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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;"><span style="color:#555">5B @CAA:>9 25@A88</span></div> <div style="font-family:Tahoma, Geneva, sans-serif;font-size:14px;"><p class='pcAuthor'><span class='pcName'>Emidio Spinelli</span><span class='pcAffil'>, Sapienza University of Rome, Department of Philosophy</span><span class='pcPosition'>, Professor</span></p> <p class='pcTitleD'>Hans Jonas and the  Multi-disciplinary Platonic Model of <i>paideia</i></p><p class='hcAbstract'>In his engagement with Plato s heritage and thought, Hans Jonas devoted several courses to analysing what he regarded as the 'Platonic system' (see now: H. Jonas, <I>Ontological and Scientific Revolution</i>, hrsg. von J.P. Brune, Berlin 2013, pp. 199 ff.: this is the  Band II/2 of the new and welcome Jonas s <I>Gesamtausgabe</i>). By examining some interesting and still unpublished pages from another of the courses Jonas held at the  New School for Social Research , namely the one held in spring 1963 and entitled <I>Term Notes for Philosophy no. 111  History of Philosophy: Plato, Aristotle and the Later Schools</i>, the present paper aims to reconstruct the no doubt concise yet effective way in which Jonas investigates certain central themes of Plato s approach to various disciplinary aspects of his <i>paideia</i> considered as key-points of some crucial features of the European cultural development. Combining teaching skills and an interpretative perspective that was in many respects an original one, before his students Jonas not only discussed elements of continuity with Socrates' views, but also pointed to the discontinuity represented by the genuinely Platonic views. In doing so, he pinned down and elucidated some of the most important elements of Plato s philosophy, by taking into account the possible connection between several different disciplines: psychology, epistemology, physics/metaphysics, pedagogy, ethics, politics.&nbsp;</p> <p class='hcAbstract'>These unpublished lectures, therefore, provide some interesting reflections on the role of the soul in its condition as a  spiritual personality distinct from whatever man is physically . Moreover, against the backdrop of a more general analysis of issues related to Platonic epistemology, Jonas neither overlooks nor fails to shed light upon the  problems of learning connected to the doctrine of <i>anamnesis</i>, or  recollection . A specific and rather particular place is assigned to the meaning of the  allegory of the cave , with a reconstruction that traces all its various phases and emphasises the difficulty of the  ascent , as well as the complex impact exercised by the things that lie  outside the cave and represent  the world of nature . These considerations are used to introduce the crucial aspects of the  education of the guardians , as well as Plato s presentation of the supreme value of justice in relation to the individual soul, which  serves as a model of justice in the state . In his conclusions, Jonas then provides some considerations on the ethical and political function of the  Idea of the Good that are particularly decisive for understanding Plato s  multi-disciplinary programme in philosophy.</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>