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Plato Learning, Inc. Business Information, Profile, and History
10801 Nesbitt Avenue South
Bloomington, Minnesota 55437
U.S.A.
Company Perspectives:
PLATO Learning builds technology-based learning environments that give: Teachers the capacity to personalize instruction for every learner on demand, anytime, anywhere; Communities the confidence their students are fully engaged in real learning, with accountability, measurable performance, and real results; and Students the excitement of learning, motivation for personal growth, and the necessary foundation on which to build a productive life and good citizenship.
History of Plato Learning, Inc.
Plato Learning, Inc. is a developer of interactive, computer-based educational and training products for the K-12 and adult markets. The company's courseware, which includes instruction in reading, writing, math, science, life skills, and career skills, is marketed to school systems, colleges, job-training programs, the military, and correctional facilities, as well as to corporations and individual consumers. Its courses are delivered to users via local area networks, intranets, CD-ROMS, or the Internet.
1960s-70s: Roots in Academia
The company that is today called Plato Learning traces its roots back to the University of Illinois. In the early 1960s, at that university's Urbana campus, electrical engineering professor Don Bitzer and physics professor Chalmers Sherwin became intrigued by the idea of using computers for teaching. Operating on grant money from the National Science Foundation, the two men designed and developed the nation's first computer-based education system, which they called PLATO--an acronym for "Programmed Logic for Automatic Teaching Operations." PLATO was a time-sharing program, which meant that multiple users with individual terminals were networked to a central mainframe, allowing for simultaneous use of the system.
The PLATO system soon captured the attention of William Norris, the innovative and progressive leader of Control Data Corp. Norris and a group of associates had founded Control Data in 1957 to design and build extremely powerful, high-speed computers--including the world's first "supercomputer" designed by Seymour Cray. The company, headquartered in Bloomington, Minneapolis, had rapidly diversified into other aspects of the computing industry, designing and producing software and peripheral equipment. When Norris learned about the University of Illinois's research in computer-based learning, he gave the program one of Control Data's large, powerful computers. He also arranged for his company to test the PLATO programs as they were developed.
PLATO continued to evolve throughout the 1960s and 1970s. Whereas the original system could support only a single classroom of users, in the early 1970s PLATO was migrated to a larger-scale mainframe environment that allowed for hundreds of simultaneous users. In addition, in 1973 the system was enhanced by a communications system called Notes. Notes--which allowed students to communicate with each other, both one-to-one and in groups--was the forerunner to today's electronic communities.
In 1976, Control Data obtained the rights to the PLATO system, with plans to sell it to elementary and secondary schools. Such sales failed to materialize, however; at the time, most public and private schools lacked the resources and education necessary to purchase and implement the program. Control Data turned its focus to the adult literacy, remedial learning, job welfare, and job training markets, investing millions of dollars in PLATO to build up the necessary curricula for these new customers. The change in focus produced slightly better results, but still the system never really took off as Norris had hoped.
Late 1980s: Enter Bill Roach
In September of 1989, Control Data sold its training and education group--and along with it, the PLATO system--to William R. Roach. By that time, the business consisted of not only PLATO Education Services, providing K-12 computer-based curricula, but also PLATO Professional Testing & Certification Services, which provided certification services to the real estate, securities, and other industries. Also included was an aviation training business, which provided computer-based training courses to pilots, maintenance staff, and flight crews of commercial airlines and the military.
Plato's new owner, Roach, had previously been president of Applied Learning International, a subsidiary of National Education Corp. Resigning from Applied Learning in 1988, he formed his own company, Edu Corp., to acquire training and education companies. When he purchased the Control Data group for $20 million, he created a subsidiary of Edu Corp. to house it. The subsidiary was called The Roach Organization.
Despite the fact that Control Data had failed to make a go of the PLATO system, Roach had high hopes for it. In an April 1990 interview with the Minneapolis Star-Tribune, he said, "We expect to nearly double revenues in our first year, and we're looking for a strong profit as well." Roach believed that PLATO's sluggish sales under Control Data resulted simply from a lack of proper marketing. His opinion was not without a basis; Control Data had failed to make good connections with its customer base. When Roach bought PLATO, many potential customers--lacking accurate, current information on the product--wrongly believed that the system was outmoded and outstripped by more modern applications. For example, many believed that the system still ran on a mainframe when in actuality, it had been delivered on PCs, via local area networks, since 1986.
However, The Roach Organization most emphatically did not show a "strong profit" in its first year; rather, it lost some $12 million. This resulted primarily from Roach's decision to invest heavily in the K-12 segment of the business--a move designed to shift the company away from adult literacy and remedial programs and back toward programs that could be integrated into standard school curriculum. This approach was both a huge challenge and a huge opportunity, since PLATO was by no means widely accepted in the mainstream school market. In 1990, the system was installed in only 50 schools.
In 1992, it began to appear that Roach's strategy had been the right one. The company posted a net profit of $3.9 million for that year, even in the face of a severe decline in the testing and certification segment of the business. That same year, the company went public, changing its name to TRO Learning Inc.
Mid-1990s: Difficult Years
Selling off its lagging testing business, TRO continued to be profitable in 1993. The company posted earnings of $4.6 million--up 18 percent from the previous year. Encouraged by its success, TRO continued to invest in upgrading the PLATO courseware. The years between 1992 and 1995 were spent redesigning its core curricula. Major changes included a range of instructional improvements; a new user interface with graphics-based function buttons; and new graphics and animation designed to both appeal to the target audience and contribute to learning objectives.
But the mid-1990s ushered in new troubles for the company. Since 1990, the commercial airlines industry--one of TRO's main customers--had been suffering a near-devastating downturn, racking up billions in losses industrywide. Many carriers filed for bankruptcy protection while others cut thousands of jobs in an effort just to stay afloat. As the losses in the airline industry trickled down to its tiers of suppliers, TRO felt the impact. Revenues generated by its aviation training business dropped precipitously--and the company's net earnings followed suit. By 1996, profits were down to $980,000, and in 1997, the company suffered a $20 million loss.
Roach knew drastic measures were in order. One of the first steps he took was to call in help--in the form of John Murray, the head of TRO's UK operation. Murray had been with TRO since Roach formed it; prior to that, he had headed up Control Data Corp.'s London-based training service. When Roach asked him to move to the United States, and subsequently appointed him senior vice-president of operations, it marked the beginning of a restructuring for TRO.
The company made a number of changes over the course of 1997 and 1998, many of them designed to revamp its sales and support operations. By weeding out redundant systems and making better use of order-processing technologies, it was able to reduce its marketing and sales staff by approximately 19 percent. It cut its support staff even more deeply, eliminating around 25 percent of those positions. The company also began offering clients a new fee-based service and support program, which included training, installation, and technical support for the PLATO products. This created a new $2.5 million income stream.
A more drastic restructuring measure came in the fall of 1998, when TRO sold its aviation training business to the United Kingdom-based VEGA Group. This left the company with a single focus: the PLATO education system.
In addition to cost-cutting measures, TRO--which had previously delivered its courses primarily though local area networks or CD-ROMs--began angling for a piece of the growing online learning market. In the spring of 1997, the company partnered with BC TEL Interactive, a British telephone company, to distribute PLATO courseware via the Internet to students in British Columbia. The agreement provided for not just a distribution channel, but a sales channel as well; BC TEL account managers were commissioned to actively market the courseware as part of their Internet service offerings. In late 1997, the company signed a similar agreement with BellSouth, providing for sales and delivery of PLATO courses on the Internet in the nine-state BellSouth service area. Under the arrangement, customers--either individuals or schools--could purchase courses online through BellSouth's Education Gateway site and have them immediately downloaded or shipped in CD-ROM form.
Late 1990s: Turnaround
By the end of fiscal 1998, the company began to show signs of turning around. Demand for the PLATO system had increased, with sales of courseware and related services climbing to $39.4 million--up $8.8 million, or nearly 30 percent, in just three years. The company also managed to post a profit of $3 million--a not insignificant feat, given the previous year's $20 million loss.
Sales continued to increase in 1999, growing to $44.1 million by year-end. The steady growth was partially attributable to a series of strategic partnerships that provided new sales channels. For example, in late 1999, the company partnered with Sylvan Learning Centers to provide PLATO courses throughout the more than 750 Sylvan learning centers. It also partnered with the Provo, Utah-based Brain Garden, a direct seller of nutritional and educational products. The agreement allowed Brain Garden to market PLATO software through its sales network.
Other sales initiatives focused on a newly introduced product: single-topic PLATO courses. The initial single-topic library contained 66 titles, each of which could be purchased individually and delivered either over the Internet or in CD-ROM form. Previously TRO had sold its courseware as entire, integrated curricula. The single-topic courses broadened the company's pool of potential customers considerably, to include individual users who needed reinforcement only in certain academic areas, as well as small, rural school markets who lacked the financing or capability to implement entire curricula. To market these new courses, TRO allied with click2learn.com, a portal site and online catalog dedicated to lifelong learning and education. Simultaneously, the company developed its own e-commerce site through which to direct-sell its single-topic offerings.
The company ended the 1900s on a high note by winning the largest courseware agreement in its history. The deal, finalized in December of 1999, contracted TRO to provide curriculum, along with ten years of professional services, to all the schools in Glasgow, Scotland. One of a consortium of companies--including equipment providers and telecommunications companies--chosen to build the Glasgow network, TRO expected its part of the project to be worth approximately $6 million.
Moving into the New Century
TRO kicked off 2000 with two major announcements--the first involving a change in identity, and the second a change in leadership. On January 5, 2000, the company announced that it would be changing its name to PLATO Learning, to more fully leverage the reputation and recognition of its long-held brand name. Just days later, the soon-to-be-renamed TRO announced the appointment of John Murray to the position of president and chief operating officer. Ten months later, he was also appointed CEO as William Roach retired completely from the day-to-day operations of the company.
More changes were in the offing. In July 2000, PLATO Learning made its first acquisition, buying the Paradise, California-based CyberEd, Inc. for $4.8 million. CyberEd was a provider of science courseware for high schools. With the acquisition, PLATO added approximately 45 new science titles to its library of single-topic courses. The company also planned to integrated CyberEd's course materials into its comprehensive PLATO curricula.
By the end of 2000, PLATO was installed in approximately 5,000 schools--and it was preparing to make a move that would increase its presence by almost one-third. In January 2001, the company announced that it was acquiring Wasatch Interactive Learning Corporation, a Salt Lake City provider of computer-based curricula for K-8 education. Wasatch's products were used in more than 1,500 U.S. schools. It also carried a line of supplementary courseware for the adult education market. When the acquisition was completed in April, the combined companies had more than 10,000 education clients.
Looking Ahead
Midway through the first year of the new century, it appeared that PLATO had positioned itself for future growth and success. With its acquisitions finalized and its expanded customer base solidly in place, the company was turning its focus to what John Murray believed would be the next big thing in computer-delivered education: online, subscription-based products. PLATO had already begun preparing to capture a share of that emerging market. Early in 2001, it had released a web applications platform and simulated test system--products that allowed all of the company's content to be delivered online in a web browser curriculum manager. The company planned to begin offering those two new products to school districts on a subscription basis in order to begin building a subscription-based revenue stream.
The company anticipated that it would remain focused on the K-12 market in the short-term future. In a February 2001 interview with The Wall Street Transcript, John Murray said that the company's plan for the ensuing 18 to 24 months was to "continue to sell our core products to the same core markets." As part of its effort to do so more effectively and on a larger scale, in August 2001 PLATO formed a strategic sales group dedicated to pursuing large contracts with states and with the nation's biggest school districts.
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Principal Competitors: Hooper Holmes, Inc.; Laboratory Corporation of America Holdings; Quest Diagnostics Incorporated; American Bio Medica Corporation; ChoicePoint Inc.; Employee Information Services, Inc.; Kroll Laboratory Specialists, Inc.; Medtox Scientific, Inc.; PharmChem, Inc.; Psychemedics Corporation.
Related information about Plato
Greek philosopher, probably born in Athens, Greece of an
aristocratic family. Little is known of his early life, but he was
a devoted disciple of Socrates. He travelled widely, then in about
367 BC founded his Academy at Athens,
where Aristotle was his most famous pupil. He remained there for
the rest of his life, apart from visits to Syracuse, where he was
involved in political experiments. His 30 or more dialogues are
conventionally divided into three periods.
The early dialogues have Socrates as the principal character
engaged in ironic and inconclusive interrogations about the
definition of different moral virtues (piety in the
Euthyphro, courage in the Laches, and so on). In the
middle, highly literary dialogues, such as the Symposium,
Gorgias, Phaedo, and Republic, he increasingly
develops his own positive doctrines, such as the theory of
knowledge as recollection, the immortality of the soul, the
tripartite division of the soul, and above all the theory of forms
(or ‘ideas’) which contrasts the transient, material world of
‘particulars’ (objects merely of perception, opinion, and belief)
with the timeless, unchanging world of universals or forms (the
true objects of knowledge). The Republic also describes
Plato's celebrated political utopia, ruled by philosopher-kings who
have mastered the discipline of ‘dialectic’. The third group of
later dialogues (including the Parmenides,
Theaetetus, and Sophist) represents a series of
highly sophisticated criticisms of the metaphysical and logical
assumptions of his middle period, and contain some of his most
demanding and original work.
Taken as a whole, his philosophy has been so enormously
influential that the whole subsequent Western tradition was
described by Whitehead as a series of ‘footnotes to Plato’.
Plato (Greek: ??????, Plát?n, "wide,
broad-shouldered") (c. 347
BC), whose real name is believed to have been
Aristocles, was an immensely influential ancient Greek philosopher, a student of
Socrates, writer of
philosophical dialogues, and founder of the Academy in Athens where Aristotle studied.
Plato lectured extensively at the Academy, and wrote on many
philosophical issues, dealing especially in politics, ethics, metaphysics, and epistemology. The most
important writings of Plato are his dialogues, although
some letters have come down to us under his name. However,
some dialogues ascribed to Plato by the Greeks are now considered
by the consensus of scholars to be either suspect (e.g.,
First
Alcibiades, Clitophon) or probably spurious (such as
Demodocus, or the Second
Alcibiades). The letters are all considered to probably be
spurious, with the possible exception of the Seventh Letter.
Socrates is often a
character in Plato's dialogues.
Biography
Plato was born in Athens in May or December in 428 or 427 BC. His father was named Ariston, and his
mother Perictione.
According to a late Hellenistic account by Diogenes Laertius,
Plato's given name was Aristocles, whereas his wrestling coach, Ariston of Argos,
dubbed him "Platon", meaning "broad" on account of his robust
figure. According to Dicaearchus, Plato wrestled at the Isthmian games. It is
suggested that much of his ethical writing is in pursuit of a society where similar injustices
could not occur. During the twelve years following the death of
Socrates, he traveled extensively in Italy, Sicily,
Egypt, and Cyrene in a quest for
knowledge.
After his return to Athens at the age of forty, Plato founded one
of the earliest known organized schools in Western civilization on
a plot of land in the Grove of Academe. The Academy was "a large enclosure
of ground which was once the property of a citizen at Athens named
Academus... Graec. I i
16), and it operated until 529
AD, when it was closed by Justinian I of Byzantium, who saw it as a threat to the propagation of
Christianity. Many
intellectuals were schooled in the Academy, the most prominent one
being Aristotle.
Plato was also deeply influenced by a number of prior philosophers,
including: the Pythagoreans, whose notions of numerical harmony have clear echoes in
Plato's notion of the
Forms; Anaxagoras, who taught Socrates and who held that the
mind, or reason, pervades everything; and
Parmenides, who
argued for the unity of all things and may have influenced Plato's
concept of the soul.
Work
Themes
Unlike Socrates, Plato wrote down philosophical thoughts,
leaving behind a considerable number of manuscripts.
In Plato's writings are debates concerning the best possible form
of government,
featuring adherents of aristocracy, democracy, monarchy, as well as other issues. A central theme is
the conflict between nature and convention, concerning the role of heredity and the environment on
human intelligence and personality long before the modern "nature versus
nurture" debate began in the time of Thomas Hobbes and John Locke, with its modern
continuation in such controversial works as The Mismeasure of
Man and The Bell Curve.
Another theme in Plato's writing is the distinction between
knowledge and true
belief. Unlike most
modern writers, Plato argued that the main difference between
knowledge and true belief was the nature of their objects:
knowledge was of eternal truths (later, the Forms), while true
belief was of ephemeral, contingent truths.
Plato also had a position on the art of writing as opposed to oral
communication. This is evidenced in his dialogue PhaedrusPlato,
Phaedrus, "the living word of knowledge which has a soul,
and of which the written word is properly no more than an image"
and his Seventh Epistle.Plato, Seventh Epistle, "Therefore
every man of worth, when dealing with matters of worth, will be far
from exposing them to ill feeling and misunderstanding among men by
committing them to writing." He said that oral communication is
superior to the written word, especially in the accuracy of the
oral word over the written word and in his Seventh Epistle that
nothing of importance should be written down but transmitted
orally. these are called the Socratic Dialogues.
Some scholars believe that the nature of the dialogues changed a
great deal over the course of Plato's life. The question of which,
if any, of the dialogues are truly Socratic is known as the
Socratic
problem.
The ostensible mise en scène of a dialogue distances both Plato and
a given reader from the philosophy being discussed; one can choose
between at least two options of perception: either to participate in the dialogues, in
the ideas being discussed,
or choose to see the content as expressive of the personalities contained
within the work.
The dialogue format allows Plato to put unpopular opinions in the
mouth of unsympathetic characters, such as Thrasymachus in The
Republic.
Metaphysics
Platonism has traditionally been interpreted as a form of
metaphysical dualismfact,
sometimes referred to as Platonic realism, and is regarded as one
of the earlier representatives of metaphysical objective
idealism.www.philosophos.com/knowledge_base/archives_12/philosophy_questions_12.html
According to this reading, Plato's metaphysics divides the world
into two distinct aspects: the intelligible world of "forms", and
the perceptual world we see around us. These forms are unchangeable
and perfect, and are only comprehensible by the use of the
intellect or understanding, that is, a capacity of the mind that
does not include sense-perception or imagination. while Zoroaster lived well before Plato, few of the earliest
writings of Zoroastrianism survive unaltered.
In the Republic Books VI and VII, Plato uses a number of
metaphors to explain
his metaphysical views: the metaphor of
the sun, the well-known allegory of
the cave, and most explicitly, the divided
line.
Taken together, these metaphors convey a complex, and, in
places,difficult theory: there is something called The Form of the
Good (often interpreted as Plato's god), which is the ultimate
object of knowledge
and which, as it were, sheds light on all the other forms (i.e.,
universals: abstract kinds and attributes), and from which all other forms "emanate".
it is as if we are seeing shadows of cut-out shapes on the walls of
a cave, which are mere representations of the reality outside the cave,
illuminated by the sun.
We can imagine everything in the universe represented on a line of increasing reality;
(See the
divided line of Plato)
Plato's metaphysics, and particularly its dualism between the intelligible and the
perceptual, would inspire later Neoplatonist thinkers, such as Plotinus and Gnostics, and many other
metaphysical realists. One reason being the Gnostic vilification of
nature and Plato's demiurge from Timaeus. For
more on Platonic realism in general, see Platonic realism and
the Forms.
Although this interpretation of Plato's writings (particularly the
Republic) has enjoyed immense popularity throughout the long
history of Western philosophy, it is also possible to interpret his
suggestions more conservatively, favoring a more epistemological
than metaphysical reading of such famous metaphors as the Cave and
the Divided Line.
Epistemology
Plato also had some influential opinions on the nature of knowledge and learning which he propounded in
the Meno, which began with the question of whether
virtue can be taught, and
proceeded to expound the concepts of recollection, learning as the discovery of
pre-existing knowledge, and right opinion, opinions which are correct but have no
clear justification.
Plato stated that knowledge is essentially justified true
belief, an influential belief which informed future
developments in epistemology. In the Many years later, Edmund Gettier famously
demonstrated the problems of the justified true belief account of
knowledge.In the Sophist and the Statesman
Plato associates knowledge with the knowledge of the kinds and the
Forms as well as of their
ability of blending, which he calls expertise in Dialectic.
According to this model, the principles of Athenian democracy (as it existed in
his day) are rejected as only a few are fit to rule. This does not
equate to tyranny,
despotism, or oligarchy, however. According
to Socrates, the "true" and "healthy" city is instead the one first
outlined in book II of the Republic, 369c-372d, containing
farmers, craftsmen, merchants, and wage-earners, but lacking the
guardian class of philosopher-kings as well as delicacies such as
"perfumed oils, incense, prostitutes, and pastries", in addition to
paintings, gold, ivory, couches, a multitude of occupations such as
poets and hunters, and war.
In addition, the ideal city is used as an image to illuminate
the state of one's soul, or the will, reason,
and desires combined in
the human body. A philosopher has the moderate love for wisdom and the courage to act according to wisdom. Wisdom is knowledge about the Good or the right relations between
all that exists.
Wherein it concerns states and rulers, Plato has made
interesting arguments. He argues that it is better to be ruled by a
bad tyrant (since then there is only one person comitting bad
deeds) than be a bad democracy (since here all the people are now
responsible for such actions.)
According to Socrates a state, which is made up of different
kinds of souls, will overall decline from an aristocracy to a timocracy, then to an oligarchy, then to a democracy, and finally to
tyranny. Perhaps Plato
is trying to warn us of the various kinds of immoderate souls that
can rule over a state, and what kind of wise souls are best to
advise and give counsel to the rulers that are often lovers of
power, money, fame, and
popularity.
Platonic scholarship
Plato's thought is often compared with that of his most famous
student, Aristotle,
whose reputation during the Western Middle Ages so completely eclipsed that of Plato
that the Scholastic philosophers referred to Aristotle as "the
Philosopher". However, in the Byzantine Empire, the study of Plato
continued.
The Medieval scholastic philosophers did not have access to the
works of Plato, nor the knowledge of Greek needed to read
them. Plato's original writings were essentially lost to Western
civilization until they were brought from Constantinople in the
century before its fall, by George Gemistos
Plethon. Medieval scholars knew of Plato only through
translations into Latin
from the translations into Arabic by Persian and Arab scholars. These scholars not only
translated the texts of the ancients, but expanded them by writing
extensive commentaries and interpretations on Plato's and Aristotle's works (see
Al-Farabi, Avicenna, Averroes).
Only in the Renaissance, with the general resurgence of interest in
classical civilization, did knowledge of Plato's philosophy become
widespread again in the West. Many of the greatest early modern
scientists and artists who broke with Scholasticism and fostered
the flowering of the Renaissance, with the support of the
Plato-inspired Lorenzo de Medici, saw Plato's philosophy as the basis
for progress in the arts and sciences. By the 19th century, Plato's
reputation was restored, and at least on par with
Aristotle's.
Notable Western philosophers have continued to draw upon Plato's
work since that time. It inspired the greatest advances in logic
since Aristotle, due to Gottlob Frege and his followers Kurt Gödel, Alonzo Church, and
Alfred Tarski, the
last of whom summarised his approach by reversing Aristotle's
famous declaration of sedition from the Nicomachean
Ethics (1096a15: Amicus Plato sed magis amica
veritas): Inimicus Plato sed magis amica veritas ("Plato
is a friend, but truth is yet a greater friend"). Albert Einstein drew on
Plato's understanding of an immutable reality that underlies the
flux of appearances for his objections to the probabilistic picture
of the physical universe propounded by Niels Bohr in his interpretation of quantum mechanics.
Conversely, thinkers that diverged from ontological models and moral ideals in their own philosophy, have tended
to disparage Platonism from more or less informed perspectives.
Thus Friedrich
Nietzsche attacked Plato's moral and political theories,
Martin
Heidegger argued against Plato's alleged obfuscation of
Being, and Karl Popper argued in
The Open Society and Its Enemies (1945) that Plato's
alleged proposal for a government system in the Republic was
prototypically totalitarian. this has led to several conventions
regarding the naming and referencing of Plato's texts.
Those works ascribed to Plato that have a separate Wikipedia
article can be found in Dialogues of Plato
By tetralogy
One tradition regarding the arrangement of Plato's texts is
according to tetralogies. This scheme is ascribed by Diogenes Laertius to
an ancient scholar and court astrologer to Tiberius named Thrasyllus.
In the list below, works by Plato are marked (1) if there is no
consensus among scholars as to whether Plato is the author, and (2)
if scholars generally agree that Plato is not the author of
the work. Euthyphro, (The) Apology (of Socrates), Crito, Phaedo
- II. Cratylus, Theaetetus, Sophist,
Statesman
- III. Parmenides, Philebus,
(The) Symposium, Phaedrus
- IV. First
Alcibiades (1), Second Alcibiades (2), Hipparchus (2), (The) (Rival) Lovers (2)
- V. Theages
(2), Charmides, Laches,
Lysis
- VI. Euthydemus, Protagoras, Gorgias,
Meno
- VII. (Greater) Hippias (major) (1), (Lesser) Hippias
(minor), Ion, Menexenus
- VIII. Clitophon (1), (The)
Republic, Timaeus, Critias
- IX. Minos (2), (The) Laws,
Epinomis (2),
Seventh
Letter (1).
Works not in Thrasyllus' tetralogies
The remaining works were transmitted under Plato's name, most of
them already considered spurious in antiquity, and so were not
included by Thrasyllus in his tetralogical arrangement. These works
are labelled as Notheuomenoi ("spurious") or
Apocrypha.
-
Axiochus
(2), Definitions (2), Demodocus
(2), Epigrams, Eryxias (2), Halcyon
(2), On
Justice (2), On Virtue (2), Sisyphus
(2).
Stephanus pagination
The usual system for making unique references to sections of the
text by Plato derives from a 16th century edition of Plato's works by Henricus Stephanus.
Friedrich
Schleiermacher, whose translation of Plato into German still
stands uncontested in Germany, is very likely the first to have
divided Plato's dialogues into three distinct periods.
Schleiermacher divides the dialogues thus:
- Foundation: Phaedrus, Lysis, Protagoras, Laches,
Charmides, Euthyphro, Parmenides;
- Transition: Gorgias, Theaetetus, Meno, Euthydemus, Cratylus,
Sophist, Statesman, Symposium, Phaedo, Philebus
- Culmination: The Republic, (Critias, Timaeus, The
Laws)
The final three dialogues above, in parentheses, were not
translated by Schleiermacher, though ten other dialogues (including
Ion, etc.) were
translated and deemed spurious. Finally, Schleiermacher maintained
that the Apology and probably the Crito were Plato's memory of Socrates' actual
words.
Lewis Campbell
was the first to make exhaustive use of stylometry to prove
objectively that the Critias, Timaeus, Laws,
Philebus, Sophist, and Statesman were all
clustered together as a group, while the Parmenides,
Phaedrus, Republic, and Theaetetus belong to a
separate group, which must be earlier (given Aristotle's statement in his
Politics 1264b24-27 that the
Laws was written after the Republic; This period also
includes several pieces surrounding the trial and execution of
Socrates.
-
Apology
-
Crito
-
Charmides
-
Laches
-
Lysis
-
Euthyphro
-
Menexenus
-
Lesser
Hippias
-
Ion
The following are variously considered transitional or middle
period dialogues:
Middle dialogues
Late in the early dialogues Plato's Socrates actually begins
supplying answers to some of the questions he asks, or putting
forth positive doctrines. The Symposium
and the Republic are considered the centrepieces of Plato's
middle period.
-
Euthydemus
-
Cratylus
-
Phaedo
-
Phaedrus
-
Symposium
-
Republic
-
Theaetetus
-
Parmenides
Late dialogues
The Parmenides presents a series of criticisms of the
theory of Forms which are widely taken to indicate Plato's
abandonment of the doctrine. An apparently new method for doing
dialectic known as "collection and division" is also featured, most
notably in the Sophist and Statesman, explicitly for the first time in the
Phaedrus, and possibly in the Philebus.
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Sophist
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Statesman
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Philebus
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Timaeus
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Critias
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Laws
Loeb Classical Library
James Loeb
provided a very popular edition of Plato's works, still in print in
the 21st century:
see Loeb Classical Library#Plato for how Plato's works were
named in Loeb's publications.
See also
- Greek texts
- Important publications in Western
philosophy
- Mitchell
Miller
- Alexander
Nehamas
- Platonic
love
Footnotes
References
- Bakalis Nikolaos. 1981, Platonic Studies, Princeton
University Press, ISBN 0-691-10021-7
- Oxford
University Press publishes scholarly editions of Plato's
Greek texts in the Oxford Classical Texts series, and some
translations in the Clarendon Plato Series.
- Harvard University Press publishes the hardbound
series Loeb Classical Library, containing Plato's works
in Greek, with
English translations on facing pages.
Chronology
- Key Dates:
-
1961: University of Illinois faculty introduce the PLATO system.
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1976: Control Data acquires the rights to PLATO and begins marketing it.
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1986: The PLATO system is deliverable over local area networks, rather than being mainframe-based.
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1989: William Roach and partners acquire Control Data's Training and Education Group--which includes PLATO--from Control Data, and they form The Roach Organization.
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1992: Company goes public, changes its name to TRO Learning.
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1993: TRO sells the professional testing segment of the business.
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1998: TRO sells its aviation training business, leaving it with only the PLATO product.
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2000: TRO changes its name to PLATO Learning, appoints John Murray president and CEO, and acquires CyberEd, Inc.
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2001: The company acquires Wasatch Interactive.
Additional topics
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