Becoming Socrates

A rigorous investigation of Socrates' early education, pinpointing the thought that led Socrates to turn from natural science to the study of morality, ethics, and politics

Plato dispersed his account of how Socrates became Socrates across three dialogues. Thus, Plato rendered his becoming discoverable only to readers truly invested. In How Socrates Became Socrates, Laurence Lampert recognizes the path of Plato’s strides and guides us through the true account of Socrates’ becoming. He divulges how and why Plato ordered his Phaedo, Parmenides, and Symposium chronologically to give readers access to Socrates’ development on philosophy’s fundamental questions of being and knowing. In addition to a careful and precise analysis of Plato’s Phaedo,Parmenides, and Symposium, Lampert shows that properly entwined, Plato’s three dialogues fuse to portray a young thinker entering philosophy’s true radical power. Lampert reveals why this radicality needed to be guarded and places this discussion within the greater scheme of the politics of philosophy.

Plato dispersed his account of how Socrates became Socrates across three dialogues. Thus, Plato rendered his becoming discoverable only to readers truly invested. In How Socrates Became Socrates, Laurence Lampert recognizes the path of Plato’s strides and guides us through the true account of Socrates’ becoming. He divulges how and why Plato ordered his Phaedo, Parmenides, and Symposium chronologically to give readers access to Socrates’ development on philosophy’s fundamental questions of being and knowing. In addition to a careful and precise analysis of Plato’s Phaedo,Parmenides, and Symposium, Lampert shows that properly entwined, Plato’s three dialogues fuse to portray a young thinker entering philosophy’s true radical power. Lampert reveals why this radicality needed to be guarded and places this discussion within the greater scheme of the politics of philosophy.

Plato’s dialogues show Socrates at different ages, beginning when he was about nineteen and already deeply immersed in philosophy and ending with his execution five decades later. By presenting his model philosopher across a fifty-year span of his life, Plato leads his readers to wonder: does that time period correspond to the development of Socrates’ thought? In this magisterial investigation of the evolution of Socrates’ philosophy, Laurence Lampert answers in the affirmative. The chronological route that Plato maps for us, Lampert argues, reveals the enduring record of philosophy as it gradually took the form that came to dominate the life of the mind in the West. The reader accompanies Socrates as he breaks with the century-old tradition of philosophy, turns to his own path, gradually enters into a deeper understanding of nature and human nature, and discovers the successful way to transmit his wisdom to the wider world. Focusing on the final and most prominent step in that process and offering detailed textual analysis of Plato’s Protagoras, Charmides, and Republic, How Philosophy Became Socratic charts Socrates’ gradual discovery of a proper politics to shelter and advance philosophy.

Who is Socrates? While most readers know him as the central figure in Plato's work, he is hard to characterize. In this book, S. Montgomery Ewegen opens this long-standing and difficult question once again. Reading Socrates against a number of Platonic texts, Ewegen sets out to understand the way of Socrates. Taking on the nuances and contours of the Socrates that emerges from the dramatic and philosophical contexts of Plato's works, Ewegen considers questions of withdrawal, retreat, powerlessness, poverty, concealment, and release and how they construct a new view of Socrates. For Ewegen, Socrates is a powerful but strange and uncanny figure. Ewegen's withdrawn Socrates forever evades rigid interpretation and must instead remain a deep and insoluble question.

This book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.

All the writings of Plato generally considered to be authentic are here presented in the only complete one-volume Plato available in English. The editors set out to choose the contents of this collected edition from the work of the best British and American translators of the last 100 years, ranging from Jowett (1871) to scholars of the present day. The volume contains prefatory notes to each dialogue, by Edith Hamilton; an introductory essay on Plato's philosophy and writings, by Huntington Cairns; and a comprehensive index which seeks, by means of cross references, to assist the reader with the philosophical vocabulary of the different translators.

In the classical world, political ambition posed an intractable problem. Ancient Greek democracies fostered in their most promising youths a tension-ridden combination of the desire for personal glory and deep-seated public-spiritedness in hopes of producing brilliant and capable statesmen. But as much as active civic engagement was considered among the highest goods by the Greek citizenry, the attempt to harness the love of glory to the good of the city inevitably produced notoriously ambitious figures whose zeal for political power and prestige was so great that it outstripped their intention to win honor through praiseworthy deeds. No figure better exemplifies the risks and rewards of ancient political ambition than Alcibiades, an intelligent, charming, and attractive statesman who grew up during the Golden Age of Athens and went on to become an infamous demagogue and traitor to the city during the Peloponnesian War. In Socrates and Alcibiades, Ariel Helfer gathers Plato's three major presentations of Alcibiades: the Alcibiades, the Second Alcibiades, and the Symposium. Counter to conventional interpretation, Helfer reads these texts as presenting a coherent narrative, spanning nearly two decades, of the relationship between Socrates and his most notorious pupil. Helfer argues that Plato does not simply deny the allegation that Alcibiades was corrupted by his Socratic education; rather, Plato's treatment of Alcibiades raises far-ranging questions about the nature and corruptibility of political ambition itself. How, Helfer asks, is the civic-spirited side of political ambition related to its self-serving dimensions? How can education be expected to strengthen or weaken the devotion toward one's fellow citizens? And what might Socratic philosophy reveal about the place of political aspiration in a spiritually and intellectually balanced life? Socrates and Alcibiades recovers a valuable classical lesson on the nature of civic engagement and illuminates our own complex political situation as heirs to liberal democracy's distrust of political ambition.