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font: Georgia; font-size: 14px; font-weight: normal">28&ndash;30 August 2018&nbsp;&nbsp;&nbsp;St Petersburg, Russia&nbsp;&nbsp;&middot;&nbsp;&nbsp;28&ndash;30 023CAB0&nbsp;2018&nbsp;&nbsp;&nbsp;!0=:B-5B5@1C@3, >AA8O</span> </td> <td> <img src="IMAGES/pla150.png" border="0" alt="" /> </td> </tr> </table> </center> </div> <hr /> <div class="d1"> <table class="ovrBtn"> <tr> <td class="c1" style="vertical-align:bottom !important;"> <img src="IMAGES/ovrbrd_11.png" alt="" /> </td> <td class="c1"> <img src="IMAGES/ovrbrd_12.png" alt="" /> </td> <td class="c7"> </td> <td class="c1"> <img src="IMAGES/ovrbrd_15.png" alt="" /> </td> <td class="c1" style="vertical-align:bottom !important;"> <img src="IMAGES/ovrbrd_16.png" alt="" /> </td> </tr> <tr> <td class="c1"> <img src="IMAGES/ovrbrd_18.png" alt="" /> </td> <td colspan="3" class="c8" > <a href="upt26en.htm">Back to the Conference Program</a> </td> <td class="c1"> <img src="IMAGES/ovrbrd_19.png" alt="" /> </td> </tr> <tr> <td class="c1"> <img src="IMAGES/ovrbrd_23.png" alt="" /> </td> <td class="c1"> <img src="IMAGES/ovrbrd_24.png" alt="" /> </td> <td class="c9"> </td> <td class="c1"> <img src="IMAGES/ovrbrd_26.png" alt="" /> </td> <td class="c1"> <img src="IMAGES/ovrbrd_27.png" alt="" /> </td> </tr> </table> </div> <table border="0" cellspacing="0" cellpadding="0" width="100%"> <tr> <td><img src="tabs/tii_48.png" border="0" /></td> <td style="background:url(tabs/tii_45a.png) repeat-x"></td> <td><img src="tabs/tii_56.png" border="0" /></td> </tr> <tr> <td style="background:url(tabs/tii_68.png) repeat-y"></td> <td width="100%" bgcolor="#F0FFF0"> <div style="text-align:right;font-family:Tahoma, Geneva, sans-serif;font-size:16px;"><a href="ther102.html" style="text-decoration:none"><img src="IMAGES/ru.png" border="0" alt=" CAA:0O 25@A8O" />&nbsp; #!!/&nbsp; !/</a></div> <div style="font-family:Tahoma, Geneva, sans-serif;font-size:14px;"><p class='pcAuthor'><span class='pcName'>Yuri Shichalin</span><span class='pcAffil'>, Orthodox St. Tikhon University for Humanities</span><span class='pcPosition'>, Head of department</span><span class='pcDegree'>, DSc in Philosophy, Professor</span></p> <p class='pcTitleD'>Genre evolution of the Platonic <i>oeuvre</i></p><p class='tcSumma'>The standard division of the <I>Corpus Platonicum</i> (<I>CP</I>) into early, middle and late dialogues is based on the eclectic mixture of several approaches: biographical ( early dialogues represent the conversations of the historical Socrates); content-based ( mature dialogues contain the so called theory of Forms); stylistic (stylometric). <br />Still, a certain scholarly consensus is achieved only with respect to the group of late dialogues. Taking into account this consensus, we suggest a developmentalist reading of the Platonic oeuvre. It is based on genre analysis within the framework of the institutional approach. <br />All late Plato s dialogues have <i>direct dramatic form</i> (3) which is proposed in the <I>Theaetetus</i>, where Plato consciously and emphatically rejects the <i>reported dialogue with a narrative frame</i> (2). At the same time, several dialogues contain <i>speeches</i> (1). Together with the <I>Apology</i> they should be considered as a dominant genre in the early period, when Plato still <i>did not have a school (1)</i>. Reported dialogues are centered mainly on politics and education and reflect the beginning of discussions <i>in a circle of like-minded intellectuals</i> (2); the development of these discussions eventually leads to the emergence of what we traditionally call  Plato s school (3). That implies an audience which no longer needs narrative frames to understand the issues under consideration. During this period,  scholarly dialogues are created by the members of the school which will form part of the <I>CP</I>, although they are not authored by Plato.<br />Dominant genres of each chronological period are clearly reflected in the <I>Apology</i>, the <I>Republic</i>, and the <I>Laws.</i> <br />As an example, we suggest a comparative analysis of <I>Euthyphro</i> from the standpoint of the standard approach and from the standpoint of the suggested model.</p><br /> <p class="tcLurkmore"><a href="ther102.html">Read more in Russian</a></p></div> </td> <td style="background:url(tabs/tii_69.png) repeat-y"></td> </tr> <tr> <td><img src="tabs/tii_72.png" alt="" /></td> <td style="background:url(tabs/tii_74.png) repeat-x"></td> <td><img src="tabs/tii_79.png" alt="" /></td> </tr> </table> <p class="MsoNormal" align="right" style='text-align:right'><span style='font-size:10.0pt;font-family:&quot;Tahoma&quot;,&quot;sans-serif&quot;'>© ;0B>=>2A:>5 >1I5AB2>, 2018 3. </span></p> <p align="right" style='margin-top:0mm;margin-right:3pt;margin-bottom: 0mm;margin-left:-36.0pt;margin-bottom:.0001pt;text-align:right'><b><span style='font-size:10.0pt;font-family:&quot;Tahoma&quot;,&quot;sans-serif&quot;'><a href="../index3.htm">  !!# $ &</a></span></b></p> <!-- InstanceEndEditable --> </td> </tr> </tbody> </body> <!-- InstanceEnd --></html>