The Greek philosopher and logician Socrates (469-399 BC) was an important formative influence on Plato and had a profound effect on ancient philosophy. Socrates was the son of Sophroniscus, an Athenian stone mason and sculptor. He learned his father's...

470?-399 B.C. Greek philosopher who exerted a profound influence on subsequent critical thought and intellectual development in ancient Greece. Socrates left no writings of his own; it is only through his pupils, mainly Plato, that we know of his...

, c. 469–399 BC. Mentor of PLATO and of several so-called ‘Socratic schools’ (Megarians, Cynics, Cyrenaics). Probably scarcely left Athens except on military service. Executed for ‘corrupting the youth and introducing strange...

A programme dealing with the transition of young people from school education to work and adult...

Socrates(C. 470–399 Bce) Socrates is the first Western philosopher to have left to posterity any sense of his individual personality, and he is a central figure in the subsequent development of philosophy. Both of these aspects are due primarily...

This page is about the Classical Greek philosopher. For other uses of Socrates, see Socrates (disambiguation). Socrates (Greek: Σωκράτης c. 470 BC–399 BC), of the deme Alopece of Athens, was a Classical Greek philosopher. He is best known...

Justice Samuel Alito doubts the public is clamoring for Supreme Court sessions to be televised and predicts they would battle Congress for last place in the ratings.Alito said Friday that the same-day availability of oral argument transcripts on the Internet and extensive media coverage means...

In the following excerpt, Guthrie assesses the contribution of Socrates to the field of philosophy, arguing that Socrates's work marked a shift in philosophic thought from contemplation of the nature of the universe to contemplation of the problems of human life.

In the following essay, Gulley explains that Socrates's teachings emphasize that "knowledge of the good is a necessary and sufficient condition of being good and of doing what is good," but that they do not explicitly state what "the good" is. Gulley examines the Socratic works of Plato, and Xenophon, as well as some references in Aristotle, in order to deduce a consistent understanding of "the good."

In the following essay, originally delivered as a lecture in 1922, Nelson discusses the Socratic method, defining it as "the art of teaching not philosophy but philosophizing, the art not of teaching about philosophers but of making philosophers of the students." Nelson goes on to offer examples of how the method works in practice and notes some difficulties of applying the Socratic method.

Provides an analysis of Socrates' view of love in Plato's Symposium. Critiques Socrates' opinion from a modern perspective.

Provides an analysis of Socrates' philosophy in the context of his contemporaries including Thucydides and Hippocrates.

How Socrates, by allowing himself to die, let his ideas and theorms flourish.