Who is the Philosopher?
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This document discusses the definition and nature of philosophy. It begins by defining philosophy as "the love of wisdom". It then explores philosophy as an educational process involving turning away from the shadows of human knowledge towards divine ideas and truth. It discusses Socrates' view of philosophy as an ascent towards eternal concepts using questioning and refutation to better understand ideas. The document also notes how philosophers who challenged the status quo were sometimes met with political conflict and even death. Overall, the document portrays philosophy as a pursuit of wisdom and truth through education, questioning, and contemplation of divine ideas.
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Dalam Torah dituliskan bahwa pada akhir jaman saat kedatangan Sang Messiah maka dunia akan Pesta Kulit Leviathan.
3 53Socrates, PlatoThus the soul, since it is immort.docx
Socrates was an influential Athenian philosopher who lived in the 5th century BCE. He did not write anything himself but is known through Plato's dialogues. Socrates used the "Socratic method" of questioning beliefs and examining definitions to discover philosophical truths. Plato was Socrates' most famous student. He founded the Academy, one of the earliest institutions of higher education. Plato's "Theory of Forms" held that true reality exists in eternal, unchanging Forms like Beauty itself, not in the changing physical world. Forms are grasped intellectually and provide the standard against which physical objects are measured.
353Socrates, PlatoThus the soul, since it is immorta.docx
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
brilliant debater, and he was idolized by many youn.
Chapter 1The Allegory of the CaveAt the beginning of Book VII .docx
Chapter 1
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, me.
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The Allegory of the CaveAt the beginning of Book VII of Plato’s .docx
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
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Socrates was an influential Athenian philosopher who lived in the 5th century BCE. He did not write anything himself but is known through Plato's dialogues. Socrates used the "Socratic method" of questioning beliefs and examining definitions to discover philosophical truths. Plato was Socrates' most famous student. He founded the Academy, one of the earliest institutions of higher education. Plato's "Theory of Forms" held that true reality exists in eternal, unchanging Forms like Beauty itself, not in the changing physical world. Forms are grasped intellectually and provide the standard against which physical objects are measured.
353Socrates, PlatoThus the soul, since it is immorta.docx
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
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Chapter 1The Allegory of the CaveAt the beginning of Book VII .docx
Chapter 1
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
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This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, me.
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2) According to existentialism, existence precedes essence - people exist first and then define themselves through their choices rather than having a fixed essence.
3) Sartre's existentialism emphasizes the states of forlornness, anguish, and despair that result from individual freedom and responsibility in a world without God or inherent purpose.
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The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
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This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, meaning “to .
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2) Plato and Aristotle laid the foundations of Western philosophy between the 6th-4th century BCE. Plato believed in two worlds, the physical and perfect worlds, and that we perceive shadows of true forms.
3) Plato's analogy of the cave illustrates that most people are imprisoned by their limited perceptions, and the journey to truth is philosophical. Forms like justice exist beyond normal perception in the perfect world.
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This document provides an agenda and background information for a class discussion on Plato's "Allegory of the Cave" from The Republic. It includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy.
2. Discussion questions about the allegory, Plato's rhetorical strategies, and themes of perception and reality.
3. An assignment for students to complete a group project drawing and labeling aspects of the cave.
4. An announcement of the upcoming Essay #4 assignment on privilege and perspective, prompting students to read selections from Cicero, Thoreau, Plato and Woolf to prepare.
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3) It briefly summarizes Plato's Allegory of the Cave, which describes how prisoners chained in a cave only see shadows on the cave wall and must free themselves to discover the real world outside.
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- An explanation of Plato's "Allegory of the Cave" and its depiction of prisoners chained in a cave seeing only shadows on the wall.
- Discussion questions for critically analyzing the allegory and its exploration of perspectives on reality and knowledge.
- An assignment for students to analyze the allegory in groups and discuss Plato's rhetorical strategies and themes of perspective and privilege.
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Plato was a famous Greek philosopher born in 427 BC. He founded the Academy in Athens, one of the earliest known institutions of higher learning. His most famous work is The Republic, which uses the allegory of the cave to discuss the relationship between perception and reality. The allegory imagines people chained in a cave their whole lives, seeing only shadows on the cave wall from objects passing behind them. It explores what would happen if one of the prisoners was freed and brought to the outside world. Both The Republic and the allegory of the cave had significant influence on Western philosophy and political thought.
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The Republic VII. 514A–521B
Candidates should be able to demonstrate
knowledge and understanding of what might be
represented in the Analogy of the Cave by the
following:
• the prisoners, the shadows, the cave itself, the
outside world, the sun, the journey out of the
cave and the return to the prisoners.
Candidates should be able to discuss critically
the validity of the points being made in this
analogy.
Plato: the concept of the Forms;
the Form of the Good
Candidates should understand what Plato meant
by ‘Forms’ and be able to demonstrate
knowledge and understanding of:
• the relation between concepts and
phenomena;
• the concept of ‘Ideals’;
• the relation between the Form of the Good
and the other Forms.
Candidates should be able to discuss critically
the validity of the above points.
Aristotle: ideas about cause and purpose in
relation to God
Metaphysics Book 12
Candidates should be able to demonstrate
knowledge and understanding of:
• Aristotle’s understanding of material, efficient,
formal and final cause;
• Aristotle’s concept of the Prime Mover.
Candidates should be able to discuss critically
the validity of the above points.
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1) The document discusses Plato's life and philosophical works, including his dialogue "The Allegory of the Cave."
2) It provides an overview of Plato's biography, influences, the founding of his Academy, and summaries of key dialogues like The Republic.
3) The document also outlines rhetorical strategies used in Plato's dialogues like allegory and questions for critically analyzing "The Allegory of the Cave."
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The document provides an introduction to John Locke and his major work "An Essay Concerning Human Understanding". It discusses that Locke believed all ideas come from experience through sensation or reflection. He defined knowledge as the perception of relationships between ideas. Locke distinguished reason from faith, stating that revelation can enlarge but not contradict reason. The document also examines Locke's views on the value of knowledge and the grounds of assenting to propositions.
Notes
This document summarizes key concepts in philosophy including:
1) Reason and revelation are two approaches to assessing religious claims, through reasoned arguments or revelations respectively. Deductive and inductive reasoning are also discussed.
2) Plato and Aristotle laid the foundations of Western philosophy between the 6th-4th century BCE. Plato believed in two worlds, the physical and perfect worlds, and that we perceive shadows of true forms.
3) Plato's analogy of the cave illustrates that most people are imprisoned by their limited perceptions, and the journey to truth is philosophical. Forms like justice exist beyond normal perception in the perfect world.
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This document provides an agenda and background information for a class discussion on Plato's "Allegory of the Cave" from The Republic. It includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy.
2. Discussion questions about the allegory, Plato's rhetorical strategies, and themes of perception and reality.
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The document summarizes key aspects of ancient Greek philosophy and mythology:
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2) It compares the philosophies of Plato and Aristotle, with Plato believing ideas are more real than physical things, while Aristotle emphasized investigating the physical world.
3) It briefly summarizes Plato's Allegory of the Cave, which describes how prisoners chained in a cave only see shadows on the cave wall and must free themselves to discover the real world outside.
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Plato's "Allegory of the Cave" will be discussed in class. Students will be introduced to a biography of Plato and the rhetorical strategies he uses. They will consider questions for critically reading Plato's allegory and discuss it in groups. Finally, the class will be introduced to the topic of Essay #4 on privilege and perspective, which students will write in two hours using a blue book.
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This document provides an overview of Plato and his work "The Allegory of the Cave" from The Republic. It includes:
- A brief biography of Plato, his philosophical influences, and his founding of the Academy in Athens.
- An explanation of Plato's "Allegory of the Cave" and its depiction of prisoners chained in a cave seeing only shadows on the wall.
- Discussion questions for critically analyzing the allegory and its exploration of perspectives on reality and knowledge.
- An assignment for students to analyze the allegory in groups and discuss Plato's rhetorical strategies and themes of perspective and privilege.
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Plato was a famous Greek philosopher born in 427 BC. He founded the Academy in Athens, one of the earliest known institutions of higher learning. His most famous work is The Republic, which uses the allegory of the cave to discuss the relationship between perception and reality. The allegory imagines people chained in a cave their whole lives, seeing only shadows on the cave wall from objects passing behind them. It explores what would happen if one of the prisoners was freed and brought to the outside world. Both The Republic and the allegory of the cave had significant influence on Western philosophy and political thought.
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This document provides an agenda and background information for a class discussing Plato's "Allegory of the Cave" and introducing an essay assignment on privilege and perspective. It includes a biography of Plato detailing his life, influences, works and the Academy he founded. It also presents discussion questions for critical reading of "The Allegory of the Cave" and instructions for an upcoming in-class essay.
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Plato's "Allegory of the Cave" will be discussed in class. Students will be introduced to a group project where they will draw and label a picture of Plato's Cave, and consider the rhetorical strategies and questions for critical reading of the allegory. Essay #4 on privilege and perspective will be introduced, prompting students to respond to questions on Plato or Virginia Woolf for a 500-750 word essay to be written in class.
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Candidates should be able to demonstrate
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represented in the Analogy of the Cave by the
following:
• the prisoners, the shadows, the cave itself, the
outside world, the sun, the journey out of the
cave and the return to the prisoners.
Candidates should be able to discuss critically
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analogy.
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Candidates should understand what Plato meant
by ‘Forms’ and be able to demonstrate
knowledge and understanding of:
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phenomena;
• the concept of ‘Ideals’;
• the relation between the Form of the Good
and the other Forms.
Candidates should be able to discuss critically
the validity of the above points.
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relation to God
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Candidates should be able to demonstrate
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formal and final cause;
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Candidates should be able to discuss critically
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1) The document discusses Plato's life and philosophical works, including his dialogue "The Allegory of the Cave."
2) It provides an overview of Plato's biography, influences, the founding of his Academy, and summaries of key dialogues like The Republic.
3) The document also outlines rhetorical strategies used in Plato's dialogues like allegory and questions for critically analyzing "The Allegory of the Cave."
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This document outlines an introductory course on perspectives of Western and Islamic philosophy. It will consist of 9 monthly lectures covering topics such as epistemology, metaphysics, philosophy of mind and religion. The first lecture provides an introduction to philosophy and will distinguish between Western perspectives of idealism and realism. It will also discuss Plato's allegory of the cave and Aristotle's rejection of the theory of forms. The second lecture will cover Islamic perspectives on perception, including the notion of fixed realities and a world of images. It will also discuss other ontological theories in Islamic philosophy and synthesize Islamic and Western views. The next lecture will be on the philosophy of science.
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Plato's allegory of the cave describes the journey from ignorance to knowledge. Prisoners are chained in a cave seeing only shadows on the wall from objects carried behind them. One prisoner is freed and sees the real objects, experiencing pain from the light. After adjusting, he understands the shadows were not reality. If he returns to the cave, his knowledge is ridiculed. Plato uses this to represent the intellectual journey from opinions based on appearances to true knowledge grasped by reason. His divided line further shows progressing from lower to higher thought - from images to intelligence of the forms.
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Thales is considered one of the earliest known philosophers. He lived in Miletus and was part of the Milesian school of philosophy. Thales believed that water was the fundamental substance that all things were made of. He is known for making early contributions to geometry and accurately predicting a solar eclipse. Other pre-Socratic philosophers such as Anaximander and Parmenides built upon Thales' ideas and developed their own theories about the nature of reality.
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Thales of Miletus is considered the first Western philosopher. He lived in the 6th century BCE and was interested in determining the fundamental substance or "stuff" that all things are made of. He believed that despite the diversity of things in the world, there was one underlying material they were all composed of. This marked the beginning of philosophy in seeking to understand reality through reason rather than mythology. The study of philosophy then branched out to include questions about the nature of knowledge, ethics, politics, and aesthetics. Philosophers use tools like questioning, logical reasoning, and reflection to have thoughtful discussions and debates to get closer to the truth.
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Who is the Philosopher?
- 2. Who is the Philosopher?
- 3. [1] LOVE OF WISDOM [2] PHILOSOPHY AS EDUCATION [3] THE ASCENT TO ETERNAL IDEAS [4] REFUTATION AND PERPLEXITY [5] POLITICAL CONFLICT [6] THE HUMAN TENSION
- 4. Philosophy = philo sophia philo = love of sophia = wisdom Philosophy = the love of wisdom [1] LOVE OF WISDOM
- 5. PYTHAGORAS (570-495 BC) “But Pythagoras was the first to call himself a philosopher; for, said he, no one is wise but God.”
- 6. [2] PHILOSOPHY AS EDUCATION “So education wouldn’t appear to be a matter of flipping a coin, but of turning around a soul out of a day more like night to a true day, namely an ascent to what is, which is exactly what we’re going to claim true philosophy is.” (Republic, 521c)
- 7. The Allegory of the Cave Turning away from the human realm and human knowledge towards the divine realm and divine knowledge. The human realm is a shadowy imitation of the divine realm. The divine is more real. The life outside of the cave is more real. Knowledge is not just useful; it changes our very being.
- 8. [3] THE ASCENT TO ETERNAL IDEAS “Bear in mind then that I did not bid you tell me one or two of the many pious actions but that form itself that makes all pious actions pious . . . . Tell me then what this form itself is, so that I may look upon it and, [use] it as a model . . . .” (Euthyphro, 6d-e)
- 9. Diotima’s Ladder of Love “Starting from individual beauties, the quest for universal beauty must find him ever mounting the heavenly ladder, stepping from rung to rung . . . until at last he comes to know what beauty is.” (Symposium, 211c)
- 13. [4] REFUTATION AND PERPLEXITY “But Socrates, I have no way of saying what I mean, for whatever proposition we put forwards goes around and refuses to stay put where we establish it.” (Euthyphro, 11b)
- 14. “I would rather have your statements to me remain unmoved than possess the wealth of Tantalus as well as the cleverness of Daedalus.” (Euthyphro, 11e)
- 15. [5] POLITICAL CONFLICT “And as for anyone who attempted to release [the prisoners] and lead them up, if they had the power in any way to get him into their hands and kill him, wouldn’t they kill him?” (Republic, 517a)
- 17. [6] THE HUMAN TENSION