Ethical Education in Plutarch: Moralising Agents and Contexts

Description

In addition to being the author of the Parallel Lives of noble Greeks and Romans, Plutarch of Chaeronea (AD c.46-c.120) is widely known for his rich ethical theory, which has ensured him a reputation as one of the most profound moralists in antiquity and beyond. Previous studies have considered Plutarch's moralism in the light of specific works or group of works, so that an exploration of his overall concept of ethical education remains a desideratum. Bringing together a wide range of texts from both the Parallel Lives and the Moralia, this study puts the moralising agents that Plutarch considers important for ethical development at the heart of its interpretation. These agents operate in different educational settings, and perform distinct moralising roles, dictated by the special features of the type of moral education they are expected to enact. Ethical education in Plutarch becomes a distinctive manifestation of paideia vis-à-vis the intellectual trends of the Imperial period, especially in contexts of cultural identity and power. By reappraising Plutarch's ethical authority and the significance of his didactic spirit, this book will appeal not only to scholars and students of Plutarch, but to anyone interested in the history of moral education and the development of Greek ethics. Contents Preface Editions, abbreviations, and other conventions Moralia Parallel Lives Other Lives Symbols, orthography, and transliteration of Greek terms Introduction 1.1 Plutarch and education 1.2 What is significant about Plutarch’s ethical education? 1.3 Scope, structure, and approach of this study Chapter 1. Character change and character development in Plutarch: the significance of education in a range of settings 1.1 Plutarch and his theory of nature vs nurture 1.2 Character change (metabole) and character development (epanorthosis) 1.3 Metabole in the Parallel Lives 1.4 Epanorthosis and its dual dimension 1.5 Conclusion Chapter 2. Moral education between parents and children 2.1 Introduction 2.2 Plutarch and childhood: trivial comparisons or opportunities for adult moralism? 2.3 Parenthood in the Moralia and the Parallel Lives 2.3.1 Motherhood 2.3.1.1 Motherhood in the Moralia 2.3.1.2 Motherhood in the Parallel Lives 2.3.2 Fatherhood 2.3.2.1 Fathers as a requirement for the greatness of the son 2.3.2.2 Fatherhood as a stimulant to great actions 2.3.2.3 Fatherhood and power Chapter 3. Moral training in the classroom 3.1 The complementarity of On reading the poets and On listening to lectures 3.2 Early and adult education: continuation and appropriation 3.3 Proper teachers and wise advisors in the Parallel Lives 3.4 Alcibiades and Dion: Platonic teachers in action 3.5 Conclusion Chapter 4. The marital chamber as a school for well-ordered comportment: women’s education 4.1 Female ethical education in the Moralia 4.1.1 Advice on marriage 4.1.2 Consolation to my wife 4.1.3 Virtues of women 4.2 Wives in the Parallel Lives 4.3 Conclusion Chapter 5. Politics as a site of moral education 5.1 Moral education and political engagement 5.2 Pedagogical aspects of political life in the Moralia 5.3 The three stages of political behaviour: the older politician as a moral teacher for younger ones 5.4 Experience as a moralising qualification for statesmanship 5.5 ‘Not only does the office distinguish the man, but also the man the office’ (Praec. ger. reip. 811B): the ethics of contemporary politics and Plutarch’s autobiographical narratives 5.6 Conclusions Chapter 6. Moralising in the military field: Plutarch and the ethics of generalship 6.1 Introduction 6.2 Aemilius Paulus and Timoleon: the ethical power of the philosopher general 6.3 Sertorius and Eumenes: ethical imposition and the education of barbarians 6.4 Concluding remarks Chapter 7. Educating over wine: moral pedagogy in Plutarch’s Table Talk 7.1 Introduction 7.2 Programmatic didacticism in the proems to the Books of Table Talk 7.3 Pedagogy in the symposium 7.3.1 Problem 1, Book 1 7.3.2 Problem 2, Book 1 7.4 ‘Predominance’ in the discussions: sophistic or ethical? 7.5 Applied ‘predominance’: from tactfulness to aggressiveness 7.6 ‘Men practise philosophy when they are silent’ (Quaest. conv. 613F): silence and its moralising dynamics 7.7 Conclusion Conclusion Reading ethical education in Plutarch Bibliography Index of names and topics Index of Plutarchan passages Index of passages in other authors