3. Перепишите предложения, подчеркнув в них модальные глаголы или их эквиваленты. Предложения переведите.

1. On the one hand, virtue must be a kind of wisdom, which we usually assume to be one of the acquirable benefits of education. 2. On the other hand, if virtue could be taught, we should be able to identify both those who teach it and those who learn from them. 3. Plato concluded, the philosopher may properly look forward to death as a release from bodily limitations. 4. But is there really any reason to believe that the soul can continue to exist and function after the body dies? 5. Plato held that effective social life requires guardians of two distinct sorts: there must be both soldiers whose function is to defend the state and to enforce its laws, and rulers who resolve disagreements among citizens and make decisions about public policy

4. Перепишите предложения и переведите их, обращая внимание на значение

1. Since friendship is an important feature of the good life and virtuous habits can be acquired through moral education and legislation, Aristotle regarded life within a moral community as a vital component of human morality. 2. Propositions about the future seem problematic, so if a proposition about tomorrow is true (or false) today, then the future event it describes will happen (or not happen) necessarily; but if such a proposition is neither true nor false, then there is no future at all. 3. Aristotle's solution was to maintain that the disjunction is necessarily true today even though neither of its disjuncts is. 4. Thus, it is necessary that either tomorrow's event will occur or it will not, but it is neither necessary that it will occur nor necessary that it will not occur. 5. Since he sought genuine knowledge rather than mere victory over an opponent, Socrates employed the same logical tricks developed by the Sophists to a new purpose, the pursuit of truth.

5. Переведите текст, озаглавив его. Передайте письменно содержание текста на английском языке, сократив его на 1/3.

Another sharp contrast between Plato and Aristotle emerges in the latter's Poetics, and analysis of the effects of dramatic art. Aristotle, unlike his teacher, supposed that the extravagant representation of powerful emotions is beneficial to the individual citizen, providing an opportunity for the cathartic release of unhealthy feelings rather than encouraging their development.

Tragedy in particular arouses our fear and pity, as we recognize the inherent flaw of the tragic hero. Having seen the outcome in dramatic form, we are less likely to commit similar acts of pride, Aristotle argued, so the literary arts have a direct benefit to human society. This provides no grounds for a Platonic notion of censorship of the arts.

Although their relative reputations often varied widely, the philosophies of Plato and Aristotle continued to exert a powerful influence throughout the following centuries. Even now, it is often suggested that Western thinkers are invariably either Platonic or Aristotelean. That is, each of us is inclined either toward the abstract, speculative, intellectual apprehension of reality, as Plato was, or toward the concrete, practical, sensory appreciation of reality, as Aristotle was. The differences between the two approaches may be too fundamental for argumentation or debate, but the coordination or synthesis of the two together is extremely difficult, so choice may be required.

Certainly the philosophy of the Middle Ages, to which we will devote the remainder of this semester, exhibits some form of this division. As Christian thinkers tried to find ways of accomodating their religious doctrines to the tradition of Greek philosophy, some version of Plato and some version of Aristotle were significant factors in their development.