论文标题
真理与知识：theaetetus对“权力”的错误定义 - 剧院的新解释（147D7-148B2）
Truth and Knowledge: the Incorrect Definition of `Powers' by Theaetetus-A New Interpretation of Theaetetus (147d7-148b2)
论文作者
论文摘要
在第一篇文章（此处称为B-O）中，我们研究了柏拉图剧院所谓的“数学部分”的第一部分，即西奥多鲁斯的课程。在目前，我们考虑了段落的续集和末尾（147D7-148B2），以及与整个对话有关的哲学解释。与上一篇文章一样，我们从数学，历史和哲学观点同时分析了它，这是理解它的必要性。我们的策略再次是认真对待柏拉图的文字，而不是作为诗人的梦想。我们的分析对这段段落展示了新的启示，这是柏拉图哲学和数学历史的重要证词。柏拉图与西奥多鲁斯和剧院的关系比通常声称的要复杂。搜索在对话的很大一部分，甚至在其他对话中进行的知识的定义都植根于数学段落。它需要重新评估其与欧几里得元素的联系，特别是命题X.9，以及所谓的欧几里得的“灾难性”错误（引用Jean Itard）关于不可通信的性能。简而言之，必须对段落的理解程度不同于在所谓的“现代标准解释”（或MSI）中聚集在一起的通常解释中。这两篇文章构成了整体。它们都是针对没有任何特定数学背景的观众的，并且仅需要基本的数学知识，本质上是高中级的。文章末尾的附录中开发了一些更复杂的点。
In a first article (referred here as B-O), we studied the first part of the so-called 'mathematical part' of Plato's Theaetetus, i.e. Theodorus' lesson. In the present one, we consider the sequel and the end of the passage (147d7-148b2), as well as its philosophical interpretation in connection with the whole dialogue. As in the previous article, we analyze it simultaneously from the mathematical, the historical and the philosophical points of view, a necessity to understand it. Our strategy is once again to take seriously Plato's text, not as the dream of a poet. Our analysis casts a new light on this passage, as an essential testimony for both Plato's philosophy and for history of mathematics. Plato's relation to Theodorus and Theaetetus is more complex than usually claimed; the search for a definition of knowledge conducted in a large part of the dialogue and even in some other dialogues is rooted in the mathematical passage; it needs a reevaluation of its connection to Euclid's Elements, in particular the proposition X.9, as well as a supposed Euclid's 'catastrophic' mistake (to quote Jean Itard) on incommensurability. In a nutshell, the passage has to be understood differently than in the usual interpretations gathered together under the collective so-called name 'Modern Standard Interpretation' (or MSI). Both articles form a whole. They are both aimed to an audience without any particular mathematical background, and require only elementary mathematical knowledge, essentially of high school-level. Some more complex points are developed in an Appendix at the end of the article.
