Xenophon the Athenian, who is well known as a historian and a witness of Socratic philosophy but is usually excluded from the list of classical writers on education, actually developed his own systematic thought on moral education from a social and mainly political perspective in his extant works. His discourse on moral education presents for us the view of an unusual historical figure, an innovative thinker as well as a man of action, a mercenary general and a world citizen in his age; and is therefore different from that of contemporary pure philosophers, such as Plato and Aristotle. Furthermore, as a prolific author respected in both the classical world and the early modern era, Xenophon’s doctrine on moral education greatly influences the later development of European cultural history. This thesis explores the background and content of Xenophon’s thought on moral education, as well as its application in his other literary works, which are not directly on the same topic but are indirectly influenced by it. Part 1 discusses the background which produces Xenophon’s thought on moral education. As a historian of his own age, Xenophon’s negative view of the world he lived in is fully expressed in his Hellenica; and his idea of social education organised by a competent political leader serves as a proposal to transform the disordered Greek world in his time. As a follower of Socrates, Xenophon adopts his teacher’s approach of focusing on the study of moral issues and leadership; and the need to make apology for Socrates helps to shape many heroes in Xenophon’s works into extremely pious men and beneficial moral teachers. Part 2 analyses the content of Xenophon’s thought on moral education. This idea is systematically explained in his Cyropaedia and advocated in a rhetorical and persuasive manner in his Hiero. By modern ethical standards, Xenophon’s moral education is supported by dark art of government and cannot always be justified; but this dark side is tolerable in Xenophon’s view as long as it ultimately serves for good purpose. In his Poroi and Oeconomicus, Xenophon makes a further development of his thought by confirming that the art of accumulating and using wealth is also an indispensable skill for organisers of social education. Part 3 presents the application of Xenophon’s theory of moral education in his epoch-making literary composition. His Agesilaus, which serves as a prototype for later biographies, depicts a historical figure living and acting according to the ethical principles which Xenophon sets for ideal political leaders; while his Oeconomicus, which influenced Hellenistic and Roman agricultural works greatly, attempts to bring the experience of public education into the domestic sphere. The analysis of these themes confirms that Xenophon actually established a theory of moral education, which is social, highly political but also philosophical, in his extant corpus. On the one hand, Xenophon’s theory is less profound than that of Plato or Aristotle and is sometimes superficial and occasionally self-contradictory; on the other hand, the theory is original, innovative and influential in the history of classical literature, and therefore deserves our respect and serious treatment.

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Der Hauptschwerpunkt dieser Untersuchung liegt auf dem Versuch, die noch immer nicht geklärte Frage nach der chronologischen Einordnung von Xenophons Kleinschrift <Apologie des Sokrates> in Xenophons Œuvre zu beantworten. Gerade der eingehende Vergleich mit verschiedenen sokratischen Schriften (u.a. <Memorabilien>, Platons <Apologie>, <Kriton> und <Phaidon>) liefert hierbei aufschlussreiche Ergebnisse. Im zweiten Teil folgt ein ausführlicher philologisch-literarischer Kommentar der Kleinschrift, woran sich abschließend zwei kleinere Untersuchungen zu Sokrates’ sprichwörtlicher ‚megalegoria’ und der Tradition der sokratischen Apologienschriftstellerei anschließen. / Main theme of this doctor thesis is to answer the still problematic question of the chronological position of Xenophon’s <Apology of Socrates> in Xenophon’s œuvre. Some interesting results can be found by the comparison of different so called ‚sokratikoi logoi’ (<Memorables>, Plato’s <Apology>, <Crito> and <Phaedo>). The second part of the thesis contents of a philological and literal commentary of the <Apology>, followed by two smaller studies of Socrates’ ‚megalegoria’ and the tradition of Socratic apologies.

Thesis advisor: Robert C. Bartlett / This dissertation investigates how Socrates understands his trial. It is a well-known fact that Socrates is accused of impiety and corruption of the young and is subsequently executed. Unlike an ordinary defendant who is supposed to make every effort to be acquitted, Socrates, behaving provocatively, seems even to induce the death penalty. By reading Plato's and Xenophon's works, this dissertation clarifies his thoughts on the trial that must be the basis of his conduct and explains how he achieves his aim. To deal with Socrates' view of the trial as a whole, this study examines three questions. First, does he believe in his own innocence? I argue that before and even at the trial, Socrates does not intend to prove his innocence effectively. He does not reveal his belief clearly, but at least it is clear that to be acquitted is not his primary purpose. Second, what does Socrates want to achieve at the trial? Socrates' primary purpose is to demonstrate his virtue in public. His speech that provocatively emphasizes his excellence as a benefactor of the city enables him to be convicted as a wise and noble man rather than as an impious corrupter of the young. Third, why does he refuse to escape from jail? I argue that by introducing the speech that defends the laws of the city, Socrates makes himself appear to be a supremely law-abiding citizen who is executed even when escape is possible. This study maintains that Socrates vindicates his philosophy before the ordinary people of Athens by making a strong impression of his moral excellence and utility to others. His presentation of philosophy makes it possible that being convicted and executed are compatible with appearing virtuous and being respected. Socrates promotes his posthumous reputation as a great philosopher, and thus secures the life of philosophy after his death by mitigating the popular hostility against him and philosophy as such. Socrates' understanding of his trial leads us to his idea of the nature of philosophy and the city, and of their ideal relationship. This dissertation is therefore an introduction to Socratic political philosophy. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

Thesis advisor: Christopher Bruell / This study of Xenophon’s Memorabilia investigates the famous Socratic thesis that virtue is knowledge. Specifically, it is an attempt to understand the claim that anyone who knows what the right thing is to do, automatically chooses to do it. I concentrate on Socrates’ view of one particular virtue, namely moderation. This is both because moderation is the virtue that Xenophon’s Socrates most often identifies with knowledge, and because it is the virtue that Xenophon associates most closely with Socrates himself. The first part of the dissertation considers whether the thesis that virtue is knowledge is an accurate description of ordinary moral life. The first task is to articulate the ordinary moral outlook. I examine the presentation of this outlook in seven conversations about political ambition in Book Three of the Memorabilia. I conclude that according to Xenophon’s Socrates, the moral outlook is based on two beliefs. One belief concerns the content of the moral law. It is the belief that we are obligated to do good for others, and in the first place to be good citizens and serve our country. The second belief is that morality is good, and the greatest good, for the individual who obeys the moral law, regardless of the apparent sacrifices that it requires. This second belief seems to be the basis for the view that virtue is knowledge: obedience to the moral law is so good that anyone who knew this would automatically obey the law, and anyone who resists obeying it must be ignorant of how good it is. The moral outlook combines these two beliefs. It holds that that what is best for the political community is also best for the individual, or that the law that directs us to do good for others and the law that discloses to us what way of life is best for ourselves are the same law. This belief is so fundamental to the moral life that the question, whether what is good for the individual really coincides with what is good for the community, is not a legitimate question to raise, and it cannot be raised without departing somewhat from the ordinary moral attitude. On the other hand, once the fundamental assumption of moral life comes to light as a mere assumption, it is impossible to avoid investigating it, and to continue to assume that we know what virtue is. Accordingly, the second half of the dissertation attempts to clarify this question, by examining Xenophon’s presentation of the Socratic education in Book Four of the Memorabilia. I argue that this part of the Memorabilia does not assume that virtue is political virtue, and rather shows how Socrates investigated what virtue is without this prior assumption. The last part of the dissertation is a preliminary effort to follow Socrates’ investigation of this question. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

This paper compares Xenophon's Apology of Socrates to the Jury to Plato's Apology with the goal of showing the similarities of the accounts despite their rhetorical differences.

Thesis (Ph. D.)--Carleton University, 2001. / Includes bibliographical references (p. 325-342). Also available in electronic format on the Internet.

Inaug.-Diss.--Uppsala. / Bibliography: p. 245-255.

Thesis (Ph. D.)--University of Virginia, 1900. / "Xenophon's Anabasis ... added for comparison."--Pref.

Inaug.-Diss.--Uppsala. / Bibliography: p. 245-255.