Augustine, Wannabe Philosopher: the Search for Otium Honestum
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Augustine on Knowledge
Augustine on Knowledge Divine Illumination as an Argument Against Scepticism ANITA VAN DER BOS RMA: RELIGION & CULTURE Rijksuniversiteit Groningen Research Master Thesis s2217473, April 2017 FIRST SUPERVISOR: dr. M. Van Dijk SECOND SUPERVISOR: dr. dr. F.L. Roig Lanzillotta 1 2 Content Augustine on Knowledge ........................................................................................................................ 1 Acknowledgements ................................................................................................................................ 4 Preface .................................................................................................................................................... 5 Abstract ................................................................................................................................................... 6 Introduction ............................................................................................................................................ 7 The life of Saint Augustine ................................................................................................................... 9 The influence of the Contra Academicos .......................................................................................... 13 Note on the quotations ........................................................................................................................ 14 1. Scepticism ........................................................................................................................................ -
Diogenes Laertius, Vitae Philosophorum, Book Five
Binghamton University The Open Repository @ Binghamton (The ORB) The Society for Ancient Greek Philosophy Newsletter 12-1986 The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosophorum, Book Five Michael Sollenberger Mount St. Mary's University, [email protected] Follow this and additional works at: https://orb.binghamton.edu/sagp Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, and the History of Philosophy Commons Recommended Citation Sollenberger, Michael, "The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosophorum, Book Five" (1986). The Society for Ancient Greek Philosophy Newsletter. 129. https://orb.binghamton.edu/sagp/129 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in The Society for Ancient Greek Philosophy Newsletter by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. f\îc|*zx,e| lîâ& The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosoohorum Book Five The biographies of six early Peripatetic philosophers are con tained in the fifth book of Diogenes Laertius* Vitae philosoohorum: the lives of the first four heads of the sect - Aristotle, Theophras tus, Strato, and Lyco - and those of two outstanding members of the school - Demetrius of Phalerum and Heraclides of Pontus, For the history of two rival schools, the Academy and the Stoa, we are for tunate in having not only Diogenes' versions in 3ooks Four and Seven, but also the Index Academicorum and the Index Stoicorum preserved among the papyri from Herculaneum, But for the Peripatos there-is no such second source. -
Inverting the Metaphor of Slavery and Freedom in Cicero
Inverting the Metaphor of Slavery and Freedom in Cicero Particularly in the wake of Caesar’s ascension Cicero appeals regularly to the ideas of freedom and slavery in a civic context. Caesar’s dominion imposes on the Romans a kind of joint political slavery, restricting their thoughts and actions. But Cicero uses the metaphor to invert typical understandings of what slavery and freedom mean. Rather than forcing others to serve him, Caesar instead prohibits Romans from serving others, or, more specifically, from having a social environment in which to offer kindness (beneficia) to others. This rhetorical inversion ultimately aligns slavery with self-focused behavior and freedom with behavior oriented toward others. In making this inversion Cicero advocates a very particular kind of free citizenship that cannot exist under any form of autocrat, no matter how good or skilled he is. Cicero’s championing of liberty reaches its climax in the tenth Philippic, where he decries the lifeless lot of the slave and states unequivocally that death is to be preferred to slavery. In the short window between Caesar’s death and his own, Cicero speaks as one freed from the civic slavery of Caesar’s rule and apprehensive about further Roman autocracy on the horizon. He juxtaposes other nations’ willingness to suffer slavery in order to avoid pain with the Roman’s preference for virtue and honor. The comparison revisits one of the prominent themes of Cicero’s in his dialogues, namely the priority of virtue and the un-Romanness of those who prefer a pleasure/pain-oriented philosophy, viz. -
The Concept of the Sun As Ἡγεμονικόν in the Stoa and in Manilius’ Astronomica Nº 21, Sep.-Dec
Eduardo Boechat - Universidade de Brasilia (Brazil) [email protected] The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astronomica nº 21, sep.-dec. 2017 BOECHAT, E. (2017). The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astronomica. Archai nº21, sep.-dec., p. 79-125 DOI: https://doi.org/10.14195/1984 -249X_21_3 Abstract: Hegemonikon in Stoic vocabulary is the technical term for the chief part or ‘command-centre’ of the soul. As we know, the Stoics considered the cosmos a living organism, and they theorised both about the human soul’s Hegemonikon and about its counterpart in the World-soul. My ultimate purpose in this paper is to show that the Stoic concept of the cosmic hegemonikon can be observed in Manilius’ Astro- nomica. The paper is divided into two parts. To begin with, I will examine and discuss the evidence concerning this concept in the relevant texts of the Early and Middle Stoa. The analysis will indicate that the concept of hegemonikon could involve a background of astronomical theory which some scholars attribute to the Stoic Posidonius. In the second section, I will go on to relate the concept of hegemonikon to the doctrines conveyed by Manilius. Additionally, we shall 79 see that Manilius’ polemic allusions to Lucretius’ De Rerum Natura suggest that the concept was intensely debated in the Post-Hellenistic philosophical circles. Keywords: Ancient Cosmology; Stoics; Manilius; Greek Astrology. nº 21, sep.-dec. 2017 Eduardo Boechat, ‘The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astro- nomica.’, p. -
St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death
The University of Akron IdeaExchange@UAkron Williams Honors College, Honors Research The Dr. Gary B. and Pamela S. Williams Honors Projects College Spring 2020 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death Christopher Choma [email protected] Follow this and additional works at: https://ideaexchange.uakron.edu/honors_research_projects Part of the Christianity Commons, Epistemology Commons, European History Commons, History of Philosophy Commons, History of Religion Commons, Metaphysics Commons, Philosophy of Mind Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Recommended Citation Choma, Christopher, "St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death" (2020). Williams Honors College, Honors Research Projects. 1048. https://ideaexchange.uakron.edu/honors_research_projects/1048 This Dissertation/Thesis is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The University of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Williams Honors College, Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. 1 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death By: Christopher Choma Sponsored by: Dr. Joseph Li Vecchi Readers: Dr. Howard Ducharme Dr. Nathan Blackerby 2 Table of Contents Introduction p. 4 Section One: Three General Views of Human Nature p. -
Life with Augustine
Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture. -
CC1: Invitation to Philosophy
CC1: Invitation to Philosophy Topic Lectures in terms of Weeks Unit 1: The Nature of Philosophy - 1st-2nd week The Nature of Philosophical Thinking Philosophy as critical Inquiry 2nd-3rd Week Philosophical and Scientific Questions: 3rd-4th Week Differences and Similarities Unit II: Methods in Philosophy - 4th-5th Week Socratic Method Linguistic Analysis 5th- 6th Week Phenomenological Method 6th -7th Week Deconstruction 7th-8th Week Unit III: Fundamental issues in 8th 9th Week Philosophy - Knowledge and Skepticism What is reality? Philosophical Theories of 9th- 11th Week the nature of reality Importance of asking moral questions in 11th- 13th Week everyday Life: Right and wrong, Good life and Happiness Unit IV:Ways of Doing Philosophy in 13th -14th Week the East - Indian Philosophy Chinese Philosophy 14th -15th Week Islamic Philosophy 15th -16th Week CC 2: History of Greek and Medieval Philosophy Topic Lectures in terms of Weeks Unit I: Pre-Socratic Philosophers 1st to 3rd Week Socratic Philosophy 3rd to 4th Week Unit II: Plato: 4th to 5th Week Introduction, Theory of knowledge 5th to 7thWeek Plato: Theory of knowledge: Knowledge(episteme), and Opinion(doxa) 7th to 8th Week Plato: Theory of Forms, Soul, Idea of God Unit III: Aristotle: 8th to 10th Week Introduction, Critique of Plato’s theory of Forms Aristotle: Theory of Causation 10th to 11th Week Aristotle: Categories, God 11th to 12th Week Unit IV: St. Thomas Aquinas: 12th to 13th Week faith and reason; essence and existence; St. Thomas Aquinas: proofs for the existence of God 13th to 14th Week St. Augustine 14th to 16th Week PHIL 0301: History of Western Epistemology and Metaphysics Topic No. -
Metaphysics Today and Tomorrow*
1 Metaphysics Today and Tomorrow* Raphaël Millière École normale supérieure, Paris – October 2011 Translated by Mark Ohm with the assistance of Leah Orth, Jon Cogburn, and Emily Beck Cogburn “By metaphysics, I do not mean those abstract considerations of certain imaginary properties, the principal use of which is to furnish the wherewithal for endless dispute to those who want to dispute. By this science I mean the general truths which can serve as principles for the particular sciences.” Malebranche Dialogues on Metaphysics and Religion 1. The interminable agony of metaphysics Throughout the twentieth century, numerous philosophers sounded the death knell of metaphysics. Ludwig Wittgenstein, Rudolf Carnap, Martin Heidegger, Gilbert Ryle, J. L. Austin, Jacques Derrida, Jürgen Habermas, Richard Rorty, and, henceforth, Hilary Putnam: a great many tutelary figures have extolled the rejection, the exceeding, the elimination, or the deconstruction of first philosophy. All these necrological chronicles do not have the same radiance, the same seriousness, nor the same motivations, but they all agree to dismiss the discipline, which in the past was considered “the queen of the sciences”, with a violence at times comparable to the prestige it commanded at the time of its impunity. Even today, certain philosophers hastily spread the tragic news with contempt for philosophical inquiry, as if its grave solemnity bestowed upon it some obviousness. Thus, Franco Volpi writes: ‘Grand metaphysics is dead!’ is the slogan which applies to the majority of contemporary philosophers, whether continentals or of analytic profession. They all treat metaphysics as a dead dog.1 In this way, the “path of modern thought” would declare itself vociferously “anti- metaphysical and finally post-metaphysical”. -
How Ancient Greek Philosophy Can Be Made Relevant to Contemporary Life James Duerlinger*
Journal of Philosophy of Life Vol.1, No.1 (March 2011):1-12 How Ancient Greek Philosophy Can Be Made Relevant to Contemporary Life James Duerlinger* Abstract In this paper, I will explain how ancient Greek philosophy can be made relevant to our lives. I do this by explaining how an instructor of a course in ancient Greek philosophy can teach Greek philosophy in a way that makes its study relevant to how the students in the course live their lives. Since this is the most likely way in which its relevance to contemporary life might be realized in practice, I explain its relevance from this perspective. I contrast the different ways in which ancient Greek philosophy is taught, and give examples of how it can be taught that calls attention to the ways in which what the Greeks said are relevant to how students live their lives. In this paper, I will explain how ancient Greek philosophy can be made relevant to contemporary life. The form in which I will explain this is by discussing how an instructor of a course in ancient Greek philosophy can teach Greek philosophy in a way that makes its study relevant to how the students in the course live their lives, since this is the most likely way in which its relevance to contemporary life might be realized in practice. One of the ways in which many instructors of courses in ancient Greek philosophy attempt to make its study relevant to the interests of their students is to teach the course from the perspective of contemporary analytic philosophy.1 This way to teach the course makes it relevant to students who have a background in contemporary analytic philosophy or wish to pursue a career as a professional philosopher or to seek a historical background to contemporary philosophy.2 A more traditional way to make the course relevant is to teach it as * Professor, Philosophy Department, University of Iowa, 11 Woodland Hts. -
Machiavelli's Critique of Classical Philosophy and His Case for The
Perspectives on Political Science ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/vpps20 Machiavelli’s Critique of Classical Philosophy and His Case for The Political Life Rasoul Namazi To cite this article: Rasoul Namazi (2021): Machiavelli’s Critique of Classical Philosophy and His Case for The Political Life, Perspectives on Political Science, DOI: 10.1080/10457097.2021.1894057 To link to this article: https://doi.org/10.1080/10457097.2021.1894057 Published online: 19 Mar 2021. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=vpps20 PERSPECTIVES ON POLITICAL SCIENCE https://doi.org/10.1080/10457097.2021.1894057 Machiavelli’s Critique of Classical Philosophy and His Case for The Political Life Rasoul Namazi Division of Social Sciences, Duke Kunshan University, Suzhou, China ABSTRACT This article illuminates how Machiavelli’s critique of classical philosophy is fundamental to his teaching. It will argue that Machiavelli criticized classical philosophy for its ineffective- ness and its endorsement of the leisurely philosophic life as the best way of life. In contrast, Machiavelli’s optimistic depiction of the scope of human power in controlling chance and his critique of the life of contemplation promote his new understanding of the best life, in which political life and its glory occupy the highest rank. I will then contend that in Machiavelli’s writings there is a coherent and powerful defense of the political life as the alternative for the philosophical life of contemplation. Although Niccolo Machiavelli is commonly studied as work on Cyrus the Great (P XVI.60; D II.2.130, a major political philosopher, the idea that he is a II.13.155, III.20.262, III.22.266, III.22.267, III.39.298, philosopher simply or even has something to say III.39.298). -
Neoplatonism: the Last Ten Years
The International Journal The International Journal of the of the Platonic Tradition 9 (2015) 205-220 Platonic Tradition brill.com/jpt Critical Notice ∵ Neoplatonism: The Last Ten Years The past decade or so has been an exciting time for scholarship on Neo platonism. I ought to know, because during my stint as the author of the “Book Notes” on Neoplatonism for the journal Phronesis, I read most of what was published in the field during this time. Having just handed the Book Notes over to George BoysStones, I thought it might be worthwhile to set down my overall impressions of the state of research into Neoplatonism. I cannot claim to have read all the books published on this topic in the last ten years, and I am here going to talk about certain themes and developments in the field rather than trying to list everything that has appeared. So if you are an admirer, or indeed author, of a book that goes unmentioned, please do not be affronted by this silence—it does not necessarily imply a negative judgment on my part. I hope that the survey will nonetheless be wideranging and comprehensive enough to be useful. I’ll start with an observation made by Richard Goulet,1 which I have been repeating to students ever since I read it. Goulet conducted a statistical analy sis of the philosophical literature preserved in the original Greek, and discov ered that almost threequarters of it (71%) was written by Neoplatonists and commentators on Aristotle. In a sense this should come as no surprise. -
Architecture and Gardens of the Getty Villa: Garden Sculpture (Education
The Getty Instructions for Educators & Chaperones Villa Garden Sculpture This instruction sheet will help you guide your students at the Getty Villa as they work on the worksheet attached on the following pages. GOALS TIPS • To understand the role of sculpture • Briefly look over the activity before • Be flexible! If one gallery is occupied, in Roman gardens as inspiration for beginning and think about where you work on another part of the activity educated conversations. will need to take the students. first and then return when the gallery is free. • To reflect on life as an elite person in • Ask the students questions and be an the ancient world. active leader! • These activities DO NOT have to be completed in any particular order. OUTDOORS INDOORS Find garden sculptures in the Inner Peristyle Garden and the Go to the Dionysos and the Theater gallery (Gallery 114), Outer Peristyle Garden. Read about the villa gardens, then and find the Head of Young Bacchus. complete the worksheet. Museum Entrance Museum Entrance Gallery 114 Inner Peristyle Garden Elevator Outer Peristyle Garden Stairs Floor 1 Picnic Area Floor 1 REFLECREFTLECT Take students outdoors into the gardens where they can sit and work in small groups. If time is MUSEUM/vertical.epsan issue, this can be completed in the classroom or as homework. VILLA LOVE 6/8 point The J. Paul Getty Museum The J. Paul Getty Museum at the Getty Villa Education Department 1 1200 Getty Center Drive, Suite 1000 v © 2010 J. Paul Getty Trust January 2010 Los Angeles, CA 90049-1745 Tel 310 440 7300 www.getty.edu 7/9 point The J.