If you've ever wondered why Plato staged Timaeus as a kind of
sequel to Republic, or who its unnamed missing fourth might be; or
why he joined Critias to Timaeus, and whether or not that strange
dialogue is unfinished; or what we should make of the written
critique of writing in Phaedrus, and of that dialogue's apparent
lack of unity; or what is the purpose of the long discussion of the
One in the second half of Parmenides, and how it relates to the
objections made to the Theory of Forms in its first half; or if the
revisionists or unitarians are right about Philebus, and why its
Socrates seems less charming than usual, or whether or not Cratylus
takes place after Euthyphro, and whether its far-fetched
etymologies accomplish any serious philosophical purpose; or why
the philosopher Socrates describes in the central digression of
Theaetetus is so different from Socrates himself; then you will
enjoy reading the continuation of William H. F. Altman's Plato the
Teacher: The Crisis of the Republic (Lexington; 2012), where he
considers the pedagogical connections behind "the post-Republic
dialogues" from Timaeus to Theaetetus in the context of "the
Reading Order of Plato's dialogues."
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