Socrates--a gadfly martyred for free speech?

I find it interesting that Gross portrays Socrates as a martyr for freedom--specifically freedom of speech. I submit that Socrates was not a martyr or a "gadfly" in the sense of a Thoreau, Gandhi, or Martin Luther King. Socrates was indeed a "gadfly"but in what sense? Was Socrates' purpose in his role as a "gadfly" to awaken the city of Athens as a dissident, whistleblower, maverick (after this past election, I loathe this word), or revolutionary? Was Socrates an advocate of free speech as such? Or, was Socrates a problem for Athens because it was his charge, given by the god, to live the life of the philosopher by examining himself and others--in the process inviting, or teaching by his example, his chosen young men to question (hence, a corrupter of the young) the legitimacy of the common opinions that were the glue that held the city together (see 18b,19b,23b,and 24b to see what opinions Socrates was thought to have subverted).

Now the Athenian jurors had at least three choices or alternatives in dealing with Socrates. They could have changed their way of life in order to accord to Socrates' view of the life well-lived, they could silence him, or they simply could have tolerated him. Is toleration of Socrates the best choice Athens could have made and would Plato have agreed? John Stuart Mill, in his On Liberty, assumes that the trial, conviction, and execution of Socrates is an instance of what might happen if complete freedom of speech is not allowed. Socrates is portrayed by Mill, and by Gross, as a defender of an open society in which all are free to think and speak as they wish unrestricted by the city or community. But is this consistent with Socrates' teaching in the Crito-- which Gross claims (how he arrives at this I fail to see) is a dialogue with a "classic formulation of the doctrine of 'civil disobedience'? This is not the message of the laws Plato relates through Socrates in the Crito--which Socrates accepts--for he refuses on the grounds of justice his friends' pleas to escape with no consideration for the laws of Athens. Consider, too--Athens had allowed Socrates to live to 70, which suggests that Athens did possess a certain amount of patience.

Is there evidence in Plato's Apology, giving an account of the trial of Socrates, to support this view? Remember that Socrates claimed to be wiser than all those he has encountered in Athens, because Socrates, unlike the leading citizens of Athens and their claims, at least knew that he knew nothing (21a-22e). So, in his questioning of these individuals and the cherished religious and moral beliefs of Athens, might we infer that Socrates was asking the Athenians to be tolerant of a variety of opinions no matter how startling and new?

Or, was Socrates actually taking an intolerant position himself? By claiming that those who think they are wise are really not and that he himself is wise in knowing that he knows nothing, Socrates is assuming that he knows what it means to know. In other words, in order to recognize and expose ignorance, Socrates must have certainty of his own standards of truth--he presupposes that one can know what wisdom is (17a-b, 22c-e). Socrates, then, never advocates freedom to pursue one's own truth per se. Rather, Socrates argues for the best kind of life--that of the philosopher--who searches, but perhaps never possesses, the truth. And living the best life for humans, sadly, is not possible for the vast majority of us.

For example, is the Socratic way of life a model to be emulated? Plato's dialogues do not tell us to live as Socrates lived. Socrates' way of life is possible because he was possessed of a "daimonic" gift and a charge from the god--do we possess such a gift and charge? Perhaps the dialogues teaching, then, is not live as Socrates lived, but live as Socrates tells us to live. And given Socratic irony and his tailorng of his teaching to the nature of the soul of his interlocutors, this is not as easy to discern as one might suppose--including Gross who neatly packages "Socrate's way" into seven neat and tidy "master keys" allowing us to use our mind to the utmost. There is a reason why Socrates was suspicious of writing (it is equally accessible to all and it does not know to whom to talk to and to whom to be silent because it says the same thing to everyone) that points to the heart of his teaching--it is not democratic; we are not all possessed of souls capable of Socrates' attention and the Platonic dialogues reflect this understanding.

Question(s)

I do not have any gems of wisdom or thought-provoking questions pertinent to teaching, but I am wondering about the picture of Michael Gross (in full Socratic garb) on the back of the book. He is emerging from the Times Square 42nd Street Station and directly behind him, quite visible, are McDonald's Golden Arches.

I am wondering if he receives any compensation from McDonalds for the picture.

Also, his bio mentions that he has "portrayed Socrates, imparting his (Socrates' I assume) methods and techniques, before more than 100,000 professionals and business people at major national conventions and conferences." I wonder what Gross' rate is for imparting Socrates' "methods and techniques." Evidently he made no appearances at any of the major banking and financing conventions over the past 10 years or so...or no one was listening. Well, even the real Socrates had his Alcibiades. Still, perhaps Mr. Gross might serve Justice by volunteering his services as professional "gadfly" as part of Ponzi-schemer Madoff's sentence: a Socratic fury constantly goading and stinging Madoff, speaking truth to him and constantly questioning him on the most important questions the pursuit of which constitutes a life well-lived.

More later....I have some further questions about Gross' understanding of Socrates.

Questions: 10 Types

Any questions?

This is something we might ask our students, but that's not really a question, is it? We're soliciting questions from our students, but why don't we spend more time asking them specific questions?

Perhaps we don't ask questions because we're afraid of what our students might say (or not say). It can be awkward asking a specific question to a student. The student might not know "the answer," might take the class on a tangent, or might ask the instructor a question that the instructor isn't prepared for.

But to me, the real value of a class is the questions we ask. Pages 60-61 offer ten types of questions that we can use. Study this list and use it wisely.

The Way(s)

I like this line: "To truly follow Socrates' Way, we must find our own" (17).

Yeah, that's pretty zen-sounding, isn't it?

But I love the notion of being constantly prompted to think deeply, and not just to "assume" that what we believe on the surface is actually what we beleive.

Elevating the Discussion Beyond "Politics as Usual"

I am thoroughly enjoying this book!

I have found that students most often have either an indifferent view or a cynical view of American politics or things political. In my discussion forums, then, from the beginning I try to ask questions that highlight the most fundamental issues and questions about the nature of political life. I do so in the hopes of opening students to the essentially philosophical nature of politics and to be open to the importance of politics to how we may best live our lives.

Now, Socrates exemplifies a person who wants to know what is the best way of life for a human being. Such a person will prefer those political arrangements that help or assist him/her in this pursuit. To some extent, does this not represent all of us? Do we not all seek to live the most fulfilling lives that we are able? And, do we not evaluate or judge our politics or political life by how well (or not so well) it helps us in this search? And, as Americans, do we not hold it to be "self-evident" that the end, purpose, or task of any just government is to secure our "pursuit of Happiness?"

Students are not used to approaching politics in such a fashion. Many find it uncomfortable to dialogue in the forums using terms like "just" and "unjust," and considering the possibility that there is any fixed standard by which we are able to evaluate our way of life and our politics beyond personal opinion. I encourage students to be open to the possibility that, through dialogue and reasoning, some standard of the good life for humans and for a political system that allows for living such a life might be arrived at.

I constantly try to encourage my students to consider politics and the way we choose to live our lives from this perspective. In doing so, I struggle with finding a proper balance in the discussion forums between student to student and student-instructor dialogue.

One way I attempt to find this balance is by encouraging each student, through forums, the "news items," and emails, to constantly do their best to put forward their opinion regarding questions on the basis of reason, analysis, and criticism of texts, each other's postings, and especially my postings. I offer examples, too, of good, reasoned dialogue in a discussion forum.

I stress again and again that we are engaging in a journey from opinion towards knowledge of such questions and that my opinions are not "gospel"--that to not question my opinions and assumptions would be to do me an injustice for I too am engaged in the very same process of trying to live a good life in a shared political community.

When students give good reasons for their opinions regarding a question or in questioning a classmate's posting or one of my postings, I really try to compliment them, both in the forum and through email. And I especially compliment them when they question and criticize my postings.

It takes a few weeks, but students do start to respond to my postings...when they dare or take care to offer an opposing view based upon reasoning, contrary evidence, or a different interpretation of a text or argument it is very encouraging!

This is pretty elementary, I guess. But I have found that students do appreciate persistence on my part. They see that I am concerned with fundamental questions--that my constant prodding to view these matters beyond "Politics as Usual" indicates my care and love for the questions, for their opinions on the questions, and for the journey to move beyond opinion towards knowledge of the most important questions.

This is all heady stuff. I offer forums, too, where students may post on lighter questions--a few students have been comfortable enough to post who is their favorite president and why, and to write a POEM about him. I will try to continue to offer opportunities for students to express themselves in a "wacky" or offbeat way on various topics.

I also offer a forum where students may honestly and anonymously post their opinions as to how the course is going, give suggestions and/or likes and dislikes on all course-related matters, or offer suggestions of what they would like to explore in the course. Again, I try to stress as much as possible that I take their opinions seriously because it is a serious undertaking to address political questions.---WWSD?

Whew! I feel as if I am in the process of giving birth!--as if I would truly know!---Midwives? Anyone?

Questions Elevate the Mundane

Here's a good question to keep in mind:

What question could I ask that could elevate this conversation above the mundane? (xix).

This seems especially important for online classes that rely heavily on discussion boards. I know there's a balancing act here. An instructor doesn't want to get too involved in the discussion boards -- students need to have some space to speak for themselves -- but we must know when it's appropriate for us to step in.

And offer the kind of question that no other keeps the discussion moving forward, but does so in such a way that "elevates the mundane."

Ideas Midwife

In Michael Gelb's introduction to Socrates' Way, he writes: "Socrates refused to be recognized as a teacher.... Instead, he asked to be seen as a 'midwife of ideas'" (xiv).

What a lovely expression that is.

How do you see yourself? Have you ever considered yourself to be an ideas midwife? How does that "role" change the way you view what you do??

Socrates' Way -- Spring 09 Book

Greetings, Booklovers.

Do you still love books? If so, I hope you will join us as we read Socrates' Way: Seven Keys to Using the Mind to the Utmost.

If you're interested in using your mind to the utmost (what fun!), I will be happy to reserve a copy for you; reading will commence in mid-February, but I will start posting my thoughts forthwith.

(Sponsored by the same people that brought you How to Think Like Leonardo da Vinci.)