This book argues that Cicero deserves to be spoken of with more respect and to be studied with greater care. Using Plato's influence on Cicero's life and writings as a clue, Altman reveals the ineffable combination of qualities-courage, originality, intelligence, sparkling wit, subtlety, deep respect for his teacher, and deadly seriousness of purpose-that enabled Cicero not only to revive Platonism, but also to rival Plato himself.

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."

With Ascent to the Beautiful, William H. F. Altman completes his five-volume reconstruction of the Reading Order of the Platonic dialogues. Although published last, this book covers Plato's elementary dialogues, grappling from the start with F. D. E. Schleiermacher, who created an enduring prejudice against the works Plato wrote for beginners. Recognized in antiquity as the place to begin, Alcibiades Major was banished from the canon but it was not alone: with the exception of Protagoras and Symposium, Schleiermacher rejected as inauthentic all seven of the dialogues this book places between them. In order to prove their authenticity, Altman illuminates their interconnections and shows how each prepares the student to move beyond self-interest to gallantry, and thus from the doctrinal intellectualism Aristotle found in Protagoras to the emergence of philosophy as intermediate between wisdom and ignorance in Symposium en route to Diotima's ascent to the transcendent Beautiful. Based on the hypothesis that it was his own eminently teachable dialogues that Plato taught-and bequeathed to posterity as his Academy's eternal curriculum-Ascent to the Beautiful helps the reader to imagine the Academy as a school and to find in Plato the brilliant teacher who built on Homer, Thucydides, and Xenophon.

At the crisis of his Republic, Plato asks us to imagine what could possibly motivate a philosopher to return to the Cave voluntarily for the benefit of others and at the expense of her own personal happiness. This book shows how Plato has prepared us, his students, to recognize that the sun-like Idea of the Good is an infinitely greater object of serious philosophical concern than what is merely good for me, and thus why neither Plato nor his Socrates are eudaemonists, as Aristotle unquestionably was. With the transcendent Idea of Beauty having been made manifest through Socrates and Diotima, the dialogues between Symposium and Republic-Lysis, Euthydemus, Laches, Charmides, Gorgias, Theages, Meno, and Cleitophon- prepare the reader to make the final leap into Platonism, a soul-stirring idealism that presupposes the student's inborn awareness that there is nothing just, noble, or beautiful about maximizing one's own good. While perfectly capable of making the majority of his readers believe that he endorses the harmless claim that it is advantageous to be just and thus that we will always fare well by doing well, Plato trains his best students to recognize the deliberate fallacies and shortcuts that underwrite these claims, and thus to look beyond their own happiness by the time they reach the Allegory of the Cave, the culmination of a carefully prepared Ascent to the Good.

Leo Strauss's connection with Martin Heidegger and Carl Schmitt suggests a troubling proximity to National Socialism but a serious critique of Strauss must begin with F. H. Jacobi. While writing his dissertation on this apparently Christian opponent of the Enlightenment, Strauss discovered the tactical principles that would characterize his lifework: writing between the lines, a faith-based critique of rationalism, the deliberate secularization of religious language for irreligious purposes, and an "all or nothing" antagonism to middling solutions. Especially the latter is distinctive of his Zionist writings in the 1920s where Strauss engaged in an ongoing polemic against Cultural Zionism, attacking it first from an orthodox, and then from an atheist's perspective. In his last Zionist article (1929), Strauss mentions "the Machiavellian Zionism of a Nordau that would not fear to use the traditional hope for a Messiah as dynamite." By the time of his "change of orientation," National Socialism was being led by a nihilistic "Messiah" while Strauss had already radicalized Schmitt's "political theology" and Heidegger's deconstruction of the ontological Tradition. Central to Strauss's advance beyond the smartest Nazis is his "Second Cave" in which he claimed modern thought is imprisoned: only by escaping Revelation can we recover "natural ignorance." By using pseudo-Platonic imagery to illustrate what anti-Semites called "Jewification," Strauss attempted to annihilate the common ground, celebrated by Hermann Cohen, between Judaism and Platonism. Unlike those who attacked Plato for devaluing nature at the expense of the transcendent Idea, the emigre Strauss effectively employed a new "Plato" who was no more a Platonist than Nietzsche or Heidegger had been. Central to Strauss's "Platonic political philosophy" is the mysterious protagonist of Plato's Laws whom Strauss accurately recognized as the kind of Socrates whose fear of death would have caused him to flee the hemlock. Any reader who recognizes the unbridgeable gap between the real Socrates and Plato s Athenian Stranger will understand why the German Stranger is the principal theoretician of an atheistic re-enactment of religion, of which genus National Socialism is an ultra-modern species.

Based on a conception of Reading Order introduced and developed in his Plato the Teacher: The Crisis of the Republic (Lexington; 2012) and The Guardians in Action: Plato the Teacher and the Post-Republic Dialogues from Timaeus to Theaetetus (Lexington; 2016), William H. F. Altman now completes his study of Plato's so-called "late dialogues" by showing that they include those that depict the trial and death of Socrates. According to Altman, it is not Order of Composition but Reading Order that makes Euthyphro, Apology of Socrates, Crito, and Phaedo "late dialogues," and he shows why Plato's decision to interpolate the notoriously "late" Sophist and Statesman between Euthyphro and Apology deserves more respect from interpreters. Altman explains this interpolation-and another, that places Laws between Crito and Phaedo-as part of an ongoing test Plato has created for his readers that puts "the Guardians on Trial." If we don't recognize that Socrates himself is the missing Philosopher that the Eleatic Stranger never actually describes-and also the antithesis of the Athenian Stranger, who leaves Athens in order to create laws for Crete-we pronounce ourselves too sophisticated to be Plato's Guardians, and unworthy of the Socratic inheritance.

In a 1934 speech, marking the Twenty-fifth Reunion of his high school class, Martin Heidegger spoke eloquently of classmates killed in the Great War and called on his audience to recognize that the national rebirth now occuring in Hitler's Germany must continue to draw inspiration from the war dead. In this process, he refers to the war of 1914-1918 as "the First World War." Since the condition for the possibility of "the First" is a Second World War, Martin Heidegger and the First World War raises the question: how could Heidegger have already known in 1934 that another war was coming? The answer is to be found by reading Being and Time (1927) as a funeral oration for the warriors of the Great War, a reading that validates Heidegger's paradoxical claim that the genuinely historical must emerge from the future. By using Lincoln's "Gettysburg Address" as an archetype of the genre, William H. F. Altman shows that Heidegger's concept of temporality in Being and Time replicates the way past, present, and future interweave in the classic funeral oration and argues that if there is a visible path connecting Being and Time to its author's subsequent decision for National Socialism, it runs through the trenches of the Great War and its author's successful attempt to evade them. The analysis and conclusions in this book will be of great value to students and scholars interested in philosophy, history, intellectual history, German studies, and political science.

When careful consideration is given to Nietzsche's critique of Platonism and to what he wrote about Bismarck, Kaiser Wilhelm, and to Germany's place in "international relations" (die Grosse Politik), the philosopher's carefully cultivated "pose of untimeliness" is revealed to be an imposture. As William H. F. Altman demonstrates, Nietzsche should be recognized as the paradigmatic philosopher of the Second Reich, the short-lived and equally complex German Empire that vanished in World War One. Since Nietzsche is a brilliant stylist whose seemingly disconnected aphorisms have made him notoriously difficult for scholars to analyze, Friedrich Wilhelm Nietzsche is presented in Nietzsche's own style in a series of 155 brief sections arranged in five discrete "Books," a structure modeled on Daybreak. All of Nietzsche's books are considered in the context of the close and revealing relationship between "Friedrich Wilhelm Nietzsche" (named by his patriotic father after the King of Prussia) and the Second Reich. In "Preface to 'A German Trilogy,'" Altman joins this book to two others already published by Lexington Books: Martin Heidegger and the First World War: Being and Time as Funeral Oration and The German Stranger: Leo Strauss and National Socialism.

In this unique and important book, William Altman shines a light on the pedagogical technique of the playful Plato, especially his ability to create living discourses that directly address the student. Reviving an ancient concern with reconstructing the order in which Plato intended his dialogues to be taught as opposed to determining the order in which he wrote them, Altman breaks with traditional methods by reading Plato's dialogues as a multiplex but coherent curriculum in which the Allegory of the Cave occupies the central place. His reading of Plato's Republic challenges the true philosopher to choose the life of justice exemplified by Socrates and Cicero by going back down into the Cave of political life for the sake of the greater Good.

When careful consideration is given to Nietzsche's critique of Platonism and to what he wrote about Bismarck, Kaiser Wilhelm, and to Germany's place in "international relations" (die Grosse Politik), the philosopher's carefully cultivated "pose of untimeliness" is revealed to be an imposture. As William H. F. Altman demonstrates, Nietzsche should be recognized as the paradigmatic philosopher of the Second Reich, the short-lived and equally complex German Empire that vanished in World War One. Since Nietzsche is a brilliant stylist whose seemingly disconnected aphorisms have made him notoriously difficult for scholars to analyze, Friedrich Wilhelm Nietzsche is presented in Nietzsche's own style in a series of 155 brief sections arranged in five discrete "Books," a structure modeled on Daybreak. All of Nietzsche's books are considered in the context of the close and revealing relationship between "Friedrich Wilhelm Nietzsche" (named by his patriotic father after the King of Prussia) and the Second Reich. In "Preface to 'A German Trilogy,'" Altman joins this book to two others already published by Lexington Books: Martin Heidegger and the First World War: Being and Time as Funeral Oration and The German Stranger: Leo Strauss and National Socialism.

In a 1934 speech, marking the Twenty-fifth Reunion of his high school class, Martin Heidegger spoke eloquently of classmates killed in the Great War and called on his audience to recognize that the national rebirth now occuring in Hitler's Germany must continue to draw inspiration from the war dead. In this process, he refers to the war of 1914-1918 as "the First World War." Since the condition for the possibility of "the First" is a Second World War, Martin Heidegger and the First World War raises the question: how could Heidegger have already known in 1934 that another war was coming? The answer is to be found by reading Being and Time (1927) as a funeral oration for the warriors of the Great War, a reading that validates Heidegger's paradoxical claim that the genuinely historical must emerge from the future. By using Lincoln's "Gettysburg Address" as an archetype of the genre, William H. F. Altman shows that Heidegger's concept of temporality in Being and Time replicates the way past, present, and future interweave in the classic funeral oration and argues that if there is a visible path connecting Being and Time to its author's subsequent decision for National Socialism, it runs through the trenches of the Great War and its author's successful attempt to evade them. The analysis and conclusions in this book will be of great value to students and scholars interested in philosophy, history, intellectual history, German studies, and political science.

Leo Strauss's connection with Martin Heidegger and Carl Schmitt suggests a troubling proximity to National Socialism but a serious critique of Strauss must begin with F. H. Jacobi. While writing his dissertation on this apparently Christian opponent of the Enlightenment, Strauss discovered the tactical principles that would characterize his lifework: writing between the lines, a faith-based critique of rationalism, the deliberate secularization of religious language for irreligious purposes, and an "all or nothing" antagonism to middling solutions. Especially the latter is distinctive of his Zionist writings in the 1920s where Strauss engaged in an ongoing polemic against Cultural Zionism, attacking it first from an orthodox, and then from an atheist's perspective. In his last Zionist article (1929), Strauss mentions "the Machiavellian Zionism of a Nordau that would not fear to use the traditional hope for a Messiah as dynamite." By the time of his "change of orientation," National Socialism was being led by a nihilistic "Messiah" while Strauss had already radicalized Schmitt's "political theology" and Heidegger's deconstruction of the ontological Tradition. Central to Strauss's advance beyond the smartest Nazis is his "Second Cave" in which he claimed modern thought is imprisoned: only by escaping Revelation can we recover "natural ignorance." By using pseudo-Platonic imagery to illustrate what anti-Semites called "Jewification," Strauss attempted to annihilate the common ground, celebrated by Hermann Cohen, between Judaism and Platonism. Unlike those who attacked Plato for devaluing nature at the expense of the transcendent Idea, the emigre Strauss effectively employed a new "Plato" who was no more a Platonist than Nietzsche or Heidegger had been. Central to Strauss's "Platonic political philosophy" is the mysterious protagonist of Plato's Laws whom Strauss accurately recognized as the kind of Socrates whose fear of death would have caused him to flee the hemlock. Any reader who recognizes the unbridgeable gap between the real Socrates and Plato's Athenian Stranger will understand why "the German Stranger" is the principal theoretician of an atheistic re-enactment of religion, of which genus National Socialism is an ultra-modern species.

Reviving an ancient concern with reconstructing the order in which Plato intended his dialogues to be taught as opposed to determining the order in which he wrote them, Plato the Teacher is devoted to the theory and practice of Platonic pedagogy. Breaking with the dominant paradigm of Plato's development whereby the aging philosopher changes his mind and even abandons the idealism of his so-called middle-period dialogues (including Republic), an approach based on reading order considers the late dialogues--i.e., those dialogues that follow Republic in the reading order of Plato's dialogues--as dialectical tests designed to insure that the student has embraced the visionary teaching of his masterpiece. Preceded by a series of elementary dialogues that prepare the student to penetrate its various layers and literally foreshadow its soul-stirring teaching, the crisis of the Republic is the dead center of Platonic education and reveals that studying dialogues in the Academy is merely the prelude to philosopher's noble but dangerous decision to practice justice amidst the shadows of the Cave.Challenging the traditional view that Plato's purpose was to create an ideal City, a student-oriented reading of the dialogue reveals that the definitions of justice based on one man doing one job and maintaining an internal harmony between the soul's three parts depend on an inadequate methodology that Socrates explains with the Divided Line. Once the so-called Shorter Way has been linked to the hypothesis-determined and image-based methods characteristic of the mathematical sciences, the student is free to pursue a Longer Way based on dialectic: above all, a living dialogue with Plato the Teacher who, by pointing to a greater Good that abides forever unchanged, challenges the true philosopher to follow Socrates by going back down into the Cave of political life in order to defeat Thrasymachus and his modern avatars.

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."

Less than two years before his murder, Cicero created a catalogue of his philosophical writings that included dialogues he had written years before, numerous recently completed works, and even one he had not yet begun to write, all arranged in the order he intended them to be read, beginning with the introductory Hortensius, rather than in accordance with order of composition. Following the order of the De divinatione catalogue, William H. F. Altman considers each of Cicero's late works as part of a coherent philosophical project determined throughout by its author's Platonism. Locating the parallel between Plato's Allegory of the Cave and Cicero's "Dream of Scipio" at the center of Cicero's life and thought as both philosopher and orator, Altman argues that Cicero is not only "Plato's rival" (it was Quintilian who called him Platonis aemulus) but also a peerless guide to what it means to be a Platonist, especially since Plato's legacy was as hotly debated in his own time as it still is in ours. Distinctive of Cicero's late dialogues is the invention of a character named "Cicero," an amiable if incompetent adherent of the New Academy whose primary concern is only with what is truth-like (veri simile). Following Augustine's lead, Altman reveals the deliberate inadequacy of this pose and argues that Cicero himself, the writer of dialogues who used "Cicero" as one of many philosophical personae, must always be sought elsewhere: in direct dialogue with the dialogues of Plato, the teacher he revered and whose Platonism he revived. The Revival of Platonism in Cicero's Late Philosophy: Platonis aemulus and the Invention of Cicero is a must read for anyone working in classical studies, ancient philosophy, ancient history, or the history of philosophy.