„What Did Socrates Love?“, In: Ch. Maurer, T. Milligan, K. Pacovska, eds., Love and Its Objects, What Can We Care For?, 2014
At the very beginning of the history of philosophy there is Socrates saying that the only thing h... more At the very beginning of the history of philosophy there is Socrates saying that the only thing he really knows is the art of love. Nevertheless scholars until today discuss what this erotic is, and what its reason and purpose in the philosopher’s life and thought is. In my paper I will concentrate mainly on the question of what the object of Socrates´ eros and philia and the purpose of his practice of curiously modified traditional pederasty are.
To answer the question for object and the concept of Socrates´ love, I will derive from Phdr. dialogue, which I will interpret with regard for other dialogues, in particular the ones about love: Lys. and Symp. I am convinced that the dialogues at stake and Socrates concept of love can be mutually joined to a meaningful concept and mainly if we do not complement one dialogue with another we will be deprived of the wealth, depth or width of Socrates concept and these are the so-called Socrates dialogues and the dialogues from the so-called the middle period.
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https://rdcu.be/cIzmm
Next, we contrast Theognis’ limiting of another’s duplicity (devotion and cunning) to a level between a loving and friendly relationship with Socrates’ expansion of the loving struggle into every sphere of life, above all into the relationship of the lover to himself and those close to him. We explain this contrast as a decision between trust in reason and trust in love as the fundamental forces conferring meaning on human life. We show, however, that with Socrates it is not blind love but rather love embracing reason and overlapping divine challenges, while with Theognis it is not pure reason that is involved, but rather reason directed by the socio-political situation.
(publikováno v časopisu Vesmír, ročník 2010)
The aim of this text is to argue for the preference of teaching philosophy at the high school as a philosophical formation, not only philosophical information. As arguments, I use the law, practice and eventually a need to take into account, at the high school already, the idea of university. If at least a small portion of population should become familiar with the real philosophy, and if this small portion of population shoud at least partly develop its own critical thinking, than we need to start at the high school, as the situation there is analogue to the situation in lower degrees of universities.
To answer the question for object and the concept of Socrates´ love, I will derive from Phdr. dialogue, which I will interpret with regard for other dialogues, in particular the ones about love: Lys. and Symp. I am convinced that the dialogues at stake and Socrates concept of love can be mutually joined to a meaningful concept and mainly if we do not complement one dialogue with another we will be deprived of the wealth, depth or width of Socrates concept and these are the so-called Socrates dialogues and the dialogues from the so-called the middle period.
https://rdcu.be/cIzmm
Next, we contrast Theognis’ limiting of another’s duplicity (devotion and cunning) to a level between a loving and friendly relationship with Socrates’ expansion of the loving struggle into every sphere of life, above all into the relationship of the lover to himself and those close to him. We explain this contrast as a decision between trust in reason and trust in love as the fundamental forces conferring meaning on human life. We show, however, that with Socrates it is not blind love but rather love embracing reason and overlapping divine challenges, while with Theognis it is not pure reason that is involved, but rather reason directed by the socio-political situation.
(publikováno v časopisu Vesmír, ročník 2010)
The aim of this text is to argue for the preference of teaching philosophy at the high school as a philosophical formation, not only philosophical information. As arguments, I use the law, practice and eventually a need to take into account, at the high school already, the idea of university. If at least a small portion of population should become familiar with the real philosophy, and if this small portion of population shoud at least partly develop its own critical thinking, than we need to start at the high school, as the situation there is analogue to the situation in lower degrees of universities.
To answer the question for object and the concept of Socrates´ love, I will derive from Phdr. dialogue, which I will interpret with regard for other dialogues, in particular the ones about love: Lys. and Symp. I am convinced that the dialogues at stake and Socrates concept of love can be mutually joined to a meaningful concept and mainly if we do not complement one dialogue with another we will be deprived of the wealth, depth or width of Socrates concept and these are the so-called Socrates dialogues and the dialogues from the so-called the middle period.