Themes in Philosophical Anthropology


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General characterization





Responsible teacher

Mário Jorge Pereira de Almeida Carvalho


Weekly - Available soon

Total - 168

Teaching language



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Burnet, J. (Ed.) (1901). Platonis Opera, II. Oxford: Clarendon Pr.
Stallbaum, G. (Ed.) (1852). Platonis Symposium. Gothae: Hennings
Rettig, G. F. (Ed.) (1876) .Platons Symposion. Halle: Verl. der Buchh. des Waisenhauses
Bury, R. G. (Ed.) (1909, 1932) The Symposium of Plato. Cambridge: Heffer & Sons.
Hug, A. & Schöne, (Ed.) (1909). Symposium. Leipzig & Berlin: Teubner
Dover, K. (Ed.) (1982). Plato Symposium. Cambridge: CUP
Rowe, C. J. (Ed.) (1998). Plato Symposium. Warminster: Aris & Philllips
Nehamas, A. & Woodruff, P. (Ed.) (1989). Plato Symposium. Indianapolis: Hackett
Benardete, S. (Ed.) (2001). Plato's Symposium. Chicago: The Univ. of Chicago Pr.
Robin, L. (Ed.) (1929). Platon Le Banquet. Paris: Belles Lettres
Robin, L. &Vicaire, P. (Ed.) (1999). Platon Le Banquet. Paris: Belles Lettres
Galli, U. (Ed.) (1935). Platone, Il Simposio. Torino: Chiantore
Luca, R. (Ed.) (1985).Platone Simposio. Firenze: La Nuova Italia
Susanetti, D. (Ed.) (1992). Platone Il Simposio. Venezia: Marsilio

Teaching method

This curricular unit has a theoretical-practical character.
The teaching methodology combines:
a) the theoretical analysis of philosophical problems and concepts
b) a thorough interpretation of the philosophical texts in question (with special emphasis both on their connection with the problems and concepts under discussion, and on interpretive issues, etc.)
c) the discussion of alternative views, objections, counterexamples, etc.
This curricular unit is designed to give participants the experience of working, as it were, in the “laboratory” of philosophical thought. Particular emphasis is also put on the discussion of questions, objections, related issues, etc. during office hours.

Evaluation method

Each student will have to present a written work on an approved topic and discuss it with the lecturer (30%), Obligatory written exam(70%)

Subject matter

The kaleidoscope of erôs in Plato’s Symposium
The Symposium offers a kaleidoscope of views on erôs. At first sight it may seem that it does nothing more than present a whimsical sequence of different approaches to rather specific questions from rather specific points of view.
But on closer inspection it turns out that it has a much broader significance, for a) it is rather a kaleidoscope of views on human life viz. human nature b) these views play a very complex kind of “chess”, as it were, with one another, c) they have an exemplary character and can impel one to explore the labyrinth of views about life that is part and parcel of life itself (so that there is something kaleidoscopic about it), the result being that d) the Symposium is nothing short of a treasure trove of key anthropological questions.
Our purpose is to explore this treasure trove and to follow the maze of questions, answers and new questions one has to deal with if one looks at oneself in the mirror of the Symposium


Programs where the course is taught: