BiblioVault - Books about Plato

Weakness of Will from Plato to the Present (Studies in Philosophy and the History of Philosophy, Volume 49)

Tobias Hoffmann

Catholic University of America Press, 2008

In thirteen original essays, eminent scholars of the history of philosophy and of contemporary philosophy examine weakness of will, or incontinence--the phenomenon of acting contrary to one's better judgment.

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What Has Athens to Do with Jerusalem?

Timaeus and Genesis in Counterpoint

Jaroslav Pelikan

University of Michigan Press, 1997

The debate about evolution and creationism is striking evidence of the tensions between biblical and philosophical-scientific explanations of the origins of the universe. For most of the past twenty centuries, important historical context for the debate has been supplied by the relation (or "counterpoint") between two monumental texts: Plato's Timaeus and the Book of Genesis.

In What Has Athens to Do with Jerusalem?, Jaroslav Pelikan examines the origins of this counterpoint. He reviews the central philosophical issues of origins as posed in classical Rome by Lucretius, and he then proceeds to an examination of Timaeus and Genesis, with Timaeus' Plato representing Athens and Genesis' Moses representing Jerusalem. He then follows the three most important case studies of the counterpoint--in the Jewish philosophical theology of Alexandria, in the Christian thought of Constantinople, and in the intellectual foundations of the Western Middles Ages represented by Catholic Rome, where Timaeus would be the only Platonic dialogue in general circulation.

Whatever Plato may have intended originally in writing Timaeus, it has for most of the intervening period been read in the light of Genesis. Conversely, Genesis has been known, not in the original Hebrew, but in Greek and Latin translations that were seen to bear a distinct resemblance to one another and to the Latin version of Timaeus. Pelikan's study leads to original findings that deal with Christian doctrine in the period of the church fathers, including the Three Cappadocians (Basil of Caesarea, Gregory of Nazianzus, and Gregory of Nyssa) in the East, and in the West, Ambrose, Augustine, and Boethius. All of these vitally important authors addressed the problem of the "counterpoint," and neither they nor these primary texts can become fully intelligible without attention to the central issues being explored here.

What Has Athens to Do with Jerusalem? will be of interest to historians, theologians, and philosophers and to anyone with interest in any of the religious traditions addressed herein.

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Women and the Ideal Society

Plato's "Republic" and Modern Myths of Gender

Bluestone Natalie Harris

University of Massachusetts Press, 1987

Writing/Teaching

Essays Toward a Rhetoric of Pedagogy

Paul Kameen

University of Pittsburgh Press, 2000

2001 CCCC Outstanding Book Award

The vast majority of academic books are written from the scholar’s position, even those that primarily concern teaching. Writing/Teaching, on the other hand, is a book about teaching written from the position of the teacher. As the title suggests, Kameen’s book is split into two halves—yet both, in different ways and through different discourses, are derived from his work in the classroom, and his own struggle with issues and problems all teachers of writing must face.

The first half is a series of essays originating from a graduate seminar Kameen team-taught with professor and poet Toi Derricotte in 1994. Included are essays Kameen wrote, a selection of pieces written by other members of the group, and a reflective “postscript.” These essays combine personal narrative, reflective meditation, and critical inquiry—all used as discourse to depict and examine the process of teaching.

The second half of the book contains essays on Plato’s dialogues—primarily Phaedrus and Protagoras—as a means to interrogate the position of teacher through the lens of the most famous of Western pedagogues—Socrates. Here, Socrates is used as a tool to examine and critique both Kameen’s own teacherly identity and, in a wider sense, the set of cultural forces that pre-figure the available positions for both “teacher” and “student” in contemporary education.

What unites both halves is the way Kameen approaches each—the “personal” and the “scholarly”—from his position as teacher. The texts presented provide the occasion for a complex and nuanced meditation on the classroom as a legitimate arena for the production of knowledge and research. Sure to be timely and controversial, Writing/Teaching will enter into the debate on whether to reconfigure the relationship between research and teaching currently taking place among teachers of composition, cultural studies, and rhetoric. Compelling reading for teachers or those contemplating a career in the profession.

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