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PHIL41860

Academic Year 2024/2025

Plato & Care of the Soul (TCD) (PHIL41860)

Subject:
Philosophy
College:
Social Sciences & Law
School:
Philosophy
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Rowland Stout
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The aim of this M.Phil seminar is to work together on a research project that I am currently undertaking on Plato and the Care of the Soul. To set out the project, I have written the following research proposal and proposal for a monograph. This gives, I think, a good idea of the topic, what it will concentrate on and the tasks it will involve.

About this Module

Learning Outcomes:

Intended audience: While the intended audience includes in the first instance primarily ancient philosophers and scholars of Plato, the topic of the care for the soul and self is (as witnessed by the extremely wide interest in Michel Foucault’s work on the topic and likewise the work by Pierre Hadot and, more recently, John Cooper) of very wide interest. This should, all going well, make this monograph popular and significant beyond the boundaries of ancient philosophy and Plato scholarship and, potentially, the boundaries of academia.

Indicative Module Content:

Title of proposed monograph: Plato and the Care for the Soul Aim: It is more than a hundred years ago that John Burnet argued, to my mind plausibly and attractively, that if there is a single thing that characterizes Socrates as we find him in Plato (Burnet confined himself to the Apology), it is his exhortation that we, each of us, care for his or her soul and self. A similar view has been defended more recently by Michel Foucault in his 1982 Lectures to the College de France. However, with the exception of the Apology and Alcibiades I, little work has been done on this topic—the care for the soul and self (epimeleia psuchēs/heautou) in Plato—and no attempt has been made to treat of the topic comprehensively and systematically in Plato. The aim of the present monograph is to do just this. Rather than starting with the Apology (which I treat of at the end of the monograph), in regard of which the topic of care for the soul has been treated extensively by scholars, I begin with the Phaedo and argue that the care for the soul is the one master-theme in the dialogue, the other being, as is familiar, the arguments for and against the immortality of the soul. I then treat of the topic in the Statesman, and argue that, though not immediately visible, the care for the soul is a central theme in the dialogue. I go on to consider this topic in book X of the Laws. There, Plato works out the care of the soul in relation to God and his care for us. I then treat of the topic in Alcibiades I (considerable work has been done on this by critics) before I take another look at the care of the soul in the Apology. I end with an appendix, in which I ask how innovative was, at his time, Plato’s account of the care for the soul; a question that requires considering how innovative was, at his time, Plato’s very notion and conception of the soul.

Student Effort Hours:
Student Effort Type Hours
Project Supervision

50

Autonomous Student Learning

150

Total

200


Approaches to Teaching and Learning:
To be suppled by TCD Lecturer

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: Work together on a research project on Plato and the Care of the Soul. Week 15 Standard conversion grade scale 40% No

100

Yes

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback individually to students, post-assessment This can be through different approaches such as oral, audio, video and/or written/annotated feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc. Group/class feedback, post-assessment