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In Plato’s Republic, Socrates said that in ideal states philosophers become kings or kings become philosophers. The philosophers who aim at science or knowledge (episteme) are distinguished from the friends of opinion (philodoxoi). Therefore, philosophy, which is concerned with science or knowledge and cannot be affected by a given occasion but has a timeless truth, plays a central role in education for the philosopher-rulers. In contrast, Isocrates insists in his works, especially in Antidosis, that philosophy is considered oratorical education and is concerned with opinion (doxa) rather than with science or knowledge. The ideal model of Isocrates’ education is ‘the rhetorical man’ who can make his own opinion appropriate for a given occasion (kairos). But his crucial point of education is not merely the development of pupils’ skill to speak well. His pupils, therefore, would not ultimately aim to achieve rhetorical eloquence but ethical virtue. However, since philosophy has been defined according to the Platonic line, the Isocratic concept of philosophy was omitted from the tradition of western philosophy until now.
Nevertheless, Isocrates should or could be considered a philosopher. This need is more important today than at any other time. The reason is that respect for diverse opinions and perspectives, as well as their peaceful coexistence and democratic communication, have already become more important than at any other time. Everybody knows about the danger of the monopoly of truth that can be fortified by dogmatic essentialism, and by sophistical fraud based on egoistic relativism or irresponsible skepticism. This point is what Isocrates was concerned about in terms of philosophy and of rhetoric even though he never used explicitly this term “rhetoric.” By considering ancient Greek philosophy anew, an understanding of Isocrates can shed light on a direction that is distinct from the one inherited from Socrates, Plato, and Aristotle. Otherwise, our study on Isocrates’ philosophy can at least clarify Plato’s philosophy, because the latter was probably devised as an intellectual and educational strategy to cope with Isocrates’ philosophy and education of logos.
Nevertheless, Isocrates should or could be considered a philosopher. This need is more important today than at any other time. The reason is that respect for diverse opinions and perspectives, as well as their peaceful coexistence and democratic communication, have already become more important than at any other time. Everybody knows about the danger of the monopoly of truth that can be fortified by dogmatic essentialism, and by sophistical fraud based on egoistic relativism or irresponsible skepticism. This point is what Isocrates was concerned about in terms of philosophy and of rhetoric even though he never used explicitly this term “rhetoric.” By considering ancient Greek philosophy anew, an understanding of Isocrates can shed light on a direction that is distinct from the one inherited from Socrates, Plato, and Aristotle. Otherwise, our study on Isocrates’ philosophy can at least clarify Plato’s philosophy, because the latter was probably devised as an intellectual and educational strategy to cope with Isocrates’ philosophy and education of logos.
목차
Why has Isocrates not been considered a philosopher?
On the Question “What is Philosophy?”
Platonic Philosophy and Isocrates in Plato’s Phaedrus
Isocrates’ Philosophy in Relation to Education
Bibliography
[Abstract]
참고문헌 (35)
참고문헌 신청
1. [학술지(정기간행물)] - Aquinas, T / 2004 / Isocrates, Plato, and Aristotle / Rhizai 1 : 45 ~ 71
2. [단행본] - Clarke, M. L / 1971 / Higher Education in the Ancient World / University of New Mexico Press
3. [단행본] - Diogenes Laertius / 1931 / Lives of Eminent Philosophers, VIII, 8 / Harvard
4. [학술지(정기간행물)] - Goggin, M. D / 1993 / A Tincture of Philosophy, a Tincture of Hope: The Portrayal of Isocrates in Plato’s Phaedrus / Rhetoric Review 11 (2) : 301 ~ 324
5. [단행본] - Guthrie, W. K. C / 1975 / Plato, the Man and his Dialogues, Vol.4 of A History of Greek Philosophy
2. [단행본] - Clarke, M. L / 1971 / Higher Education in the Ancient World / University of New Mexico Press
3. [단행본] - Diogenes Laertius / 1931 / Lives of Eminent Philosophers, VIII, 8 / Harvard
4. [학술지(정기간행물)] - Goggin, M. D / 1993 / A Tincture of Philosophy, a Tincture of Hope: The Portrayal of Isocrates in Plato’s Phaedrus / Rhetoric Review 11 (2) : 301 ~ 324
5. [단행본] - Guthrie, W. K. C / 1975 / Plato, the Man and his Dialogues, Vol.4 of A History of Greek Philosophy
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