Stoicism and Anti-Stoicism in Qoheleth
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KEIMPE ALGRA 155-184.Qxd
Ο Ζήνων ο Κιτιέας και η Στωική κοσμολογία: μερικές σημειώσεις και δυο συγκεκριμένες περιπτώσεις. KEIMPE ALGRA Η έκταση και η φύση της συμβολής του Ζήνωνα στη Στωική φυσική και κοσμολογία είναι δύσκολο να θεμελιωθούν. Η ανακοίνωση αυτή μελετά μερικά από τα σχετικά προβλήματα. Η χρήση της ονομαστικής ετικέτας "Ζήνων" από τις αρχαίες μας πηγές δε θα πρέπει πάντα να αξιολογείται επιφανειακά, και η απόδοση καθώς και η διευθέτηση του υλικού του Hans Von Arnim στο Stoicorum Veterum Fragmenta (SVF) δε θα πρέπει να γίνεται αποδεκτή χωρίς κριτική, για λόγους που περιγράφονται σ’ αυτή την εργασία. Παρέχονται δύο συγκεκριμένες περιπτώσεις αποσπασμάτων, οι οποίες, με μια πιο προσεκτική ματιά, δε θα πρέπει να αποδοθούν στο Ζήνωνα. Τελικά, υποστηρίζεται ότι ο Ζήνων δεν ήταν παραγωγικός συγγραφέας σε θέματα φυσικής, και ότι έτυχε στους διαδόχους του ( σε μερικούς από αυτούς) – πιο συγκεκριμένα στον Σφαίρο, στον Κλεάνθη και στον Χρύσιππο – να επεξεργαστούν περαιτέρω και να συγκροτήσουν λεπτομερειακά την φυσική κοσμοεικόνα της Στωικής σχολής. Αυτό σημαίνει πως υπάρχουν περιθώρια ανάπτυξης της φυσικής και της κοσμολογίας στα πλαίσια του αρχαίου Στωικισμού, και πως, συνακόλουθα, είναι ζωτικής σημασίας να διακρίνουμε πιο ξεκάθαρα, απ’ ότι συνήθως, τι πρέπει με ασφάλεια να αποδοθεί στο Ζήνωνα και ότι τέτοιου είδους "κοινά στωικά" δόγματα πρέπεί μόνο πιθανά, ή μερικά, να ανιχνευτούν σ΄αυτόν. Zeno of Citium and Stoic Cosmology: some notes and two case studies KEIMPE ALGRA 1 Zeno of Citium, as indeed the early Stoics in general, conceived of philosophy as consisting of three interrelated parts: logic, physics and ethics.1 But although Zeno’s foundational work covered all three areas, he appears to have had his preferences. -
Skepticism and Pluralism Ways of Living a Life Of
SKEPTICISM AND PLURALISM WAYS OF LIVING A LIFE OF AWARENESS AS RECOMMENDED BY THE ZHUANGZI #±r A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN PHILOSOPHY AUGUST 2004 By John Trowbridge Dissertation Committee: Roger T. Ames, Chairperson Tamara Albertini Chung-ying Cheng James E. Tiles David R. McCraw © Copyright 2004 by John Trowbridge iii Dedicated to my wife, Jill iv ACKNOWLEDGEMENTS In completing this research, I would like to express my appreciation first and foremost to my wife, Jill, and our three children, James, Holly, and Henry for their support during this process. I would also like to express my gratitude to my entire dissertation committee for their insight and understanding ofthe topics at hand. Studying under Roger Ames has been a transformative experience. In particular, his commitment to taking the Chinese tradition on its own terms and avoiding the tendency among Western interpreters to overwrite traditional Chinese thought with the preoccupations ofWestern philosophy has enabled me to broaden my conception ofphilosophy itself. Roger's seminars on Confucianism and Daoism, and especially a seminar on writing a philosophical translation ofthe Zhongyong r:pJm (Achieving Equilibrium in the Everyday), have greatly influenced my own initial attempts to translate and interpret the seminal philosophical texts ofancient China. Tamara Albertini's expertise in ancient Greek philosophy was indispensable to this project, and a seminar I audited with her, comparing early Greek and ancient Chinese philosophy, was part ofthe inspiration for my choice ofresearch topic. I particularly valued the opportunity to study Daoism and the Yijing ~*~ with Chung-ying Cheng g\Gr:p~ and benefited greatly from his theory ofonto-cosmology as a means of understanding classical Chinese philosophy. -
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1 The real voyage of discovery consists not in seeking new landscapes, but in having new eyes. – Marcel Proust A huge part of Philosophical Inquiry is learning how to see the world with new eyes. To accomplish this goal, you will be introduced to the “ten lenses of philosophical inquiry.” The ten lenses of philosophical inquiry are tools to help us critically engage with, and analyze ourselves, and the world around us. Like a pair of glasses, the ten lenses help to change our perception and give us the power to re-examine our reality. In this philosophical inquiry research project you will get introduced to each of the ten lenses so that you become comfortable using the lenses both inside and out of our class. You will also learn more about a philosopher, their philosophy and the lens of philosophical inquiry that they are most clearly connected to. Focus Question What are the ten lenses of philosophical inquiry, and what are some examples of how they are connected to the philosophies of different philosopher’s throughout history? Philosophical Inquiry Research Process 1) QUESTION - Develop the philosophical questions that you will use to drive your inquiry. 2) PLAN – Determine the types of sources that you will need to answer your questions. 3) GATHER EVIDENCE – Gather the information (textual, visual, quantitative, etc.) you need to explore and answer your questions. 4) ANALYZE – Analyze the answers to your questions, making sure to keep in mind the larger focus question guiding this inquiry. 5) COMMUNICATE CONCLUSIONS – Use evidence and reasons to write an organized (logically sequenced) explanation to the inquiry’s topic/focus question. -
The Little Book of Stoicism
The Little Book of Stoicism Timeless Wisdom to Gain Resilience, Confidence, and Calmness Jonas Salzgeber Illustrations © 2019 Jonas Salzgeber. All rights reserved. Copyright © 2019 Jonas Salzgeber THE LITTLE BOOK OF STOICISM. All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher except for the use of brief quotations in critical articles or reviews. First paperback published 2019. FIRST EDITION. ISBN: 978-1791967284 www.njlifehacks.com Contents Introduction 1 PART 1: WHAT IS STOICISM 9 Chapter 1: The Promise of Stoic Philosophy 11 Practice the Art of Living: Become a Warrior- Philosopher 12 Promise #1: Eudaimonia 14 Promise #2: Emotional Resilience 17 Tame Restricting Emotions (≠ Unemotional) 19 Practice Stoicism and Become more Tranquil as a By-Product 23 Chapter 2: A Quick History Lesson 26 The Most Important Stoic Philosophers 29 Seneca the Younger (c. 4 BCE – 65 CE) 30 Musonius Rufus (c. 30 CE – c. 100 CE) 32 Epictetus (c. 55 CE – c. 135 CE) 33 Marcus Aurelius (121 CE – 180 CE) 34 Chapter 3: The Stoic Happiness Triangle 36 The Stoic Happiness Triangle in A Nutshell 38 1. Live with Areté: Express Your Highest Self in Every Moment 40 The Perfection of Our Natural Potential 43 The Four Cardinal Virtues 47 Character Beats Beauty 51 The Stoic Love of Mankind: Act for the Common Welfare 53 2. Focus on What You Control: Accept Whatever Happens and Make the Best Out of It 56 The Stoic Archer: Focus on the Process 60 Stoic Acceptance: Enjoy the Ride or Get Dragged Along 63 The Good, the Bad, and the Indifferent Things 67 In Poker as in Life, You Can Win with Any Hand 71 3. -
A History of Cynicism
A HISTORY OF CYNICISM Downloaded from https://www.holybooks.com Downloaded from https://www.holybooks.com A HISTORY OF CYNICISM From Diogenes to the 6th Century A.D. by DONALD R. DUDLEY F,llow of St. John's College, Cambrid1e Htmy Fellow at Yale University firl mll METHUEN & CO. LTD. LONDON 36 Essex Street, Strand, W.C.2 Downloaded from https://www.holybooks.com First published in 1937 PRINTED IN GREAT BRITAIN Downloaded from https://www.holybooks.com PREFACE THE research of which this book is the outcome was mainly carried out at St. John's College, Cambridge, Yale University, and Edinburgh University. In the help so generously given to my work I have been no less fortunate than in the scenes in which it was pursued. I am much indebted for criticism and advice to Professor M. Rostovtseff and Professor E. R. Goodonough of Yale, to Professor A. E. Taylor of Edinburgh, to Professor F. M. Cornford of Cambridge, to Professor J. L. Stocks of Liverpool, and to Dr. W. H. Semple of Reading. I should also like to thank the electors of the Henry Fund for enabling me to visit the United States, and the College Council of St. John's for electing me to a Research Fellowship. Finally, to• the unfailing interest, advice and encouragement of Mr. M. P. Charlesworth of St. John's I owe an especial debt which I can hardly hope to repay. These acknowledgements do not exhaust the list of my obligations ; but I hope that other kindnesses have been acknowledged either in the text or privately. -
Stoic Enlightenments
Copyright © 2011 Margaret Felice Wald All rights reserved STOIC ENLIGHTENMENTS By MARGARET FELICE WALD A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in English written under the direction of Michael McKeon and approved by ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey October 2011 ABSTRACT OF THE DISSERTATION Stoic Enlightenments By MARGARET FELICE WALD Dissertation Director: Michael McKeon Stoic ideals infused seventeenth- and eighteenth-century thought, not only in the figure of the ascetic sage who grins and bears all, but also in a myriad of other constructions, shaping the way the period imagined ethical, political, linguistic, epistemological, and social reform. My dissertation examines the literary manifestation of Stoicism’s legacy, in particular regarding the institution and danger of autonomy, the foundation and limitation of virtue, the nature of the passions, the difference between good and evil, and the referentiality of language. Alongside the standard satirical responses to the ancient creed’s rigor and rationalism, seventeenth- and eighteenth-century poetry, drama, and prose developed Stoic formulations that made the most demanding of philosophical ideals tenable within the framework of common experience. Instead of serving as hallmarks for hypocrisy, the literary stoics I investigate uphold a brand of stoicism fit for the post-regicidal, post- Protestant Reformation, post-scientific revolutionary world. My project reveals how writers used Stoicism to determine the viability of philosophical precept and establish ways of compensating for human fallibility. The ambivalent status of the Stoic sage, staged and restaged in countless texts, exemplified the period’s anxiety about measuring up to its ideals, its efforts to discover the plenitude of ii natural laws and to live by them. -
The Meditations of Marcus Aurelius Antoninus
The meditations of Marcus Aurelius Antoninus Originally translated by Meric Casaubon About this edition Marcus Aurelius Antoninus Augustus was Emperor of Rome from 161 to his death, the last of the “Five Good Emperors.” He was nephew, son-in-law, and adoptive son of Antonius Pius. Marcus Aurelius was one of the most important Stoic philosophers, cited by H.P. Blavatsky amongst famous classic sages and writers such as Plato, Eu- ripides, Socrates, Aristophanes, Pindar, Plutarch, Isocrates, Diodorus, Cicero, and Epictetus.1 This edition was originally translated out of the Greek by Meric Casaubon in 1634 as “The Golden Book of Marcus Aurelius,” with an Introduction by W.H.D. Rouse. It was subsequently edited by Ernest Rhys. London: J.M. Dent & Co; New York: E.P. Dutton & Co, 1906; Everyman’s Library. 1 Cf. Blavatsky Collected Writings, (THE ORIGIN OF THE MYSTERIES) XIV p. 257 Marcus Aurelius' Meditations - tr. Casaubon v. 8.16, uploaded to www.philaletheians.co.uk, 14 July 2013 Page 1 of 128 LIVING THE LIFE SERIES MEDITATIONS OF MARCUS AURELIUS Chief English translations of Marcus Aurelius Meric Casaubon, 1634; Jeremy Collier, 1701; James Thomson, 1747; R. Graves, 1792; H. McCormac, 1844; George Long, 1862; G.H. Rendall, 1898; and J. Jackson, 1906. Renan’s “Marc-Aurèle” — in his “History of the Origins of Christianity,” which ap- peared in 1882 — is the most vital and original book to be had relating to the time of Marcus Aurelius. Pater’s “Marius the Epicurean” forms another outside commentary, which is of service in the imaginative attempt to create again the period.2 Contents Introduction 3 THE FIRST BOOK 12 THE SECOND BOOK 19 THE THIRD BOOK 23 THE FOURTH BOOK 29 THE FIFTH BOOK 38 THE SIXTH BOOK 47 THE SEVENTH BOOK 57 THE EIGHTH BOOK 67 THE NINTH BOOK 77 THE TENTH BOOK 86 THE ELEVENTH BOOK 96 THE TWELFTH BOOK 104 Appendix 110 Notes 122 Glossary 123 A parting thought 128 2 [Brought forward from p. -
A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry
Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2019 A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry Karina Bucciarelli Follow this and additional works at: https://scholarship.claremont.edu/scripps_theses Part of the Epistemology Commons, Feminist Philosophy Commons, and the Philosophy of Science Commons Recommended Citation Bucciarelli, Karina, "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry" (2019). Scripps Senior Theses. 1365. https://scholarship.claremont.edu/scripps_theses/1365 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. A FEMINIST EPISTEMOLOGICAL FRAMEWORK: PREVENTING KNOWLEDGE DISTORTIONS IN SCIENTIFIC INQUIRY by KARINA MARTINS BUCCIARELLI SUBMITTED TO SCRIPPS COLLEGE IN PARTIAL FULFILLMENT OF THE DEGREE OF BACHELOR OF ARTS PROFESSOR SUSAN CASTAGNETTO PROFESSOR RIMA BASU APRIL 26, 2019 Bucciarelli 2 Acknowledgements First off, I would like to thank my wonderful family for supporting me every step of the way. Mamãe e Papai, obrigada pelo amor e carinho, mil telefonemas, conversas e risadas. Obrigada por não só proporcionar essa educação incrível, mas também me dar um exemplo de como viver. Rafa, thanks for the jokes, the editing help and the spontaneous phone calls. Bela, thank you for the endless time you give to me, for your patience and for your support (even through WhatsApp audios). To my dear friends, thank you for the late study nights, the wild dance parties, the laughs and the endless support. -
Principles of Scientific Inquiry
Chapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis. -
Experiential & Inquiry-Based Learning with Youth in Non-Formal Settings
Working with youth in non-formal settings ensuring rich enrichment Experiential & Inquiry-based Learning with Youth in Non-formal Settings 4-H Science learning for youth can be deepened by building inquiry-based learning methods into programs and curricula. For over two decades of educational reform, science education has focused on inquiry as a method for learning and doing natural science in formal classrooms. When used to make sense of the natural world from within the discipline of science, inquiry-based learning is ‘scientific inquiry. ’ Non-formal program designers and practitioners are faced with decisions about which scientific inquiry methods to transfer from the formal classroom to the non-formal setting, which methods to adapt to better fit the non-formal learning needs of youth, and how to best prepare adults to facilitate scientific inquiry with youth. Why is this thinking important to 4-H staff and volunteers? Evaluation results indicate that inquiry-based methods support youth in Key Concepts their learning. Minner et al (2010) reviewed 138 evaluation studies and found that inquiry-based approaches in the science, engineering, technology ,and math Experiential learning: content areas had the largest effect sizes, or made the greatest positive Constructing learning through hands-on experiences that are difference, when there was an emphasis on active learning and involvement in highly social in nature. the investigative process (asking questions, designing investigations, collecting data, drawing conclusions, communicating findings). Hands-on experiences with Inquiry-based learning: Constructing learning through natural phenomena were also found to be associated with increased conceptual hands-on experiences that provide learning in the science content investigated. -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
Lucan's Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek a Dissertation Submitted in Partial Fulf
Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2014 Reading Committee: Catherine Connors, Chair Alain Gowing Stephen Hinds Program Authorized to Offer Degree: Classics © Copyright 2014 Laura Zientek University of Washington Abstract Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek Chair of the Supervisory Committee: Professor Catherine Connors Department of Classics This dissertation is an analysis of the role of landscape and the natural world in Lucan’s Bellum Civile. I investigate digressions and excurses on mountains, rivers, and certain myths associated aetiologically with the land, and demonstrate how Stoic physics and cosmology – in particular the concepts of cosmic (dis)order, collapse, and conflagration – play a role in the way Lucan writes about the landscape in the context of a civil war poem. Building on previous analyses of the Bellum Civile that provide background on its literary context (Ahl, 1976), on Lucan’s poetic technique (Masters, 1992), and on landscape in Roman literature (Spencer, 2010), I approach Lucan’s depiction of the natural world by focusing on the mutual effect of humanity and landscape on each other. Thus, hardships posed by the land against characters like Caesar and Cato, gloomy and threatening atmospheres, and dangerous or unusual weather phenomena all have places in my study. I also explore how Lucan’s landscapes engage with the tropes of the locus amoenus or horridus (Schiesaro, 2006) and elements of the sublime (Day, 2013).