Murder and mayhem may seem like unreasonable company for Aristotle, one of the founding minds of Western philosophy. But in the skilled hands of Margaret Doody, the pairing could not be more logical. With her Aristotle Detective novels, Margaret Doody brings a Holmesian hero to the bloodied streets of ancient Greece, trading the pipe and deerstalker of Sherlock for the woolen chiton and sandals of Aristotle. Replete with suspense, historical detail, and humor, and complemented by an ever-growing cast of characters and vivid descriptions of the ancient world, Doody’s mysteries are as much lively takes on the figures and forms of the classics as they are classic whodunits in their own right.

Stephanos and his teacher return in Aristotle and Poetic Justice, when a party given by wealthy Athenian silver miners leads to kidnapping, a ghost, a road trip to Delphi, and, of course, murder. More historical fiction than a detective novel, this sequel runs the gamut of Athenian social customs, myth, politics, and economics—from the trials of virgin love to the dangers of silver lust.

 

When Plato set his dialogs, written texts were disseminated primarily by performance and recitation. He wrote them, however, when literacy was expanding. Jill Frank argues that there are unique insights to be gained from appreciating Plato’s dialogs as written texts to be read and reread. At the center of these insights are two distinct ways of learning to read in the dialogs. One approach that appears in the Statesman, Sophist, and Protagoras, treats learning to read as a top-down affair, in which authoritative teachers lead students to true beliefs. Another, recommended by Socrates, encourages trial and error and the formation of beliefs based on students’ own fallible experiences. In all of these dialogs, learning to read is likened to coming to know or understand something. Given Plato’s repeated presentation of the analogy between reading and coming to know, what can these two approaches tell us about his dialogs’ representations of philosophy and politics?           

With Poetic Justice, Jill Frank overturns the conventional view that the Republic endorses a hierarchical ascent to knowledge and the authoritarian politics associated with that philosophy. When learning to read is understood as the passive absorption of a teacher’s beliefs, this reflects the account of Platonic philosophy as authoritative knowledge wielded by philosopher kings who ruled the ideal city. When we learn to read by way of the method Socrates introduces in the Republic, Frank argues, we are offered an education in ethical and political self-governance, one that prompts citizens to challenge all claims to authority, including those of philosophy.