DOCSLIB.ORG

Bibliography

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bibliography Comp. by: C. Vijayakumar Stage : Revises1 ChapterID: 0002195881 Date:30/10/ 14 Time:14:12:02 Filepath://ppdys1122/BgPr/OUP_CAP/IN/Process/ 0002195881.3d243 OUP UNCORRECTED PROOF – REVISES, 30/10/2014, SPi Bibliography Accattino, P. (1985). Alessandro di Afrodisia e Aristotele di Mitelene. Elenchos 6, 67–74. Ackrill, J. L. (1962). Critical Notice: Die Aristotelische Syllogistik. By Gün- ther Patzig. Mind, 71, 107–17. Ackrill, J. L. (1963). Aristotle: Categories and De Interpretatione. Oxford: Oxford University Press. Ackrill, J. L. (1997). Essays on Plato and Aristotle. Oxford: Oxford University Press. Adamson, P. (2005). On Knowledge of Particulars. Proceedings of the Aris- totelian Society, 105, 257–78. Adamson, P. (2007a). Knowledge of Universals and Particulars in the Bagh- dad School. Documenti e studi sulla tradizione filosofica medievale, 18, 141–64. Adamson, P. (2007b). Al-Kindī. New York: Oxford University Press. Adamson, P., Baltussen, H., and Stone, M. W. F. (eds). (2004). Philosophy, Science and Exegesis in Greek, Arabic, and Latin Commentaries. London: Institute of Classical Studies, University of London. Adamson, P., and Taylor, R. C. (eds). (2005). The Cambridge Companion to Arabic Philosophy. Cambridge: Cambridge University Press. Algra, K. A., van der Horst, P. W., and Runia, D. T. (eds). (1996). Polyhistor: Studies in the History and Historiography of Ancient Philosophy Presented to Jaap Mansfeld on his Sixtieth Birthday. Leiden: Brill. Allen, J. (2005). The Stoics on the Origin of Language and the Foundations of Etymology. In D. Frede and B. Inwood (eds), Language and Learning: Philosophy of Language in the Hellenistic Age, pp. 14–35. Cambridge: Cambridge University Press. Allen, R. E. (1965). Studies in Plato’s Metaphysics. London: Routledge & Kegan Paul. Allen, R. E. (1969). Individual Properties in Aristotle’s Categories. Phronesis, 14, 31–9. Aly, W. (1932). Strabo [3]. Realencyklopädie der classischen Altertumswis- senschaft 4. 76–155. Annas, J. (1974). Individuals in Aristotle’s Categories: Two Queries. Phron- esis, 19, 146–52. Anton, J. P. (1968). The Aristotelian Doctrine of Homonyma in the Cat- egories and its Platonic Antecedents. Journal of the History of Philosophy, 6, 315–26. Anton, J. P. (1969). Ancient Interpretations of Aristotle’s Doctrine of ‘Homonyma’. Journal of the History of Philosophy, 7,1–18. Comp. by: C. Vijayakumar Stage : Revises1 ChapterID: 0002195881 Date:30/10/ 14 Time:14:12:02 Filepath://ppdys1122/BgPr/OUP_CAP/IN/Process/ 0002195881.3d244 OUP UNCORRECTED PROOF – REVISES, 30/10/2014, SPi 244 Bibliography Armstrong, A. H. (1967). The Cambridge History of Later Greek and Early Medieval Philosophy. Cambridge: Cambridge University Press. Asmis, E. (1984). Epicurus’ Scientific Method. New York: Cornell University Press. Atherton, C. (1993). The Stoics on Ambiguity. Cambridge: Cambridge Uni- versity Press. Atherton, C. (2005). Lucretius on what language is not. In D. Frede and B. Inwood (eds), Language and Learning: Philosophy of Language in the Hellenistic Age, pp. 101–38. Cambridge: Cambridge University Press. Aubenque, P. (ed.). (1980). Concepts et Catégories dans la pensée antique. Paris: Vrin. Austin, J. L. (1952). Critical Notice: Aristotle’s Syllogistic. By Łukasiewicz, J.’. Mind, 61, 395–404. Bäck, A. (2000). Aristotle’s Theory of Predication. Leiden: Brill. Badawi, A. (1987). La Transmission de la philosphie grecque au monde arabe. (2nd ed.). Paris: Vrin. Baltussen, H. (2002). Philology or philosophy? Simplicius on the use of quotations. In Worthington, I., and Foley, J. M. (eds) Epea and Gram- mata: Oral and Written Communication in Ancient Greece, pp. 173–89. Leiden: Brill. Baltussen, H. (2007). From Polemic to Exegesis: The Ancient Philosophical Commentary. Poetics Today, 28, 247–81. Baltussen, H. (2008a). Philosophy and Exegesis in Simplicius: The Method- ology of a Commentator. London: Duckworth. Baltussen, H. (2008b). Dialectic in Dialogue: The Message of Plato’s Prota- goras and Aristotle’s Topics. In A. McKay (ed.) Orality, Literacy, Memory in the Ancient Greco-Roman World, pp. 203–26. Leiden: Brill. Baltussen, H., Share, M., Atkinson, M., and Mueller, I. (2012). Simplicius On Aristotle Physics 1.5-9. London: Bloomsbury Academic. Barnes, J. (1971). Homonymy in Aristotle and Speusippus. The Classical Quarterly, 21, 65–80. Barnes, J. (1981). Boethius and the Study of Logic. In M. Gibson (ed.). Boethius: His Life, Thought and Influence, pp. 73–89. Oxford: Basil Blackwell. Barnes, J. (1986). Peripatetic Negations. Oxford Studies in Ancient Philoso- phy, 4, 201–14. Barnes, J. (1993). Meaning, Saying, and Thinking. In K. Döring and T. Ebert (eds) Dialektiker und Stoiker: Zur Logik der Stoa und ihrer Vorläufer pp. 47–61, Stuttgart: F. Steiner. Barnes, J. (1994). Aristotle: Posterior Analytics. Oxford: Clarendon Press. Barnes, J. (1996). Grammar on Aristotle’s Terms. In M. Frede and G. Striker (eds), Rationality in Greek Thought, pp. 175–202. Oxford: Oxford Univer- sity Press. Comp. by: C. Vijayakumar Stage : Revises1 ChapterID: 0002195881 Date:30/10/ 14 Time:14:12:03 Filepath://ppdys1122/BgPr/OUP_CAP/IN/Process/ 0002195881.3d245 OUP UNCORRECTED PROOF – REVISES, 30/10/2014, SPi Bibliography 245 Barnes, J. (1997). Roman Aristotle. In J. Barnes and M. Griffin (eds), Philosophia Togata II: Plato and Aristotle at Rome, pp. 1–70. Oxford: Clarendon Press. Barnes, J. (1999). Aristotle and Stoic Logic. In K. Ierodiakonou (ed.), Topics in Stoic Philosophy, pp. 23–53. Oxford: Oxford University Press. Barnes, J. (2003). Porphyry: Introduction. Oxford: Clarendon Press. Barnes, J. (2005a). Les catégories et les Catégories. In O. Bruun and L. Corti (eds), Les Catégories et leur histoire, pp.11–80. Paris: Vrin. Barnes, J. (2005b). What is a Disjunction? In D. Frede and B. Inwood (eds), Language and Learning: Philosophy of Language in the Hellenistic Age, pp. 274–98. Cambridge: Cambridge University Press. Barnes, J. (2007). Peripatetic Logic. In R. Sorabji and R. W. Sharples (eds), Greek and Roman Philosophy, 100 BC–200 AD (Vol. 2), pp.531–46. Lon- don: Institute of Classical Studies, University of London. Barnes, J, Bobzien, S., Flannery, K. L., and Ierodiakonou, K. (1991). Alexan- der of Aphrodisias on Aristotle Prior Analytics 1.1-7. London and Ithaca, NY: Duckworth/Cornell University Publishing. Barnes, J, and Griffin, M. (1997). Philosophia Togata II: Plato and Aristotle at Rome. Oxford: Oxford University Press. Barnes, J, Schofield, M., and Sorabji, R. K. (eds). (1979). Articles on Aristotle: Metaphysics (Vol. 3). New York/London: St. Martin’s Press/Duckworth. Barney, R. (2009). Simplicius: Commentary, Harmony and Authority. Anti- quorum Philosophia, 3, 101–20. Benson, H. H. (1988). Universals as Sortals in the Categories. Pacific Philso- phical Quarterly, 69, 282–306. Benson, H. H. (1989). A Note on Eristic and the Socratic Elenchus. Journal of the History of Philosophy, 27, 591–99. Bertier, J. (ed.). (1972). Mnésithée et Dieuchès. Leiden: Brill. Biesterfeldt, H. H. (1973). Dass die Kräfte der Seele den Mischungen des Körpers folgen. Stuttgart: Steiner. Blank, D. (2007). The Life of Antiochus of Ascalon in Philodemus’ History of the Academy and a Tale of Two Letters. Zeitschrift für Papyrologie und Epigraphik, 162, 87–93. Blondell, R. (2002). The Play of Character in Plato’s Dialogues. Cambridge: Cambridge University Press. Blumenthal, H. J. (1977). Review of P.L. Donini, Tre studi sull’ Aristotelismo nel II secolo d.C. (Turin, 1974). Journal of Hellenic Studies, 97, 195. Blumenthal, H. J. (1987). Alexander of Aphrodisias in the Later Greek Commentaries on Aristotle’s De Anima. In J. Wiesner (ed.), Aristoteles. Werk und Wirkung (Vol 2), pp. 90–103. Berlin and New York: Walter de Gruyter. Blumenthal, H. J. (1993). Soul and Intellect: Studies in Plotinus and Later Neoplatonism. Aldershot, Hampshire; Brookfield, Vt.: Variorum. Comp. by: C. Vijayakumar Stage : Revises1 ChapterID: 0002195881 Date:30/10/ 14 Time:14:12:03 Filepath://ppdys1122/BgPr/OUP_CAP/IN/Process/ 0002195881.3d246 OUP UNCORRECTED PROOF – REVISES, 30/10/2014, SPi 246 Bibliography Blumenthal, H. J., and Robinson, H. (eds). (1991). Oxford Studies in Ancient Philosophy: Aristotle and the Later Tradition (Vol. Supplement). Oxford: Clarendon Press. Bobzien, S. (1996). Stoic Syllogistic. Oxford Studies in Ancient Philosophy, 14, 133–92. Bobzien, S. (2005). The Stoics on fallacies of equivocation. In D. Frede and B. Inwood (eds), Language and Learning: Philosophy of Language in the Hellenistic Age, pp. 239–73. Cambridge: Cambridge University Press. Bochenski, I. M. (1947). La Logique de Théophraste. Fribourg: La Librairie de l’Université. Bodéüs, R. (2001). Catégories—Aristote: texte établi et traduit par Richard Bodéüs. Paris: Belles Lettres. Bodéüs, R. (2008). Porphyre, Commentaire and Catégories d’Aristote. Edition critique Paris: Urin. Boissevain, U. P. (1895). Cassii Dionis Cocceiani historiarum Romanarum quae supersunt (Vol. 1). Berlin: Weidmann. Bonazzi, M. (2007). Eudorus of Alexandria and Early Imperial Platonism. In R. Sorabji and R. W. Sharples (eds), Greek and Roman Philosophy, 100 BC–200 AD (Vol. 2), pp. 365–77. London: Institute of Classical Studies, University of London. Bonazzi, M. (2008). The Commentary as Polemical Tool: The Anonymous Commentator on the Theaetetus against the Stoics. Laval théologique et philosophique, 64, 597–605. Bonazzi, M. (2012). Antiochus and Platonism. In David Sedley (ed.), The Philosophy of Antiochus, pp. 307–33. Cambridge: Cambridge University Press. Bonazzi, M. (2013). ‘Eudorus of Alexandria
Load more

Recommended publications
  • The Problem of Evil in Augustine's Confessions
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2011 The rP oblem of Evil in Augustine's Confessions Edward Matusek University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy Commons Scholar Commons Citation Matusek, Edward, "The rP oblem of Evil in Augustine's Confessions" (2011). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3733 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Problem of Evil in Augustine’s Confessions by Edward A. Matusek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Major Professor: Thomas Williams, Ph.D. Roger Ariew, Ph.D. Joanne Waugh, Ph.D. Charles B. Guignon, Ph.D. Date of Approval: November 14, 2011 Keywords: theodicy, privation, metaphysical evil, Manichaeism, Neo-Platonism Copyright © 2011, Edward A. Matusek i TABLE OF CONTENTS Abstract iii Chapter One: Introduction to Augustine’s Confessions and the Present Study 1 Purpose and Background of the Study 2 Literary and Historical Considerations of Confessions 4 Relevance of the Study for Various
    [Show full text]
  • A Brief Guide to Philo Other Books by Kenneth Schenck from Westminster John Knox Press
    A Brief Guide to Philo Other books by Kenneth Schenck from Westminster John Knox Press Understanding the Book of Hebrews A BRIEF GUIDE TO PHILO Kenneth Schenck WESTMINSTER |C»iNKNOXmESS W[K UMTeVfiJLE • KENTUCKY © 2005 Kenneth Schenck AU rights reserved. No ^art of this book may be reproduced or transmitted in any form or by any means, electronic Or mechanical, including photocopyii^ recording, or by any infor• mation storage or retrieval system, without permission in writing from the publisher. For information, address Westminster John Knox Press, 100 Witherspoon Street, Louisville, Kentucl^r 40202-1396. Unless otherwise indicated, all translations are die authors. Scripture quotations marked NRSV are from the New Revised Standard Version of the Bible, copyright © 1989 by the Divi• sion of Christian Education of the National G)uncil of the Churches of Christ in die U.S A, and are used by permission. Scripture quotations marked RSV are fix)m the Revised Standard Version of die Bible, copyright © 1946,1952,1971, and 1973 by die Division of Christian Education of the National Council of the Churches of Christ in the U.S A, and are used by permission. Book design by Sharon Adams Cover design by Mark Abrams First edition Pubhshed by Westminster John Knox Press Louisville, Kentucky This book is printed on acid-free paper that meets the American National Standards Instimte Z39.48 standard. © PRINTED IN THE UNITED STATES OF AMERICA 05 06 07 08 09 10 11 12 13 14 15 — 10 9 8 7 6 5 4 3 2 1 Library of Congress Catalogiiig-in-Publication Data Schenck, Kenneth A brief guide to Philo / Kenneth Schenck— 1st ed.
    [Show full text]
  • Critical Inquiry As Virtuous Truth-Telling: Implications of Phronesis and Parrhesia ______
    ______________________________________________________________________________ Critical Inquiry as Virtuous Truth-Telling: Implications of Phronesis and Parrhesia ______________________________________________________________________________ Austin Pickup, Aurora University Abstract This article examines critical inquiry and truth-telling from the perspective of two comple- mentary theoretical frameworks. First, Aristotelian phronesis, or practical wisdom, offers a framework for truth that is oriented toward ethical deliberation while recognizing the contingency of practical application. Second, Foucauldian parrhesia calls for an engaged sense of truth-telling that requires risk from the inquirer while grounding truth in the com- plexity of human discourse. Taken together, phronesis and parrhesia orient inquirers to- ward intentional truth-telling practices that resist simplistic renderings of criticality and overly technical understandings of research. This article argues that truly critical inquiry must spring from the perspectives of phronesis and parrhesia, providing research projects that aim at virtuous truth-telling over technical veracity with the hope of contributing to ethical discourse and social praxis. Keywords: phronesis, praxis, parrhesia, critical inquiry, truth-telling Introduction The theme of this special issue considers the nature of critical inquiry, specifically methodological work that remains committed to explicit goals of social justice and the good. One of the central concerns of this issue is that critical studies have lost much of their meaning due to a proliferation of the term critical in educational scholarship. As noted in the introduction to this issue, much contemporary work in education research that claims to be critical may be so in name only, offering but methodological techniques to engage in critical work; techniques that are incapable of inter- vening in both the epistemological and ontological formations of normative practices in education.
    [Show full text]
  • The Conversion of Skepticism in Augustine's Against the Academics the Conversion of Skepticism in Augustine"S Against the Academics
    THE CONVERSION OF SKEPTICISM IN AUGUSTINE'S AGAINST THE ACADEMICS THE CONVERSION OF SKEPTICISM IN AUGUSTINE"S AGAINST THE ACADEMICS BY BERNARD NEWMAN WILLS, B.A., M.A. A THESIS Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Doctor ofPhilosophy McMaster University C Copyright by Bernard Newman Wills DOCTOR OF PHILOSOPHY (2003) McMaster University (Religious Studies) Hamilton, Ontario TITLE: The Conversion of Skepticism in Augustine's Against the Academics AUTHOR: Bernard Newman Wills, B.A., M.A. SUPERVISOR: Dr. P. Travis Kroeker NUMBER OF PAGES: v, 322 ABSTRACT This thesis examines Augustine's relation to Academic Skepticism through a detailed commentary on the dialogue Against the Academics. In it is demonstrated the significance of epistemological themes for Augustine and their inseparability from practical and religious concerns. It is also shown how these issues unfold within the logic ofAugustine's trinitarianism, which informs the argument even ofhis earliest works. This, in turn, demonstrates the depth of the young Augustine's engagement with Christian categories in works often thought to be determined wholly, or almost wholly, by the logic of Plotinian Neo-Platonism. ACKNOWLEDGEMENTS I would like to thank my supervisor Dr. Travis Kroeker for his advice and considerable patience: my readers Dr. Peter Widdicome and Dr. Zdravko Planinc: Dr. David Peddle for several useful suggestions and general encouragement: Dr. Dennis House for teaching me the art of reading dialogues: Mr. Danny Howlett for his editorial assistance: Grad Students and Colleagues at Memorial University of Newfoundland and, in a category all their own, my longsuffering wife Jean and three boisterous children Kristin, Jeremy and Thomas.
    [Show full text]
  • Phronesis, Artifacts and Leadership Practice
    Phronesis, Artifacts and Leadership Practice Richard Halverson University of Wisconsin - Madison Abstract This paper develops Aristotle’s idea of phronesis, or practical wisdom, as a framework to access, represent and communicate the complexity of successful instructional leadership practice in schools. The design and use of artifacts, the tools leaders develop and implement in their practice, provide a window into the patterns of problem-setting and problem-solving that guide the expression of phronesis in school leadership. Introduction It has long been recognized that where you find good schools, you also often find the legacy of strong leadership. Prior research has defined many of the characteristics of schools with strong instructional programs, such as professional community grounded in instruction among teachers and leaders, a shared sense of instructional vision, group ownership of the instructional process and links between supervisory, assessment and instructional practices. 1 School leaders are responsible for the design and maintenance of these essential conditions in existing school systems.2 However, while we know quite a bit about the characteristics of such school communities, we know quite a bit less about how these characteristics develop together to become distinctive features of the school community. A strong professional community among teachers, for example, can either presuppose or help create group ownership of instructional process, which in turn may Submitted for publication: Please to not cite without the author’s permission 1 2 depend upon or generate the need for stronger internal linkages between assessment and instruction. The implementation and coordination of these conditions is an important aspect of improving student learning in schools.3 Accessing how school leaders understand and manage schools calls for a new approach to understanding the leadership practice.
    [Show full text]
  • Management Education from Episteme to Phronesis: the Contribution of French Didactic Theory Corinne Hahn, Christophe Vignon
    Management education from episteme to phronesis: The contribution of French didactic theory Corinne Hahn, Christophe Vignon To cite this version: Corinne Hahn, Christophe Vignon. Management education from episteme to phronesis: The contribu- tion of French didactic theory. Management Learning, SAGE Publications, 2019, 50 (3), pp.337-354. 10.1177/1350507619831118. halshs-02068936 HAL Id: halshs-02068936 https://halshs.archives-ouvertes.fr/halshs-02068936 Submitted on 25 Apr 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Management education from episteme to phronesis: The contribution of French didactic theory Corinne Hahn ESCP Europe Christophe Vignon University of Rennes 1, France Abstract In this article, we review some of the criticisms levelled at current management education provided by business schools and the recommendations made by critical management studies scholars. These authors generally recommend placing greater emphasis on phronesis, that is, the manager’s practical wisdom. We investigated this path and formulated a practical solution, rooted in the operational framework provided by French didactic theory. It takes the form of a specific pedagogical device, the aim of which is to foster closer connections between experience acquired in professional settings and theoretical knowledge derived from management sciences.
    [Show full text]
  • 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
    [Show full text]
  • Making Political Science Matter? Phronetic Social Science in Theory and Practice
    | | ⅜ Review Essay Making Political Science Matter? Phronetic Social Science in Theory and Practice Edward W. Gimbel Real Social Science: Applied Phronesis. Edited by Bent Flyvbjerg, Todd Landman, and Sanford Schram. New York: Cambridge University Press, 2012. 320p. $95.00 cloth, $32.99 paper. eal Social Science: Applied Phronesis, edited by Bent (Virginia Eubanks’ “Feminist Phronesis and Technologies Flyvbjerg, Todd Landman, and Sanford Schram, is of Citizenship”), transitional justice in post-Amnesty Law R an interesting read in the context of the current Brazil (Tricia D. Olsen, Leigh A. Payne, and Andrew G. assault on both the scientific status and the practical util- Reiter’s “Amnesty in the Age of Accountability: Brazil in ity of social science in general and political science specif- Comparative Context”), and how cartographic represen- ically. In it, the editors collect examples of social scientific tations of “at-risk” communities in Toronto have served to work that embrace what Flyvbjerg and others have deflect critical attention from the broader structural con- described as phronetic social science. This approach makes ditions of neoliberal policy (Ranu Basu’s “Spatial Phrone- creative use of the Aristotelian intellectual virtue of phro- sis: A Case Study in Geosurveillance”). “Methodologically” ⅜ nesis, or practical wisdom, which the editors identify with we see approaches that emphasize researcher participation the knowledge of how to address and act on social prob- in social projects, digital ethnography, post-structualist dis- lems in a particular context. Rather than emphasizing the course theory, Foucauldian genealogy, feminist epistemol- universal truth (episteme) that has traditionally been the ogy and sociology of knowledge, and others.
    [Show full text]
  • 73 the Pupils of Philo of Larissa and Philodemus' Stay in Sicily (Pherc. 1021, Col. Xxxiv 6-19)
    This article provides a new edition of a passage from Philodemus’ Index Academicorum THE PUPILS OF PHILO (PHerc. 1021, col. XXXIV 6-19), in which pupils of Philo of Larissa are listed. Several OF LARISSA AND new reading allow for a better understanding of the content and rendering of this list, PHILODEMUS’ STAY one of which might even corroborate the hypothesis that Philodemus sojourned in Sicily. IN SICILY (PHERC. 1021, Keywords: Philo of Larissa, Heraclitus of Tyre, Philodemus, Sicily, Historia Academi- COL. XXXIV 6-19) corum Shortly before the end of his Index Academicorum Philodemus informs us about the life of Philo of Larissa (PHerc. 1021, coll. XXXIII f.).1 Notwithstanding KILIAN FLEISCHER its fragmentary state, the passage is highly valuable, since it preserves much otherwise unattested information on Philo and allows us to reconstruct to a certain extent his personal and philosophical development. The passage dealing with Philo ends with a list of pupils that was long thought to include the pupils of Antiochus of Ascalon. Puglia was the first to argue convincingly that the names listed represent pupils of Philo, not of Antiochus.2 In this contribution I will present a new edition of this list (col. XXXIV 6-19), based on autopsy and for the first time exploiting the multispectral digital images, I would like to express my gratitude to Nigel retta da M. GIGANTE, vol. XII (Napoli 1991); 1902 = S. MEKLER, Academicorum philoso- Wilson, David Blank, Tobias Reinhardt, Tizia- FLEISCHER 2014 = K. FLEISCHER, Der Akademi- phorum index Herculanensis (Berlin 1902); no Dorandi and Holger Essler for their advice ker Charmadas in Apollodors Chronik (PHerc.
    [Show full text]
  • May Plato's Academy Be Considered As the First Academic Institution?
    Center for Open Access in Science ▪ https://www.centerprode.com/ojsh.html Open Journal for Studies in History, 2019, 2(2), 35-42. ISSN (Online) 2620-066X ▪ https://doi.org/10.32591/coas.ojsh.0202.02035s _________________________________________________________________________ May Plato’s Academy be Considered as the First Academic Institution? Zhulduz Amangelidyevna Seitkasimova M. Auezov South Kazakhstan State University, KAZAKHSTAN Faculty of Pedagogy and Culture, Shymkent Received 8 November 2019 ▪ Revised 17 December 2019 ▪ Accepted 23 December 2019 Abstract Plato’s Academy is undoubtedly the first higher education institution in history, and in ancient Athens itself represents the most important educational institution. It constituted in the context of the universal development that took place in ancient Athens, in the 5th and 4th century BC, and it continued to work until the Byzantine Emperor Justinian forbade the work of all schools of philosophy (529 AD). This development, which is part of the so-called Golden Age of ancient Athens, represents the period of Greek history in which the foundations of Western civilization originated, as we know it today. Plato appears as one of the greatest philosophers of ancient Greece, along with Socrates and Aristotle, to the first of whom appears as a student and to the second as a teacher. Philosophy in the true sense of the word was created in Plato’s era in ancient Athens (Russell, 1975), and Plato’s Academy, in which he, along with his students, talked about various philosophical topics through the Garden of Akademos, was the impetus for this development. There are also opinions that the development of philosophy after Socrates, Plato, and Aristotle is only of reproductive character when it comes to the basics of philosophy.
    [Show full text]
  • Pythagorean, Predecessor, and Hebrew: Philo of Alexandria and the Construction of Jewishness in Early Christian Writings
    Pythagorean, Predecessor, and Hebrew: Philo of Alexandria and the Construction of Jewishness in Early Christian Writings Jennifer Otto Faculty of Religious Studies McGill University, Montreal March, 2014 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy © Jennifer Otto, 2014 ii Table of Contents Abstracts v Acknowledgements vii Abbreviations viii Introduction 1 Method, Aims and Scope of the Thesis 10 Christians and Jews among the nations 12 Philo and the Wisdom of the Greeks 16 Christianity as Philosophy 19 Moving Forward 24 Part I Chapter 1: Philo in Modern Scholarship 25 Introducing Philo 25 Philo the Jew in modern research 27 Conclusions 48 Chapter 2: Sects and Texts: The Setting of the Christian Encounter with Philo 54 The Earliest Alexandrian Christians 55 The Trajanic Revolt 60 The “Catechetical School” of Alexandria— A Continuous 63 Jewish-Christian Institution? An Alternative Hypothesis: Reading Philo in the Philosophical Schools 65 Conclusions 70 Part II Chapter 3: The Pythagorean: Clement’s Philo 72 1. Introducing Clement 73 1.1 Clement’s Life 73 1.2 Clement’s Corpus 75 1.3 Clement’s Teaching 78 2. Israel, Hebrews, and Jews in Clement’s Writings 80 2.1 Israel 81 2.2 Hebrews 82 2.3 Jews 83 3. Clement’s Reception of Philo: Literature Review 88 4. Clement’s Testimonia to Philo 97 4.1 Situating the Philonic Borrowings in the context of Stromateis 1 97 4.2 Stromateis 1.5.31 102 4.3 Stromateis 1.15.72 106 4.4 Stromateis 1.23.153 109 iii 4.5 Situating the Philonic Borrowings in the context of Stromateis 2 111 4.6 Stromateis 2.19.100 113 5.
    [Show full text]
  • The Academy of Antiochus. Paper
    University of Athens ‘Plato’s Academy’ Conference 12-16 December 2012 Georgia Tsouni (Bern) [email protected] Re-inventing an old tradition: the ‘Old Academy’ of Antiochus of Ascalon 1. Antiochus at the Ruins of the Academy In one of the most evocative introductions to his dialogues, in the last book of De Finibus1, Cicero describes how he and his interlocutors, his brother Quintus, Marcus Piso, T. Pomponius Atticus and Cicero’s cousin Lucius visit the spot of Plato’s Academy, while on a grand educational tour to the Greek world in 79 BC; in stark contrast to the gloomy reality resulting from the Roman siege of the city, which had led to the closure of the philosophical schools (as a consequence of Athens’ involvement in the Mithridatic War), Athens appears there as an idealised space, the birthplace of the greatest politicians, poets, rhetoricians and philosophers, whose scenes of action (although deserted) offer a reminiscence of glory and inspiration for the Roman youth: Phalerum brings to mind the great rhetorician Demosthenes, whereas the, by that time, deserted Academy, makes one remember Cicero’s favourite, Carneades, and the legendary debates he held on that spot many decades before2. As Cicero puts it: Multa in omni parte Athenarum sunt in ipsis locis indicia summorum virorum Cicero, Fin. 5.5 In every quarter of Athens the mere sites contain many mementoes of the most illustrious men. Athens thus appears at the beginning of the first century BC to be on the map as an educational destination, but more as a ‘landscape of memory’, rather than of original intellectual production.
    [Show full text]