The Ontology of Not-Being in Aristotle and His Predecessors
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Teachers' Pay in Ancient Greece
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 5-1942 Teachers' Pay In Ancient Greece Clarence A. Forbes Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Teachers' Pay In Ancient Greece * * * * * CLARENCE A. FORBES UNIVERSITY OF NEBRASKA STUDIES Ma y 1942 STUDIES IN THE HUMANITIES NO.2 Note to Cataloger UNDER a new plan the volume number as well as the copy number of the University of Nebraska Studies was discontinued and only the numbering of the subseries carried on, distinguished by the month and the year of pu blica tion. Thus the present paper continues the subseries "Studies in the Humanities" begun with "University of Nebraska Studies, Volume 41, Number 2, August 1941." The other subseries of the University of Nebraska Studies, "Studies in Science and Technology," and "Studies in Social Science," are continued according to the above plan. Publications in all three subseries will be supplied to recipients of the "University Studies" series. Corre spondence and orders should be addressed to the Uni versity Editor, University of Nebraska, Lincoln. University of Nebraska Studies May 1942 TEACHERS' PAY IN ANCIENT GREECE * * * CLARENCE A. -
From Cratylus to Aristotle
From Cratylus to Aristotle Article by Martha Keltz Heraclitus and Cratylus – From the Sixth to the Fifth Century Before Christ Heraclitus, Cratylus and the Essenes “The name of John is connected with the city of Ephesus, and equipped with Imaginative insight into world history, he is continually referred back along an inner path to the ancient temple of Diana of Ephesus, and confronts these significant words: 'In the primal Beginning was the Logos. And the Logos was with God. And the Logos was a God. “ ...When the evangelist could read about Ephesus in the Akasha Record, could read that for which his heart thirsted, [he found] the right form in which to clothe what he wanted to say to humanity concerning the mystery of the beginning of the world.” - Rudolf Steiner , Mystery Centers. “Thus we show how Eabani [from The Epic of Gilgamesh ], in the incarnation between the life as Eabani and the life as Aristotle, was able under the influence of the ancient Mystery teachings, into which forces streamed from the supersensible worlds, to imbibe the principles which in certain Mystery schools were essential to the further development of the human soul... In such Mystery schools the feelings and impulses paramountly awakened were those capable of eradicating every trace of egoism from the soul... In the Mysteries to which I am here referring, the soul had to learn to feel pity and compassion for everything human, for everything cosmic – compassion born from the overcoming of the physical plane.” - Occult History . The life between Eabani and Aristotle was that of Cratylus. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Phil 252S Seminar on Meta-Metaphysics
Phil 252S Seminar on Meta-metaphysics Professor: Sara Bernstein ([email protected]) Special Guest: Peter van Inwagen Metaphysics concerns questions about what exists: for example, do chairs really exist, or are there merely particles arranged chair-wise? What are the criteria for their existence? Meta-metaphysics concerns questions about the methodology and substantivity of metaphysics. For example, does reality furnish answers to metaphysical questions? If so, do we have epistemic access to the answers? Or is it our language and social conventions that give us answers to metaphysical questions? Do answers to these questions determine the substantivity of metaphysical debates? Required Texts: Metametaphysics (ed. Wasserman and Chalmers) Requirements: For undergraduate students: weekly well-formed questions due on Tuesdays at 6pm (20%) one in-class presentations on a course reading (20%) one 6-8 page term paper (40%) class participation (20%) For graduate students: weekly well-formed questions due on Tuesdays at 6pm (10%) one in-class presentation on a course reading (10%) one presentation on your own term paper and term paper (60%) class participation (20%) Schedule: Wednesday, January 19: Introduction to Metametaphysics Ted Sider, “Ontology” (chapter 9) and “Metametaphysics” (chapter 5) from Writing the Book of the World (unpublished draft) (Blackboard) 1 January 26: First-Order Ontological Debates Peter van Inwagen, Material Beings, Chapters 2 and 3 (Blackboard) David Lewis and Stephanie Lewis, “Holes” (Blackboard) February 2: -
Plato's Euthydemus
PLATO’S EUTHYDEMUS: A STUDY ON THE RELATIONS BETWEEN LOGIC AND EDUCATION Plato’s Euthydemus is an unlucky dialogue. Few dealt with it in its own right, not just as part of a wider discussion of Plato, and fewer still saw in it more than a topic of sophistic fallacies. Some, of course, paid attention to the constructive sections of the dialogue, but only rarely do we come across a real attempt to unify its different aspects.1 In this paper I propose to show how, in the Euthydemus, Plato tries to distinguish between the Socratic and the Sophistic conceptions of education, by tracing them to their roots in the opposing views of the Sophists — and especially those of the second generation — and of Socrates about truth and about the role of logic. And although the eristic techniques of Euthydemus and Dionysodorus are obviously fallacious, they turn out to be developments of Protagoras’ views and follow from philosophical positions worthy of serious examination. The Euthydemus is a caricature, to be sure. But, as all good caricature, it has a serious intent. It sketches the degeneration of the Sophistic approach to education, in some of its aspects. More important ly, it distinguishes Socratic education from the methods and effects of its Sophistic counterpart. Euthydemus and Dionysodorus, the two sophist brothers, are reminis cent of the great Sophists of the Protagoras in more than one way. They are polymaths like Hippias, and at one time or another have taught a variety of arts, from forensic rhetoric to armed combat. Also, they have Prodicus’ penchant for linguistic analysis. -
Who Was Protagoras? • Born in Abdêra, an Ionian Pólis in Thrace
Recovering the wisdom of Protagoras from a reinterpretation of the Prometheia trilogy Prometheus (c.1933) by Paul Manship (1885-1966) By: Marty Sulek, Ph.D. Indiana University Lilly Family School of Philanthropy For: Workshop In Multidisciplinary Philanthropic Studies February 10, 2015 Composed for inclusion in a Festschrift in honour of Dr. Laurence Lampert, a Canadian philosopher and leading scholar in the field of Nietzsche studies, and a professor emeritus of Philosophy at IUPUI. Adult Content Warning • Nudity • Sex • Violence • And other inappropriate Prometheus Chained by Vulcan (1623) themes… by Dirck van Baburen (1595-1624) Nietzsche on Protagoras & the Sophists “The Greek culture of the Sophists had developed out of all the Greek instincts; it belongs to the culture of the Periclean age as necessarily as Plato does not: it has its predecessors in Heraclitus, in Democritus, in the scientific types of the old philosophy; it finds expression in, e.g., the high culture of Thucydides. And – it has ultimately shown itself to be right: every advance in epistemological and moral knowledge has reinstated the Sophists – Our contemporary way of thinking is to a great extent Heraclitean, Democritean, and Protagorean: it suffices to say it is Protagorean, because Protagoras represented a synthesis of Heraclitus and Democritus.” Nietzsche, The Will to Power, 2.428 Reappraisals of the authorship & dating of the Prometheia trilogy • Traditionally thought to have been composed by Aeschylus (c.525-c.456 BCE). • More recent scholarship has demonstrated the play to have been written by a later, lesser author sometime in the 430s. • This new dating raises many questions as to what contemporary events the trilogy may be referring. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
The Birth of Rhetoric: Gorgias, Plato and Their Successors
THE BIRTH OF RHETORIC ISSUES IN ANCIENT PHILOSOPHY General editor: Malcolm Schofield GOD IN GREEK PHILOSOPHY Studies in the early history of natural theology L.P.Gerson ANCIENT CONCEPTS OF PHILOSOPHY William Jordan LANGUAGE, THOUGHT AND FALSEHOOD IN ANCIENT GREEK PHILOSOPHY Nicholas Denyer MENTAL CONFLICT Anthony Price THE BIRTH OF RHETORIC Gorgias, Plato and their successors Robert Wardy London and New York First published 1996 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 First published in paperback 1998 © 1996 Robert Wardy All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Wardy, Robert. The birth of rhetoric: Gorgias, Plato, and their successors/ Robert Wardy. p. cm.—(Issues in ancient philsophy) Includes bibliographical rerferences (p. ) and index. 1. Plato. Gorgias. 2. Rhetoric, Ancient. -
Ancient Rhetoric and Greek Mathematics: a Response to a Modern Historiographical Dilemma
Science in Context 16(3), 391–412 (2003). Copyright © Cambridge University Press DOI: 10.1017/S0269889703000863 Printed in the United Kingdom Ancient Rhetoric and Greek Mathematics: A Response to a Modern Historiographical Dilemma Alain Bernard Dibner Institute, Boston To the memory of three days in the Negev Argument In this article, I compare Sabetai Unguru’s and Wilbur Knorr’s views on the historiography of ancient Greek mathematics. Although they share the same concern for avoiding anach- ronisms, they take very different stands on the role mathematical readings should have in the interpretation of ancient mathematics. While Unguru refuses any intrusion of mathematical practice into history, Knorr believes this practice to be a key tool for understanding the ancient tradition of geometry. Thus modern historians have to find their way between these opposing views while avoiding an unsatisfactory compromise. One approach to this, I propose, is to take ancient rhetoric into account. I illustrate this proposal by showing how rhetorical categories can help us to analyze mathematical texts. I finally show that such an approach accommodates Knorr’s concern about ancient mathematical practice as well as the standards for modern historical research set by Unguru 25 years ago. Introduction The title of the present paper indicates that this work concerns the relationship between ancient rhetoric and ancient Greek mathematics. Such a title obviously raises a simple question: Is there such a relationship? The usual appreciation of ancient science and philosophy is at odds with such an idea. This appreciation is rooted in the pregnant categorization that ranks rhetoric and science at very different levels. -
PHIL. 555 – Fiction and Fictionalism Course Description: We Have No
PHIL. 555 – Fiction and Fictionalism Course Description: We have no trouble at all deploying our concept of fiction in everyday life. Yet, from a philosophical standpoint, few concepts are as problematic. Is what accounts for the difference between fictional and real representations something in the syntax (something manifest in the structure of the representation) or the semantics (the presence or absence of truth and reference), or is it a matter of pragmatics (the ways in which representations are used/intended to be used)? How should we analyze the truth- value of statements made in or about fictions? Can we learn anything from fictions, and can we make the case for literary cognitivism by drawing on the analogy between fictions and thought-experiments? What kinds of entities are fictional characters, and do they share anything in common with the entities postulated by mathematical and moral realism? This seminar will begin to address all of these questions, and touch upon the significance of the problems posed by fiction for aesthetics, metaphysics, metaethics, and the philosophy of mathematics. Schedule of Readings Week 1 Introductory Class Overview and organizational matters No readings Week 2 The Nature of Fiction I What is fiction, anyway? John Searle – The logical status of fictional discourse Gregory Currie – The Concept of Fiction David Davies – What is a literary work & The nature of fiction (Chs. 2 and 3 of Aesthetics and Literature) Week 3 The Nature of Fiction II What are fictions about? Harry Deutsch – Making Up Stories Stacy Friend – Real People in Unreal Contexts John Gibson – The Fictional and the Real Week 4 Truth in Fiction How to make it work; adding an intensional operator David K. -
The “Atomic Theory” of Leucippus, and Its Impact on Medicine Before Hippocrates
Selected Brief Contribution The “atomic theory” of Leucippus, and its impact on medicine before Hippocrates Gregory Tsoucalas MD, MSc, MS(c), PhD, Konstantinos Laios PhD, Marianna Karamanou MD, MSc, PhD, George Androutsos MD History of Medicine Department, Medical School, University of Athens, Greece Gregory Tsoucalas, Kononos Str. 62-64, P.C. 11633, Pagrati, Athens, Greece. Mobile: 6945298205, Email: [email protected] Hell J Nucl Med 2013; 16(1): 68-69 Published on line: 10 April 2013 Leucippus, teacher of Democritus, was the first to describe Among Leucippus works stand the “Great Cosmology” (in the “atomic theory” in an attempt to explain the genesis of greek: Μέγας Διάκοσμος: About Great Cosmos) and On the the matter. Although only a fraction of his work was saved, Mind (in greek: Περί Νού). Of this second treatise, only one the “atom”, the smallest and indivisible particle of matter, but very significant fragment has survived, where we can enclosing a vacuum in which other particles move, still re- read: “nothing is in vain, but everything happens because mains the funtamental element of modern physics. of a reason and necessity”. This aphorism, not only encap- Leucippus (5th century BC, ca 430 BC) (Fig. 1), was born sulates the rationalism of the Ionian Greek School philoso- most probably in the city of Avdera, in Southern Thrace, phy, but also constitutes the basic axiom of ancient Greek Greece, where also Democritus was born. The island of Mi- medicine concerning the rational interpretation of diseases los, the Greek colony in Italy, Elea and the Greek city of Mile- and their therapy, which was later taught and described in tus in Asia Minor, were also mentioned as his birthplace [1- “Corpus Hippocraticum” [21].