter:description" content="Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at" /> <meta name="twitter:image" content="https://0.academia-photos.com/34346653/12214478/13602357/s200_peter.rule.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="book" /> <meta property="og:url" content="https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation" /> <meta property="og:title" content="Socrates and dialogue as vocation" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-book.gif" /> <meta property="og:description" content="Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at" /> <meta property="article:author" content="https://sun.academia.edu/PeterRule" /> <meta name="description" content="Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at" /> <title>(PDF) Socrates and dialogue as vocation | Peter Rule - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '92477ec68c09d28ae4730a4143c926f074776319'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732831616000); window.Aedu.timeDifference = new Date().getTime() - 1732831616000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at least nine other of his associates whose Socratic conversations are referred to in various sources, but most of which are now lost. Socrates clearly had a profound and lasting impact on his contemporaries since his conversations continued to confound, provoke and inspire them long after his death, as well as on subsequent generations as a figure who is “renewed in every generation to speak to that age’s philosophical condition” (Taylor, 1999: 6). Key modern philosophers such as Hegel, Kierkegaard and Nietzsche offer their own interpretations of Socrates but the “exasperating enigma” that he poses “continues ironically to throw all his interpreters into aporia” (Kofman, 1998: 6). What follows does not attempt to reduce the enigma of Socrates to a dialogic formula for education – an exercise that would pervert the spirit and intent of the Socrates that we encounter in Plato’s dialogues. Rather, it explores the implications and complications of a Socratic approach to dialogue for situations of teaching and learning.","author":[{"@context":"https://schema.org","@type":"Person","name":"Peter Rule"}],"contributor":[],"dateCreated":"2021-08-12","dateModified":"2021-08-12","datePublished":"2015-01-01","headline":"Socrates and dialogue as vocation","inLanguage":"en","keywords":["Dialogue","Socrates","Dialogic Pedagogy","Socratic education","Socratic dialogue"],"locationCreated":null,"publication":"Dialogue ad boundary learning","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"sun"}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F50843060%2FSocrates_and_dialogue_as_vocation%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":68712129,"identifier":"Attachment_68712129","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":50843060,"created_at":"2021-08-12T06:58:57.014-07:00","from_world_paper_id":null,"updated_at":"2022-07-21T00:23:53.618-07:00","_data":{"abstract":"Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at least nine other of his associates whose Socratic conversations are referred to in various sources, but most of which are now lost. Socrates clearly had a profound and lasting impact on his contemporaries since his conversations\ncontinued to confound, provoke and inspire them long after his death, as well as on subsequent generations as a figure who is “renewed in every generation to speak to that age’s philosophical condition” (Taylor, 1999: 6). Key modern philosophers such as Hegel, Kierkegaard and Nietzsche offer their own interpretations of Socrates but the “exasperating enigma” that he poses “continues ironically to throw all his interpreters into aporia” (Kofman, 1998: 6). What follows does not attempt to reduce the enigma of Socrates to a dialogic formula for education – an exercise\nthat would pervert the spirit and intent of the Socrates that we encounter in Plato’s dialogues. Rather, it explores the implications and complications of a Socratic approach to dialogue for situations of teaching and learning.","publication_date":"2015,,","publication_name":"Dialogue ad boundary learning"},"document_type":"book","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Socrates and dialogue as vocation","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [34346653]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":68712129,"attachmentType":"pdf"}"><img alt="First page of “Socrates and dialogue as vocation”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/68712129/mini_magick20210812-11832-7lzbuq.png?1628776922" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Socrates and dialogue as vocation</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="34346653" href="https://sun.academia.edu/PeterRule"><img alt="Profile image of Peter Rule" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/34346653/12214478/13602357/s65_peter.rule.jpg" />Peter Rule</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2015, Dialogue ad boundary learning</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Socrates (470–399 BC), a seminal figure in Western philosophy, left behind no written record of his thoughts. He was presented by his student, Plato (c. 427–347 BC), as the main speaker in a series of dialogues, as well as by Xenophon, and by at least nine other of his associates whose Socratic conversations are referred to in various sources, but most of which are now lost. Socrates clearly had a profound and lasting impact on his contemporaries since his conversations continued to confound, provoke and inspire them long after his death, as well as on subsequent generations as a figure who is “renewed in every generation to speak to that age’s philosophical condition” (Taylor, 1999: 6). Key modern philosophers such as Hegel, Kierkegaard and Nietzsche offer their own interpretations of Socrates but the “exasperating enigma” that he poses “continues ironically to throw all his interpreters into aporia” (Kofman, 1998: 6). What follows does not attempt to reduce the enigma of Socrates to a dialogic formula for education – an exercise that would pervert the spirit and intent of the Socrates that we encounter in Plato’s dialogues. Rather, it explores the implications and complications of a Socratic approach to dialogue for situations of teaching and learning.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":68712129,"attachmentType":"pdf","workUrl":"https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":68712129,"attachmentType":"pdf","workUrl":"https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="68712129" data-landing_url="https://www.academia.edu/50843060/Socrates_and_dialogue_as_vocation" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="11428368" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11428368/Socrates_Lives_Dialogue_as_a_Means_of_Teaching_and_Learning">Socrates Lives: Dialogue as a Means of Teaching and Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10731693" href="https://sfsu.academia.edu/EricMoberg">Eric Michael Moberg</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this paper is to argue for the ongoing use of dialogue as a modern pedagogical and andragogical method. The author reviewed 18 scholarly sources from three education databases in this literature review. The use of dialogue as mode of instruction dates from the Socratic Method of 399 B.C.E. to present uses. The literature reveals current studies of successful use in math, ESL, business, law, and teacher preparation instruction. Also, the dialogue as avenue into reflective self-learning appears prominently in modern practice. Multimedia, computer, and online dialogue methods also show good results in several well designed models. The author concludes that dialogue in different forms remains an effective method of instruction in wide applications. The research revealed several improvements and new applications for dialogue as method of education from Socrates in ancient Greece to public elementary, secondary, and postsecondary institutions in 2009. KEYWORDS: Dialogue, Socrates, Socratic Method, Andragogy</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates Lives: Dialogue as a Means of Teaching and Learning","attachmentId":36975031,"attachmentType":"pdf","work_url":"https://www.academia.edu/11428368/Socrates_Lives_Dialogue_as_a_Means_of_Teaching_and_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11428368/Socrates_Lives_Dialogue_as_a_Means_of_Teaching_and_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="13536684" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13536684/Socrates_on_Socrates_Looking_Back_to_Bring_Philosophy_Forward">Socrates on Socrates: Looking Back to Bring Philosophy Forward</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="20171197" href="https://baylor.academia.edu/AnneSchultz">Anne-Marie Schultz</a></div><p class="ds-related-work--abstract ds2-5-body-sm">In this paper, I explore three autobiographical narratives that Plato’s Socrates tells: his report of his conversations with Diotima (Symposium 201d–212b), his account of his testing of the Delphic oracle (Apology 21a–23a), and his description of his turn fromnaturalistic philosophy to his own method of inquiry (Phaedo 96a–100b).1 This Platonic Socrates shows his auditors how to philosophize for the future through a narrative recollection of his own past. In these stories, Plato presents us with an image of a Socrates who prepares others to do philosophy without him. In doing so, Plato’s Socrates exhibits philosophical care for his students. In the first part of the paper, I briefly discuss Socrates’ overall narrative style as Plato depicts it in the five dialogues that Socrates narrates. I then analyze each of these autobiographical accounts with an eye toward uncovering what they reveal about Plato’s presentation of Socrates’ philosophical practice.2 Finally, I offer a brief description of what it might mean to practice philosophy as care for self and care for others in a Socratic fashion.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates on Socrates: Looking Back to Bring Philosophy Forward","attachmentId":38070221,"attachmentType":"pdf","work_url":"https://www.academia.edu/13536684/Socrates_on_Socrates_Looking_Back_to_Bring_Philosophy_Forward","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13536684/Socrates_on_Socrates_Looking_Back_to_Bring_Philosophy_Forward"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="27949607" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27949607/Social_Dexterity_in_Inquiry_and_Argumentation_An_Apologia_of_Socrates">Social Dexterity in Inquiry and Argumentation: An Apologia of Socrates</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6015076" href="https://waikato.academia.edu/JosephUlatowski">Joseph Ulatowski</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Students often find Socrates unsettling because they are largely distracted by his overtly hostile and arrogant behavior. While dialogues such as Euthyphro and Apology are widely taught in college courses, and are generally thought to offer a reasonable representation of the historical Socrates, they do not offer a complete picture of the variety of useful and informative ways in which Socrates interacts with his interlocutors in Plato’s dialogues. The varying relationships had between Socrates and his interlocutors ought not to be ignored, especially since instructors and students may learn a valuable lesson from his assiduously calibrated style of instruction. Through careful analysis of sections of the Platonic dialogues, we argue that particular aspects of discussions between Socrates and his interlocutors should serve as object lessons not only for students but also for instructors. For students, rather than seeing philosophy as merely a body of doctrines transmitted from instructor to student, we argue that they should also see, in Socrates’ interactions, that learning to philosophize is a matter of developing the skill of philosophical argumentation and conceptual understanding. For instructors, one ought to be cognizant of the abilities of one’s students, as well as other information relevant to learning. In particular, we show how it is incumbent to recognize that students can vary in their background experience when they reach our classrooms, and may be at differing levels of development in their philosophical thinking. Perhaps the most important point we wish to bring home is that Socrates’ interactions are carefully differentiated for each conversation with his interlocutors. Most, if not all, of his discussions are carefully calibrated according to a certain social awareness, wherein he pays attention to background features of the conversational context, including facts about his interlocutors, such as social and cultural influences, and perhaps especially their philosophical aptitude. The upshot of paying attention to Socrates’ interactions is that these features can augment instructors and students’ understanding, facilitating the cultivation and development of philosophical skills.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Social Dexterity in Inquiry and Argumentation: An Apologia of Socrates","attachmentId":48247594,"attachmentType":"pdf","work_url":"https://www.academia.edu/27949607/Social_Dexterity_in_Inquiry_and_Argumentation_An_Apologia_of_Socrates","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27949607/Social_Dexterity_in_Inquiry_and_Argumentation_An_Apologia_of_Socrates"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="4662673" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4662673/Socratic_Dialogue_A_comparison_between_ancient_and_contemporary_method">Socratic Dialogue. A comparison between ancient and contemporary method</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3473685" href="https://upce.academia.edu/LauraCandiotto">Laura Candiotto</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socratic Dialogue. A comparison between ancient and contemporary method","attachmentId":32004751,"attachmentType":"pdf","work_url":"https://www.academia.edu/4662673/Socratic_Dialogue_A_comparison_between_ancient_and_contemporary_method","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4662673/Socratic_Dialogue_A_comparison_between_ancient_and_contemporary_method"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="1164173" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1164173/The_Educational_Value_of_Platos_Early_Socratic_Dialogues">The Educational Value of Plato's Early Socratic Dialogues</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="954339" href="https://morningside.academia.edu/HeatherReid">Heather Reid</a></div><p class="ds-related-work--abstract ds2-5-body-sm">When contemplating the origins of philosophical paideia one is tempted to think of Socrates, perhaps because we feel that Socrates has been a philosophical educator to us all. But it is Plato and his literary genius that we have to thank as his dialogues preserve not just Socratic philosophy, but also the Socratic educational experience. Educators would do well to better understand Plato's pedagogical objectives in the Socratic dialogues so that we may appreciate and utilize them in our own educational endeavors, and so that we may adapt the Socratic experience to new interactive educational technologies. Plato designed his Socratic dialogues to arm students for real world challenges and temptations. First, in both form and function the dialogues attempt to replicate the Socratic experience for their audience. They demand from their readers what Socrates demanded from his students: active learning, self-examination, and an appreciation for the complexity and importance of wisdom. Second, the dialogues challenge the conflation of professional and personal excellence, best exemplified by sophists such as Hippias, and exhort their reader to pursue personal aretê separately from and alongside practical and professional skills or technai. Third, they aim not to transmit some prepackaged formula for success, but to teach students to learn for themselves; that is to love and pursue wisdom. The Socratic dialogues, and philosophic dialogue itself, are educationally important in that they teach us to be philosophers in the literal sense.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Educational Value of Plato's Early Socratic Dialogues","attachmentId":39910632,"attachmentType":"pdf","work_url":"https://www.academia.edu/1164173/The_Educational_Value_of_Platos_Early_Socratic_Dialogues","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1164173/The_Educational_Value_of_Platos_Early_Socratic_Dialogues"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="56868973" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/56868973/Sandra_Peterson_Socrates_and_Philosophy_in_the_Dialogues_of_Plato_Reviewed_by">Sandra Peterson , Socrates and Philosophy in the Dialogues of Plato . Reviewed by</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11024020" href="https://wayne.academia.edu/JoshWilburn">Josh Wilburn</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Philosophy in Review, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Sandra Peterson , Socrates and Philosophy in the Dialogues of Plato . Reviewed by","attachmentId":72043090,"attachmentType":"pdf","work_url":"https://www.academia.edu/56868973/Sandra_Peterson_Socrates_and_Philosophy_in_the_Dialogues_of_Plato_Reviewed_by","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/56868973/Sandra_Peterson_Socrates_and_Philosophy_in_the_Dialogues_of_Plato_Reviewed_by"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="121785888" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/121785888/Socrates_and_Plato_in_Historic_Context_From_Dialogue_to_Dialectic">Socrates and Plato in Historic Context: From Dialogue to Dialectic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5490552" href="https://bond.academia.edu/RJamesFerguson">R. James Ferguson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Past and Future, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">This overview of the thought of Socrates and Plato begins by placing them and their sources in their historic content, situating Socrates as an active citizen of Athens. Socrates’ investigative way of life is explored, assessing how this led to a wide range of ideas and texts that were developed by his student, Plato. Specific philosophical methods, including elenchus, dialogue and dialectic, are explained, followed by a brief exploration of the wider significance of Plato’s Republic, a book which has sometimes been misunderstood as straightforward political blueprint. The main legacies Socrates and Plato have given us are the commitment to, and engagement with, the process of achieving true understanding, and providing approaches whereby we can continue this journey to explore the nature of love, justice, and the Good.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates and Plato in Historic Context: From Dialogue to Dialectic","attachmentId":116585345,"attachmentType":"pdf","work_url":"https://www.academia.edu/121785888/Socrates_and_Plato_in_Historic_Context_From_Dialogue_to_Dialectic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/121785888/Socrates_and_Plato_in_Historic_Context_From_Dialogue_to_Dialectic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="45121349" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/45121349/Socrates_is_Not_a_Teacher_But_Can_We_Learn_From_Him_1">Socrates is Not a Teacher But, Can We Learn From Him? 1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="7250005" href="https://cod.academia.edu/jamesmagrini">james M magrini</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal Philosophical Study of Education, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Nehamas (1999) emphatically stresses that Socrates is “not a teacher of arête,” but as educators know well, it is undeniably the case that Socrates is often “perceived as a teacher,” and beyond, held up as a paragon of pedagogy to be emulated and imitated (62). At his trial, Socrates is accused of “wrongdoing because he corrupts the youth and does not believe in the gods the state believes in” (Ap. 24c). Beyond these charges, he is accused, in the manner of Anaxagoras and other Greek physical scientists, of “investigating the things beneath the earth and in the heavens,” and also charged with, in the manner of the sophists, “making the weaker argument stronger,” importantly, Socrates is, according to his accusers, “teaching [/didaskon] these things to others” (Ap. 19b-c). In his defense (apologia), Socrates distances himself from both the natural philosophers and the sophists, such as Gorgias of Leontini, Prodicus of Ceos, and Hippias of Ellis, who all charge fees for their services and usually teach through speeches or didactic methods that communicate or transfer knowledge to their pupils. In light of these remarks, returning to Nehamas, although his accusers, and even his friends consider Socrates a teacher, this offers no valid reason or sufficient evidence for us “to refuse to take his own disavowal of that role as face value” (71). The Greek, “” (didaskalos) defines a “teacher or master” of one or another subject, such as rhetoric, medicine, craft making, or even poetry (Lexicon 2015, 169). With the understanding of the didaskalos related to the type of instruction in virtue (arête) offered by the sophists, it is against the charges of Meletus that Socrates emphatically denies that he is teacher, specifically of the virtues, claiming that he “was never anyone’s teacher” (Ap. 33a).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates is Not a Teacher But, Can We Learn From Him? 1","attachmentId":65688905,"attachmentType":"pdf","work_url":"https://www.academia.edu/45121349/Socrates_is_Not_a_Teacher_But_Can_We_Learn_From_Him_1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/45121349/Socrates_is_Not_a_Teacher_But_Can_We_Learn_From_Him_1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="35195764" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35195764/Socrates_and_the_Socratic_Dialogue_ed_by_A_Stavru_and_C_Moore_Leiden_Boston_2018_931_p_">Socrates and the Socratic Dialogue, ed. by A. Stavru & C. Moore, Leiden/Boston 2018 (931 p.).</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3068128" href="https://pennstate.academia.edu/ChristopherMoore">Christopher Moore</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3397718" href="https://univr.academia.edu/AlessandroStavru">Alessandro Stavru</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Socrates and the Socratic Dialogue assembles the most complete range of studies on Socrates and the Socratic dialogue. It focuses on portrayals of Socrates, whether as historical figure or protagonist of ‘Socratic dialogues’, in extant and fragmentary texts from Classical Athens through Late Antiquity. Special attention is paid to the evolving power and texture of the Socratic icon as it adopted old and new uses in philosophy, biography, oratory, and literature. Chapters in this volume focus on Old Comedy, Sophistry, the first-generation Socratics including Plato and Xenophon, Aristotle and Aristoxenus, Epicurus and Stoicism, Cicero and Persius, Plutarch, Apuleius and Maximus, Diogenes Laertius, Libanius, Themistius, Julian, and Proclus.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates and the Socratic Dialogue, ed. by A. Stavru \u0026 C. Moore, Leiden/Boston 2018 (931 p.).","attachmentId":55897378,"attachmentType":"pdf","work_url":"https://www.academia.edu/35195764/Socrates_and_the_Socratic_Dialogue_ed_by_A_Stavru_and_C_Moore_Leiden_Boston_2018_931_p_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35195764/Socrates_and_the_Socratic_Dialogue_ed_by_A_Stavru_and_C_Moore_Leiden_Boston_2018_931_p_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="486190" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/486190/Socrates_in_the_platonic_dialogues">Socrates in the platonic dialogues</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1925" href="https://eastanglia.academia.edu/CatherineOsborne">Catherine Rowett</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Philosophical Investigations, 2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socrates in the platonic dialogues","attachmentId":35693764,"attachmentType":"pdf","work_url":"https://www.academia.edu/486190/Socrates_in_the_platonic_dialogues","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/486190/Socrates_in_the_platonic_dialogues"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":68712129,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":68712129,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_68712129" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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