Plato, born Aristocles, was an ancient Greek philosopher of the Classical period who is considered a foundational thinker in Western philosophy and an innovator of the written dialogue and dialectic forms. He raised problems for what became all the major areas of both theoretical philosophy and practical philosophy, and was the founder of the Platonic Academy, a philosophical school in Athens where Plato taught the doctrines that would later become known as Platonism.
The analogy of the divided line is presented by the Greek philosopher Plato in the Republic (509d–511e). It is written as a dialogue between Glaucon and Socrates, in which the latter further elaborates upon the immediately preceding analogy of the Sun at the former's request. Socrates asks Glaucon to not only envision this unequally bisected line but to imagine further bisecting each of the two segments. Socrates explains that the four resulting segments represent four separate 'affections' (παθήματα) of the psyche. The lower two sections are said to represent the visible while the higher two are said to represent the intelligible. These affections are described in succession as corresponding to increasing levels of reality and truth from conjecture to belief to thought (διάνοια) and finally to understanding. Furthermore, this analogy not only elaborates a theory of the psyche but also presents metaphysical and epistemological views.
The analogy of the Sun is found in the sixth book of The Republic (507b–509c), written by the Greek philosopher Plato as a dialogue between his brother Glaucon and Socrates, and narrated by the latter. Upon being urged by Glaucon to define goodness, a cautious Socrates professes himself incapable of doing so. Instead he draws an analogy and offers to talk about "the child of goodness". Socrates reveals this "child of goodness" to be the Sun, proposing that just as the Sun illuminates, bestowing the ability to see and be seen by the eye, with its light, so the idea of goodness illumines the intelligible with truth. While the analogy sets forth both epistemological and ontological theories, it is debated whether these are most authentic to the teaching of Socrates or its later interpretations by Plato.
Plato's allegory of the cave is an allegory presented by the Greek philosopher Plato in his work Republic to compare "the effect of education and the lack of it on our nature". It is written as a dialogue between Plato's brother Glaucon and his mentor Socrates and is narrated by the latter. The allegory is presented after the analogy of the Sun (508b–509c) and the analogy of the divided line (509d–511e).
Ancient Greek philosophy arose in the 6th century BC. Philosophy was used to make sense of the world using reason. It dealt with a wide variety of subjects, including astronomy, epistemology, mathematics, political philosophy, ethics, metaphysics, ontology, logic, biology, rhetoric and aesthetics. Greek philosophy continued throughout the Hellenistic period and later evolved into Roman philosophy.
The Symposium is a Socratic dialogue by Plato, dated c. 385 – 370 BC. It depicts a friendly contest of extemporaneous speeches given by a group of notable Athenian men attending a banquet. The men include the philosopher Socrates, the general and statesman Alcibiades, and the comic playwright Aristophanes. The panegyrics are to be given in praise of Eros, the god of love and sex.
Platonic love is a type of love in which sexual desire or romantic features are nonexistent or have been suppressed, sublimated, or purgated, but it means more than simple friendship.
The Form of the Good, or more literally translated "the Idea of the Good", is a concept in the philosophy of Plato. In Plato's Theory of Forms, in which Forms are defined as perfect, eternal, and changeless concepts existing outside space and time, the Form of the Good is the mysterious highest Form and the source of all the other Forms. It is a Platonic ideal.
Arete is a concept in ancient Greek thought that, in its most basic sense, refers to "excellence" of any kind—especially a person or thing's "full realization of potential or inherent function." The term may also refer to excellence in "moral virtue."
Meno is a Socratic dialogue written by Plato. Meno begins the dialogue by asking Socrates whether virtue is taught, acquired by practice, or comes by nature. In order to determine whether virtue is teachable or not, Socrates tells Meno that they first need to determine what virtue is. When the characters speak of virtue, or rather arete, they refer to virtue in general, rather than particular virtues, such as justice or temperance. The first part of the work showcases Socratic dialectical style; Meno, unable to adequately define virtue, is reduced to confusion or aporia. Socrates suggests that they seek an adequate definition for virtue together. In response, Meno suggests that it is impossible to seek what one does not know, because one will be unable to determine whether one has found it.
The Phaedrus, written by Plato, is a dialogue between Socrates, and Phaedrus, an interlocutor in several dialogues. The Phaedrus was presumably composed around 370 BC, about the same time as Plato's Republic and Symposium. Although ostensibly about the topic of love, the discussion in the dialogue revolves around the art of rhetoric and how it should be practiced, and dwells on subjects as diverse as metempsychosis and erotic love, and the nature of the human soul shown in the famous Chariot Allegory.
Thomas Taylor was an English translator and Neoplatonist, the first to translate into English the complete works of Aristotle and of Plato, as well as the Orphic fragments.
Phædo or Phaedo, also known to ancient readers as On The Soul, is one of the best-known dialogues of Plato's middle period, along with the Republic and the Symposium. The philosophical subject of the dialogue is the immortality of the soul. It is set in the last hours prior to the death of Socrates, and is Plato's fourth and last dialogue to detail the philosopher's final days, following Euthyphro, Apology, and Crito.
Republic is a Socratic dialogue, authored by Plato around 375 BC, concerning justice, the order and character of the just city-state, and the just man. It is Plato's best-known work, and one of the world's most influential works of philosophy and political theory, both intellectually and historically.
Platonism is the philosophy of Plato and philosophical systems closely derived from it, though contemporary Platonists do not necessarily accept all doctrines of Plato. Platonism has had a profound effect on Western thought. At the most fundamental level, Platonism affirms the existence of abstract objects, which are asserted to exist in a third realm distinct from both the sensible external world and from the internal world of consciousness, and is the opposite of nominalism. This can apply to properties, types, propositions, meanings, numbers, sets, truth values, and so on. Philosophers who affirm the existence of abstract objects are sometimes called Platonists; those who deny their existence are sometimes called nominalists. The terms "Platonism" and "nominalism" also have established senses in the history of philosophy. They denote positions that have little to do with the modern notion of an abstract object.
Nous, from Greek: νοῦς, is a concept from classical philosophy, sometimes equated to intellect or intelligence, for the faculty of the human mind necessary for understanding what is true or real.
Substantial form is a central philosophical concept in Aristotelianism and, afterwards, in Scholasticism. The form is the idea, existent or embodied in a being, that completes or actualizes the potentiality latent in the matter composing the being itself. For Aristotle, in fact, matter is the basis of all that exists; it comprises the potentiality of everything, but of itself is not actually anything. A determinate thing only comes into being when the potentiality in matter is converted into actuality; this is achieved by the substantial form. It is substantial because it is the principle by which a material kind of thing is recognised as such.
Plato's theory of thesoul, which was inspired various by the teachings of Socrates, considered the psyche to be the essence of a person, being that which decides how people behave. Plato considered this essence to be an incorporeal, eternal occupant of a person's being. Plato said that even after death, the soul exists and is able to think. He believed that as bodies die, the soul is continually reborn (metempsychosis) in subsequent bodies. Plato divided the soul into three parts: the logistikon (reason), the thymoeides, and the epithymetikon.
In philosophy and specifically metaphysics, the theory of Forms, theory of Ideas, Platonic idealism, or Platonic realism is a theory widely credited to the Classical Greek philosopher Plato. The theory suggests that the physical world is not as real or true as "Forms". According to this theory, Forms—conventionally capitalized and also commonly translated as "Ideas"—are the non-physical, timeless, absolute, and unchangeable essences of all things, of which objects and matter in the physical world are merely imitations. Plato speaks of these entities only through the characters in his dialogues who sometimes suggest that these Forms are the only objects of study that can provide knowledge.
In Plato's theory of epistemology, anamnesis refers to the recollection of innate knowledge acquired before birth. The concept posits the claim that learning involves the act of rediscovering knowledge from within oneself. This stands in contrast to the opposing doctrine known as empiricism, which posits that all knowledge is derived from experience and sensory perception. Plato develops the theory of anamnesis in his Socratic dialogues: Meno, Phaedo, and Phaedrus.
