Reason and Persuasion: Thinking Through Three Dialogues By Plato

Go to Course: https://www.coursera.org/learn/plato-dialogues

Introduction

### Course Review: Reason and Persuasion: Thinking Through Three Dialogues by Plato If you are intrigued by philosophy and want to dive deep into the minds of two of history's greatest thinkers, "Reason and Persuasion: Thinking Through Three Dialogues by Plato," offered on Coursera, deserves your attention. This course provides a unique opportunity to explore profound philosophical questions while applying the Socratic method to challenge and refine your beliefs. #### Overview of the Course The course, spanning **eight weeks**, meticulously studies three seminal dialogues from Plato: **Euthyphro**, **Meno**, and **Republic** (Book I). It is structured to foster critical thinking, engaging students in the Socratic tradition of questioning their beliefs and assumptions. The first six weeks are devoted to the dialogues themselves, with the final two weeks exploring contemporary moral theory and moral psychology as footnotes to Plato's enduring relevance. Each week features content that encourages deeper engagement with Plato's ideas. You’ll grapple with fundamental concepts like justice, virtue, and morality, drawing connections between ancient philosophy and modern ethical discussions. #### Detailed Course Breakdown 1. **Euthyphro: Bad Dads, Good Arguments** - The course opens with the exploration of **Euthyphro**, setting the stage for understanding the nature of holiness. This dialogue serves as a springboard for broader discussions on ethics and morality, compelling you to consider real-life implications, especially regarding familial responsibilities and societal justice. 2. **Euthyphro: Two Problems** - Continuing the dialogue, students confront two central questions: what is holiness, and what should Euthyphro do regarding his father? This week pushes you to reflect not just theoretically, but in a meaningful context of moral action, further interweaving personal dilemmas with philosophical inquiries. 3. **Meno: What is Virtue?** - As we transition to **Meno**, the course poses the question: can virtue be taught? Through this dialogue, you meet complex characters and explore the intricate link between knowledge and virtue. The Socratic method shines here as students are encouraged to define and dissect the essence of virtue itself. 4. **Meno: Virtue - Geometry - Virtue** - Building on previous weeks, this segment refines the understanding of virtue as “mindfulness,” prompting students to consider the practical implications of living virtuously in everyday life. The dialogue's structure adds depth, encouraging students to engage with the material creatively. 5. **Republic, Book I: Again, With Fathers and Sons** - The course pivots to the **Republic**, where the exploration of justice unfolds through dialogues with various figures. This week prompts students to reflect on societal constructs and personal beliefs about justice, laying the groundwork for deeper philosophical engagement. 6. **Republic, Book I: Thrasymachus** - The finale of Book I brings Thrasymachus into the fray, introducing cynicism about justice as he posits that it is merely the advantage of the stronger. This pivotal moment incites substantial self-reflection and debate about power dynamics in morality, asking students to consider the complexities involved in ethical discussions. 7. **Moral Psychology** - Shifting gears, this module examines how moral psychology relates to the dialogues studied. Introducing contemporary thinkers like Jonathan Haidt, it invites students to compare historical and modern perspectives on morality, enriching their understanding of ethical behavior within societal contexts. 8. **Ethics and Ethnos** - Wrapping up with Joshua Greene’s insights, the course expands its focus to the tribal dynamics of morality and how they inform current ethical frameworks. This concluding week effectively ties the entire course together, encouraging students to reflect on their moral frameworks in light of both historical and contemporary issues. #### Final Thoughts and Recommendations **Recommendation:** I wholeheartedly recommend "Reason and Persuasion: Thinking Through Three Dialogues by Plato" for anyone interested in philosophy, ethics, or critical thinking. The course's strengths lie in its thoughtful structure, engaging lectures, and the opportunity for deep reflection. The ability to explore timeless ideas while also considering their relevance in today’s world makes this course not just an academic exercise, but a valuable tool for personal development. Whether you’re a philosophy novice or an experienced scholar, there’s something in this course for everyone. It's an excellent investment of your time, providing skills and insights that extend far beyond the realms of philosophy into everyday decision-making and ethical reasoning.

Syllabus

Plato's Euthyphro I: Bad Dads, Good Arguments

We start with Plato's "Euthyphro", a short dialogue in which Socrates debates the nature of holiness with a priest, Euthyphro. (The Bad Dad is Euthyphro's. Maybe. If he's a murderer. Do you think he's a murderer?) But mostly the videos for this first week and general and introductory. Plato, Socrates. Who are they? How should I read? For more detail, click "Advice About Reading", under "Overview", below.

This is our second week reading "Euthyphro". (But we hardly got into it last week!) The two problems are: 1) Should Euthyphro do? 2) What is holiness? Mostly the dialogue concerns 2) but 1) is there for a reason. Suppose a friend asks you for advice: 'I think dad murdered someone. What should I do?' Probably you wouldn't pull down the dictionary and look up 'holiness', right? But why not? Food for thought. This lesson also contains quite a bit of background about ancient Greek religion and law.

We're moving on to our next dialogue, Plato's "Meno". Meno is a slick fellow: sophist-in-training. He wants to know whether Socrates thinks virtue can be taught. Socrates doesn't even know what it is! Meno doesn't see the problem. He can talk about this stuff! But his tongue gets stung numb by the Socratic stingray. Overall, the dialogue has a peculiar virtue-geometry-virtue structure. And we meet two more characters: the boy, who learns geometry; the sturdy citizen, Anytus, who doesn't trust sophists. In this first "Meno" lesson, we don’t get past the poetry that introduces the geometry. (What's with that?) We consider difficulties defining ‘virtue’, and whether definitions are a good thing to ask for. We consider some oddities about virtue. Why does everything think they know what it is? And: is there any science around here?

We are still working on Plato’s “Meno”. This week we get to the geometry lesson and Socrates’ tentative definition/formula for success: virtue is mindfulness. That means: when you do things, you do them for the right reasons, and with knowledge of those reasons. That sounds good, but it’s kind of a high bar for humans to clear. Could it turns out that there is such a thing as virtue, only none of us have it?

We move on to Plato's "Republic". The subject is justice. Socrates investigates the nature of justice by envisioning a kind of Utopia, an ideal society, in which justice shall be evident because it is writ large – in the fabric of the City – and small – in the interstices of our very Souls. But we don’t get to that in our actual Plato reading, which is only Book I of "Republic". That’s like Chapter 1. There are 10 Books in all. In Book I Socrates debates three figures – the father, son and the sophist – each of whom has rather inadequate notions of justice, so it seems. Why read Book I by itself (apart from the fact that we obviously don’t have time to read the whole thing?) It works pretty well as a stand-alone text. It’s self-contained, even though Book 2 cracks it open to start over again. (Maybe originally it was written to stand alone, and only later Plato wrote the rest as a sequel? That’s just guessing.) In my commentary, and in the video lectures, I try to tell you what you need to know about "Republic", as a whole, to help frame this first bit of it.

We finish up “Republic”, Book I. We have gotten to Thrasymachus, the main attraction. He’s attractive-repulsive, as a person. ‘Justice is the advantage of the stronger!’ In this Lesson I lay out his views. I think it’s best to see him as suspended between a few theoretical possibilities, not really settled on one. But he’s definitely an egoist. But egoism and justice aren’t the same thing, are they? I relate the Thrasymachus material to the rest of “Republic”, in which a refined version of Thrasymachus’ view eventually receives a long, considerate response from Socrates. He builds Utopia to refute Thrasymachus. So the guy must be important.

We're done with Plato! Well, not really. The point is to prove we'll never be done with him! But we're moving on to contemporary moral psychology. This lesson is on moral psychology. How does the moral mind think – work, function? The moral brain. (Psychologists are natural scientists. They figure your mind is your brain although that identification can get puzzling, we shall see.) I discuss one figure in particular: Jonathan Haidt. A popular writer, with good ideas. Also, some bad ones (I say) so that makes it livelier. He knocks Plato. I try to knock back, sometimes on Plato’s behalf. Plato is obviously very concerned with moral psychology. So many colorful, mythic images of all that! Haidt ventures more than a short distance into philosophy, when he sallies forth to correct philosophers, ancient and modern, for doing bad psychology. All very interesting. And I hope, like me, you find having a bit of Plato under your belt, at this point, helps you to organize your thoughts, see positions and patterns. In the first lesson I compared studying Plato to learning chess gambits. No one knows how to win, outright. But some strategies are more ... winning. (But there are always standard defenses.) l A lot of scientific progress has been made in the study of the human mind. But there are a lot of deep, stubbornly un-dissolved conceptual mysteries hereabouts. That means a lot of ancient debate patterns – same old lines, same old counters to the old lines - stay relevant. It’s important to be able to say: hey, we learned something new today! But also: ah, this debate is a version of that old thing we’ve been batting back and forth for centuries! (Even though it’s got new stuff stuck on – fMRI data, or what have you.) Being able to see the old and the new isn’t everything, but it’s a start. Let’s get started.

One more week on moral psychology. We’re almost done! This week we’re still talking about Jonathan Haidt, but then I shift to consider as well, the work of another psychologist, who is also a philosopher (by training): Joshua Greene. I talk about his popular book, "Moral Tribes: Emotion, Reason, and the Gap Between Us And Them". (By ‘popular’ I mean: written for a popular, i.e. non-scholarly specialist audience. I think it sold ok, too. But I don’t really have knowledge of that.) Per the title, it’s about tribalism, which is a big theme in "Reason and Persuasion", from "Euthyphro" to "Republic". Aristotle said we are political animals, by which he meant: living in a Greek style polis is the best! But you know what’s way more popular? Being an ethnic animal. (Greek ethnoi = tribe.) We have an instinct to stick with ‘our own’: family, friends, party, country. How much do we know about what’s going on in the brain, when we are like that? How should the facts about our instincts figure in our moral philosophies?