Thomas Eisele explores the premise that the Socratic method of
inquiry need not teach only negative lessons (showing us what we do
not know, but not what we do know). Instead, Eisele contends, the
Socratic method is cyclical: we start negatively by recognizing our
illusions, but end positively through a process of recollection
performed in response to our disillusionment, which ultimately
leads to renewal. Thus, a positive lesson about our resources as
philosophical investigators, as students and teachers, becomes
available to participants in Socrates' robust conversational
inquiry.
"Bitter Knowledge "includes Eisele's detailed readings of
Socrates' teaching techniques in three fundamental Platonic
dialogues, "Protagoras, Meno," and "Theaetetus," as well as his
engagement with contemporary authorities such as Gregory Vlastos,
Martha Nussbaum, and Stanley Cavell. Written in a highly engaging
and accessible style, this book will appeal to students and
scholars in philosophy, classics, law, rhetoric, and education.
"This book is original, fresh, and of very high quality, opening
up these Platonic texts, central to Western culture, in new ways.
In addition, it establishes a method that others can use and apply
to the other dialogues. It would be a wonderful text to assign in
courses in philosophy, basic humanities, education, and law."
--James Boyd White, University of Michigan
"Through his thoughtful and incisive readings of Plato, Thomas
Eisele puts Socrates in a new light. In Eisele's hands, Socrates
offers us a method not simply for philosophy but for the challenges
of life and mind. This superb book builds on the great readings of
Plato, adding to the richness of our understanding of the enigmatic
figure of Socrates. These are profound readings of Plato." --Dennis
Patterson, Rutgers University School of Law
"Eisele's book is much more than an erudite, seductive, and
imaginative exploration of three central Platonic dialogues. It is
also a fine general treatment of philosophy, discussing the kind of
finality or closure to which philosophical questions are
susceptible and the appropriate stance of the inquirer. It
considers the pedagogy of philosophy and law brilliantly." --Thomas
Morawetz, University of Connecticut School of Law
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