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Poetic Justice : Rereading Plato's "Republic"
by Frank, Jill

Overview -
When Plato wrote his dialogues, written texts were disseminated primarily by performance and oral recitation. Literacy, however, was spreading, and Frank is the first to point out that the dialogues offer two distinct ways of learning to read. One method treats learning to read as being led to true beliefs about letters and syllables by an authoritative teacher. The other method, recommended by Socrates, focuses on learning to read by trial and error, and on the opinions learners come to have based on their own fallible experiences. In all the dialogues in which these methods appear, learning to read is likened to coming to know, and the significant differences between the two methods are at the center of Frank's argument. When learning to read is understood as a practice of assimilating true beliefs by an authoritative teacher, it reflects the dominant scholarly account of Plato's philosophy as authoritative knowledge and of Plato's politics as, if not authoritarian, then at least anti-democratic. Rulers should have such authoritative knowledge and be philosopher-kings. However, learning to read or coming to know by way of Socrates' method, leads to quite a different set of conclusions. Professor Frank resists the claim that Plato's dialogues seek to endorse or enforce a hierarchy of knowledge and politics. Instead, she argues that they offer a philosophical education in self-authorization by representing and enacting challenges to all claims to expert authority, including those of philosophy.

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Midtown Scholar Bookstore
Harrisburg, PA, USA

Poetic Justice Rereading Plato's Poetic Justice Rereading Plato's "Republic" (Paperback)
Pub. Date: 2018
Publisher: University of Chicago Press
Price: $26.00
Seller: Michener & Rutledge Bookseller, Baldwin City, KS, USA
Description: 9780226515779.
Condition: As New
Notes: Text clean and tight; 8vo 8"-9" tall; 264 pages.
Poetic Justice: Rereading Plato's Poetic Justice: Rereading Plato's "Republic" (Paperback)
Pub. Date: 2018
Publisher: University of Chicago Press
Price: $26.76
Seller: Midtown Scholar Bookstore, Harrisburg, PA, USA
Description: G-Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name-GOOD Standard-sized.
 
 
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    Poetic Justice: Rereading Plato's "republic" (Trade paperback)
    Pub. Date: 2018
    Publisher: University of Chicago Press
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    Poetic Justice: Rereading Plato's Republic (Trade paperback)
    Pub. Date: 2018
    Publisher: University of Chicago Press
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    Notes: Trade paperback (US). Glued binding. 288 p. Contains: Illustrations, black & white.

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    Poetic Justice: Rereading Plato's Republic (Trade paperback)
    Pub. Date: 2018
    Publisher: University of Chicago Press
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    Notes: Trade paperback (US). Glued binding. 288 p. Contains: Illustrations, black & white.

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    Poetic Justice: Rereading Plato's Republic (Paperback)
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    Poetic Justice – Rereading Plato`S "Republic" (Softcover)
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    Poetic Justice (Trade paperback)
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    Poetic Justice – Rereading Plato's "Republic" (Softcover)
    Pub. Date: 2018
    Publisher: Univ of Chicago Pr
    Description: 288 pages. 9.00x6.00x0.75 inches.
    Condition: New

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    Poetic Justice: Rereading Plato's Republic (Trade paperback)
    Pub. Date: 2018
    Publisher: University of Chicago Press
    Condition: New.
    Notes: Trade paperback (US). Glued binding. 288 p. Contains: Illustrations, black & white.

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    Poetic Justice (Trade paperback)
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More About Poetic Justice by Frank, Jill
 
 
 
Overview

When Plato wrote his dialogues, written texts were disseminated primarily by performance and oral recitation. Literacy, however, was spreading, and Frank is the first to point out that the dialogues offer two distinct ways of learning to read. One method treats learning to read as being led to true beliefs about letters and syllables by an authoritative teacher. The other method, recommended by Socrates, focuses on learning to read by trial and error, and on the opinions learners come to have based on their own fallible experiences. In all the dialogues in which these methods appear, learning to read is likened to coming to know, and the significant differences between the two methods are at the center of Frank's argument. When learning to read is understood as a practice of assimilating true beliefs by an authoritative teacher, it reflects the dominant scholarly account of Plato's philosophy as authoritative knowledge and of Plato's politics as, if not authoritarian, then at least anti-democratic. Rulers should have such authoritative knowledge and be philosopher-kings. However, learning to read or coming to know by way of Socrates' method, leads to quite a different set of conclusions. Professor Frank resists the claim that Plato's dialogues seek to endorse or enforce a hierarchy of knowledge and politics. Instead, she argues that they offer a philosophical education in self-authorization by representing and enacting challenges to all claims to expert authority, including those of philosophy.

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Details
  • PID: 16142169657
  • ISBN-13: 9780226515779
  • Publisher: University of Chicago Press
  • Seller: Midtown Scholar Bookstore
    Description: VG-Crisp, clean, unread book with some shelfwear/edgewear, may have a remainder mark-NICE PAPERBACK Standard-sized.
    Condition: Very good