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Chapter 2 - The Stance of Enquiry
Raphael Woolf, King's College London
Book:

Plato's <i>Charmides</i>

Published online:

20 July 2023

Print publication:

10 August 2023, pp 30-59
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Summary

This chapter picks up on the puzzle raised in the previous chapter and attempts in detail to vindicate the unity of the dialogue as a Platonic vehicle for critical engagment by the reader. Focussing on the Charmides section, it lays out and discusses a series of key themes and contrasts which, it is argued, both prepare the reader for Socrates’ discussion with Critias to come and are illuminated on subsequent reading by that discussion. It argues that the way these themes and contrasts are presented is designed to induce readers into occupying a stance of enquiry that orients us towards critical engagement with the Critias section. The chapter ends with an analysis of how the final section of the dialogue, in which Charmides reappears, plays a role in sustaining this critical stance on the reader’s part.

Chapter 4 - The relation between knowledge and enquiry in the Phaedo
Vasilis Politis, Trinity College Dublin
Book:

Plato's Essentialism

Published online:

25 June 2021

Print publication:

08 July 2021, pp 69-89
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Summary

The chapter considers the relation, in Plato's Phaedo, between knowledge and enquiry. It argues that Plato's account of knowledge is not independent of his account of enquiry and that certain reatures of his account of knoweldge are based on his account of enquiry.

Influence of psychoanalytical training on professional performance in a sample of French speaking psychotherapists
A Dazord, P Gerin, JD Davis, ML Davis, N Aapro, J Thurin
Journal:

European Psychiatry / Volume 9 / Issue 4 / 1994

Published online by Cambridge University Press:

16 April 2020, pp. 211-220
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This study is part of a more extensive research conducted by a group of scientists from different countries, who have joined forces to conduct an international study on the development of the therapist, and to develop a novel instrument for therapists, the “Development of Psychotherapists’ Common Core Questionnaire” (CCQ). We report here the results based on the answers of a French-speaking sample to this questionnaire. Data were analyzed using univariate (non parametric tests) and multivariate analyses (Principal Component Analysis and Multiple Correspondence Analysis). The perceived effects of psychoanalytical training were examined. The therapists’ own perception on their current skills and the type of difficulties they experienced were very similar, whether or not they had received psychoanalytical training. However, striking and significant differences in coping strategies were observed between the two groups.