Rice University Studies, Volume 58The University, 1962 - Science |
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Page 4
... Socrates as a coward or perhaps myself as the editor of Mind . Care needs to be taken in how one describes what is imagined in these instances . I am not imagining Socrates as an imaginary coward nor myself as an imaginary editor of ...
... Socrates as a coward or perhaps myself as the editor of Mind . Care needs to be taken in how one describes what is imagined in these instances . I am not imagining Socrates as an imaginary coward nor myself as an imaginary editor of ...
Page 73
... Socrates might have had at the back of his mind when he argued " virtue cannot be taught . " Second , to use this diagnosis to shed some light ( probably not much ) on the interesting problem of " moral miseducation . " Now , what I ...
... Socrates might have had at the back of his mind when he argued " virtue cannot be taught . " Second , to use this diagnosis to shed some light ( probably not much ) on the interesting problem of " moral miseducation . " Now , what I ...
Page 117
... Socrates ' second interview with the boy . Socrates begins again by putting a theorem - sized question to the boy ; and he starts off as before by posing appropriate ques- tions and demolishing the boy's initial answers to them . But ...
... Socrates ' second interview with the boy . Socrates begins again by putting a theorem - sized question to the boy ; and he starts off as before by posing appropriate ques- tions and demolishing the boy's initial answers to them . But ...
Contents
SENSATIONS FEELINGS AND EXPRESSION | 33 |
WHY VIRTUE CANNOT BE TAUGHT | 65 |
WITTGENSTEIN | 77 |
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