Protagoras - Plato - E-Book

Protagoras E-Book

Plato

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Protagoras - Plato - Plato is a Classical Greek philosopher, mathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science. Plato is one of the most important Western philosophers, exerting influence on virtually every figure in philosophy after him. His dialogue The Republic is known as the first comprehensive work on political philosophy. Plato also contributed foundationally to ethics, metaphysics, and epistemology. His student, Aristotle, is also an extremely influential philosopher and the tutor of Alexander the Great of Macedonia Plato is widely considered a pivotal figure in the history of Ancient Greek and Western philosophy, along with his teacher, Socrates, and his most famous student, Aristotle. He has often been cited as one of the founders of Western religion and spirituality. The so-called neoplatonism of philosophers, such as Plotinus and Porphyry, greatly influenced Christianity through Church Fathers such as Augustine. Alfred North Whitehead once noted: "the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato." Plato was an innovator of the written dialogue and dialectic forms in philosophy. Plato is also considered the founder of Western political philosophy. His most famous contribution is the theory of Forms known by pure reason, in which Plato presents a solution to the problem of universals known as Platonism (also ambiguously called either Platonic realism or Platonic idealism). He is also the namesake of Platonic love and the Platonic solids. His own most decisive philosophical influences are usually thought to have been, along with Socrates, the pre-Socratics Pythagoras, Heraclitus and Parmenides, although few of his predecessors' works remain extant and much of what we know about these figures today derives from Plato himself. Unlike the work of nearly all of his contemporaries, Plato's entire body of work is believed to have survived intact for over 2,400 years. Although their popularity has fluctuated, Plato's works have consistently been read and studied. Little can be known about Plato's early life and education due to the very limited accounts. Plato came from one of the wealthiest and most politically active families in Athens. Ancient sources describe him as a bright though modest boy who excelled in his studies. His father contributed everything necessary to give to his son a good education, and Plato therefore must have been instructed in grammar, music, gymnastics and philosophy by some of the most distinguished teachers of his era.

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Plato
Protagoras

INTRODUCTION.

The Protagoras, like several of the Dialogues of Plato, is put into the mouth of Socrates, who describes a conversation which had taken place between himself and the great Sophist at the house of Callias—'the man who had spent more upon the Sophists than all the rest of the world'—and in which the learned Hippias and the grammarian Prodicus had also shared, as well as Alcibiades and Critias, both of whom said a few words—in the presence of a distinguished company consisting of disciples of Protagoras and of leading Athenians belonging to the Socratic circle. The dialogue commences with a request on the part of Hippocrates that Socrates would introduce him to the celebrated teacher. He has come before the dawn had risen—so fervid is his zeal. Socrates moderates his excitement and advises him to find out 'what Protagoras will make of him,' before he becomes his pupil.

They go together to the house of Callias; and Socrates, after explaining the purpose of their visit to Protagoras, asks the question, 'What he will make of Hippocrates.' Protagoras answers, 'That he will make him a better and a wiser man.' 'But in what will he be better?'—Socrates desires to have a more precise answer. Protagoras replies, 'That he will teach him prudence in affairs private and public; in short, the science or knowledge of human life.'

This, as Socrates admits, is a noble profession; but he is or rather would have been doubtful, whether such knowledge can be taught, if Protagoras had not assured him of the fact, for two reasons: (1) Because the Athenian people, who recognize in their assemblies the distinction between the skilled and the unskilled in the arts, do not distinguish between the trained politician and the untrained; (2) Because the wisest and best Athenian citizens do not teach their sons political virtue. Will Protagoras answer these objections?

Protagoras explains his views in the form of an apologue, in which, after Prometheus had given men the arts, Zeus is represented as sending Hermes to them, bearing with him Justice and Reverence. These are not, like the arts, to be imparted to a few only, but all men are to be partakers of them. Therefore the Athenian people are right in distinguishing between the skilled and unskilled in the arts, and not between skilled and unskilled politicians. (1) For all men have the political virtues to a certain degree, and are obliged to say that they have them, whether they have them or not. A man would be thought a madman who professed an art which he did not know; but he would be equally thought a madman if he did not profess a virtue which he had not. (2) And that the political virtues can be taught and acquired, in the opinion of the Athenians, is proved by the fact that they punish evil-doers, with a view to prevention, of course—mere retribution is for beasts, and not for men. (3) Again, would parents who teach her sons lesser matters leave them ignorant of the common duty of citizens? To the doubt of Socrates the best answer is the fact, that the education of youth in virtue begins almost as soon as they can speak, and is continued by the state when they pass out of the parental control. (4) Nor need we wonder that wise and good fathers sometimes have foolish and worthless sons. Virtue, as we were saying, is not the private possession of any man, but is shared by all, only however to the extent of which each individual is by nature capable. And, as a matter of fact, even the worst of civilized mankind will appear virtuous and just, if we compare them with savages. (5) The error of Socrates lies in supposing that there are no teachers of virtue, whereas all men are teachers in a degree. Some, like Protagoras, are better than others, and with this result we ought to be satisfied.

Socrates is highly delighted with the explanation of Protagoras. But he has still a doubt lingering in his mind. Protagoras has spoken of the virtues: are they many, or one? are they parts of a whole, or different names of the same thing? Protagoras replies that they are parts, like the parts of a face, which have their several functions, and no one part is like any other part. This admission, which has been somewhat hastily made, is now taken up and cross-examined by Socrates:—

'Is justice just, and is holiness holy? And are justice and holiness opposed to one another?'—'Then justice is unholy.' Protagoras would rather say that justice is different from holiness, and yet in a certain point of view nearly the same. He does not, however, escape in this way from the cunning of Socrates, who inveigles him into an admission that everything has but one opposite. Folly, for example, is opposed to wisdom; and folly is also opposed to temperance; and therefore temperance and wisdom are the same. And holiness has been already admitted to be nearly the same as justice. Temperance, therefore, has now to be compared with justice.

Protagoras, whose temper begins to get a little ruffled at the process to which he has been subjected, is aware that he will soon be compelled by the dialectics of Socrates to admit that the temperate is the just. He therefore defends himself with his favourite weapon; that is to say, he makes a long speech not much to the point, which elicits the applause of the audience.

Here occurs a sort of interlude, which commences with a declaration on the part of Socrates that he cannot follow a long speech, and therefore he must beg Protagoras to speak shorter. As Protagoras declines to accommodate him, he rises to depart, but is detained by Callias, who thinks him unreasonable in not allowing Protagoras the liberty which he takes himself of speaking as he likes. But Alcibiades answers that the two cases are not parallel. For Socrates admits his inability to speak long; will Protagoras in like manner acknowledge his inability to speak short?

Counsels of moderation are urged first in a few words by Critias, and then by Prodicus in balanced and sententious language: and Hippias proposes an umpire. But who is to be the umpire? rejoins Socrates; he would rather suggest as a compromise that Protagoras shall ask and he will answer, and that when Protagoras is tired of asking he himself will ask and Protagoras shall answer. To this the latter yields a reluctant assent.

Protagoras selects as his thesis a poem of Simonides of Ceos, in which he professes to find a contradiction. First the poet says,

'Hard is it to become good,'

and then reproaches Pittacus for having said, 'Hard is it to be good.' How is this to be reconciled? Socrates, who is familiar with the poem, is embarrassed at first, and invokes the aid of Prodicus, the countryman of Simonides, but apparently only with the intention of flattering him into absurdities. First a distinction is drawn between (Greek) to be, and (Greek) to become: to become good is difficult; to be good is easy. Then the word difficult or hard is explained to mean 'evil' in the Cean dialect. To all this Prodicus assents; but when Protagoras reclaims, Socrates slily withdraws Prodicus from the fray, under the pretence that his assent was only intended to test the wits of his adversary. He then proceeds to give another and more elaborate explanation of the whole passage. The explanation is as follows:—

The Lacedaemonians are great philosophers (although this is a fact which is not generally known); and the soul of their philosophy is brevity, which was also the style of primitive antiquity and of the seven sages. Now Pittacus had a saying, 'Hard is it to be good:' and Simonides, who was jealous of the fame of this saying, wrote a poem which was designed to controvert it. No, says he, Pittacus; not 'hard to be good,' but 'hard to become good.' Socrates proceeds to argue in a highly impressive manner that the whole composition is intended as an attack upon Pittacus. This, though manifestly absurd, is accepted by the company, and meets with the special approval of Hippias, who has however a favourite interpretation of his own, which he is requested by Alcibiades to defer.

The argument is now resumed, not without some disdainful remarks of Socrates on the practice of introducing the poets, who ought not to be allowed, any more than flute-girls, to come into good society. Men's own thoughts should supply them with the materials for discussion. A few soothing flatteries are addressed to Protagoras by Callias and Socrates, and then the old question is repeated, 'Whether the virtues are one or many?' To which Protagoras is now disposed to reply, that four out of the five virtues are in some degree similar; but he still contends that the fifth, courage, is unlike the rest. Socrates proceeds to undermine the last stronghold of the adversary, first obtaining from him the admission that all virtue is in the highest degree good:—

The courageous are the confident; and the confident are those who know their business or profession: those who have no such knowledge and are still confident are madmen. This is admitted. Then, says Socrates, courage is knowledge—an inference which Protagoras evades by drawing a futile distinction between the courageous and the confident in a fluent speech.

Socrates renews the attack from another side: he would like to know whether pleasure is not the only good, and pain the only evil? Protagoras seems to doubt the morality or propriety of assenting to this; he would rather say that 'some pleasures are good, some pains are evil,' which is also the opinion of the generality of mankind. What does he think of knowledge? Does he agree with the common opinion that knowledge is overcome by passion? or does he hold that knowledge is power? Protagoras agrees that knowledge is certainly a governing power.

This, however, is not the doctrine of men in general, who maintain that many who know what is best, act contrary to their knowledge under the influence of pleasure. But this opposition of good and evil is really the opposition of a greater or lesser amount of pleasure. Pleasures are evils because they end in pain, and pains are goods because they end in pleasures. Thus pleasure is seen to be the only good; and the only evil is the preference of the lesser pleasure to the greater. But then comes in the illusion of distance. Some art of mensuration is required in order to show us pleasures and pains in their true proportion. This art of mensuration is a kind of knowledge, and knowledge is thus proved once more to be the governing principle of human life, and ignorance the origin of all evil: for no one prefers the less pleasure to the greater, or the greater pain to the less, except from ignorance. The argument is drawn out in an imaginary 'dialogue within a dialogue,' conducted by Socrates and Protagoras on the one part, and the rest of the world on the other. Hippias and Prodicus, as well as Protagoras, admit the soundness of the conclusion.

Socrates then applies this new conclusion to the case of courage—the only virtue which still holds out against the assaults of the Socratic dialectic. No one chooses the evil or refuses the good except through ignorance. This explains why cowards refuse to go to war:—because they form a wrong estimate of good, and honour, and pleasure. And why are the courageous willing to go to war?—because they form a right estimate of pleasures and pains, of things terrible and not terrible. Courage then is knowledge, and cowardice is ignorance. And the five virtues, which were originally maintained to have five different natures, after having been easily reduced to two only, at last coalesce in one. The assent of Protagoras to this last position is extracted with great difficulty.

Socrates concludes by professing his disinterested love of the truth, and remarks on the singular manner in which he and his adversary had changed sides. Protagoras began by asserting, and Socrates by denying, the teachableness of virtue, and now the latter ends by affirming that virtue is knowledge, which is the most teachable of all things, while Protagoras has been striving to show that virtue is not knowledge, and this is almost equivalent to saying that virtue cannot be taught. He is not satisfied with the result, and would like to renew the enquiry with the help of Protagoras in a different order, asking (1) What virtue is, and (2) Whether virtue can be taught. Protagoras declines this offer, but commends Socrates' earnestness and his style of discussion.