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- Temple University Sites - Sophistic Method and Practice
- Academia - The Sophists
- Stanford Encyclopedia of Philosophy - The Sophist
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Articles from Britannica Encyclopedias for elementary and high school students.
- Sophists - Student Encyclopedia (Ages 11 and up)
Written by
George Briscoe Kerferd
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The Editors of Encyclopaedia Britannica
Article History
The Sophists have sometimes been characterized by their attacks on the traditional religious beliefs of the Greeks (see Greek religion). It is true that more than one Sophist seems to have faced prosecution for impiety, as did Socrates also. Protagoras wrote “concerning the gods, I cannot know either that they exist or that they do not exist nor what they are like in form,” and Prodicus offered a sociological account of the development of religion. Critias went further when he supposed that the gods were deliberately invented to inspire fear in the evildoer. It is thus probably correct to say that the tendency of much Sophistic thought was to reject the traditional doctrines about the gods. Indeed, this follows almost inevitably if the supposition is correct that all the Sophists were attempting to explain the phenomenal world from within itself, while excluding all principles or entities not discernible in phenomena. But in their agnostic attitudes toward the Olympian deities, the Sophists were probably at one with most of the pre-Socratic philosophers of the 6th and 5th centuries and also with most thinking people living toward the end of the 5th century. It is thus probably misleading to regard them as revolutionary in their religious beliefs.
The importance the Sophists attached to human beings meant that they were extremely interested in the history and organization of human societies. Here again most is known about Protagoras, and there is a danger of treating his particular doctrines as typical of the Sophistic movement as a whole. In the 5th century, human history was very commonly seen in terms of a decline from an earlier golden age. Another view supposed that there were recurring cycles in human affairs according to which a progression from good to bad would give way to one from bad to good. The typical Sophistic attitude toward society rejected both of these views in favour of one that saw human history in terms of progress from savagery to civilization. In a famous myth, Protagoras explained how humans achieved civilized society first with the aid of arts and crafts and then by gaining a sense of respect and justice in the ordering of their affairs. The general thinking of most of the Sophists seems to have been along similar lines.
One of the most distinctive Sophistic tenets was that virtue can be taught, a position springing naturally from the Sophists’ professional claim to be the teachers of young men. But the word virtue (aretē) implied both success in living and the qualities necessary for achieving such success, and the claim that aretē could be taught by the kind of teaching that the Sophists offered had far-ranging implications. It involved the rejection of the view that aretē came only by birth—for example, by being born a member of a noble family—and it involved also the rejection of the doctrine that aretē was a matter of the chance occurrence of specified qualities in particular individuals. Aretē, in the Sophists’ view, was the result of known and controllable procedures, a contention of profound importance for the organization of society. Moreover, what can be taught has some relation to what can be known and understood. The belief that teaching of a high intellectual calibre could produce success both for the individual and for governments has had a profound influence upon the subsequent history of education. Once again, it is through the acceptance of this doctrine by Plato and Aristotle that the Sophistic position came to be part of subsequent humanist tradition.
The Second Sophistic movement
It is a historical accident that the name “Sophist” came to be applied to the Second Sophistic movement. Greek literature underwent a period of eclipse during the 1st century bce and under the early Roman Empire. But Roman dominance did not prevent a growing interest in sophistic oratory in the Greek-speaking world during the 1st century ce. This oratory aimed merely at instructing or interesting an audience and had of necessity no political function. But it was based on elaborate rules and required a thorough knowledge of the poets and prose writers of antiquity. Training was provided by professional teachers of rhetoric who claimed the title of Sophists, just as the 5th-century Sophists had adopted a name already used by others.
The revival of the Greek spirit under Hadrian and other Roman emperors in the 2nd century ce who were also admirers of Greek culture found expression in a fresh flowering of Greek prose following principles developed and applied by the professors of rhetoric in the 1st century ce. Hence, a group of Greek prose writers in the 2nd century ce were regarded as constituting the Second Sophistic movement. This was a backward-looking movement that took as its models Athenian writers of the 5th and 4th centuries bce; hence, the label “Atticists” (Greek Attikos, “Athenian”) was applied to some of its leading members. The limits of the movement were never clear. It is usually taken to include Polemon of Athens, Herodes Atticus, Aelius Aristides, Maximus of Tyre, and the group of Philostrati (each of whom bore the name Philostratus). Dio Chrysostom of Prusa is often included, although others would regard him as preparing the way for the main period. Other writers, like Lucian, Aelian, and Alciphron, were influenced by the movement even if not properly members of it; and the writers of prose romances, such as Longus and Heliodorus, and the historians Dio Cassius and Herodian are also associated with the general trend. By the 3rd century ce, however, its impulse was weakening, and it was shortly no longer distinguishable within the general stream of Greek literature.
George Briscoe Kerferd
