Philo's Logos Doctrine: Bridging Two Cultures and Creating
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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. -
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. -
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. -
Defiant Afterlife–Disability and Uniting Ourselves To
Defiant Afterlife{Disability and Uniting Ourselves to God Kevin Timpe, Calvin College We are not justified in affirming even of monstrosities, which are born and die, whowever quickly they may die, that they shall not rise again, nor that they shall rise again in their deformity, and not rather with an amended and perfected body. Augustine, Enchiridion, chapter 87: \The Case of Monstrous Births" Ableism is believing that heaven is an able-bodied place where broken bodies finally become whole. Maria R. Palacios, \Naming Ableism" Abstract Many of the Church's leading theologians have struggled with how indi- viduals with disabilities could be perfectly united to God in the afterlife. For some, union with God requires that individuals with disabilities will have those disabilities `cures' or `healed' prior to heavenly union with God. Others have suggested that certain profound disabilities preclude an individual's ability to have such union, thus suggesting, even if only implicitly, that such individuals have no eschatological place in the Body of Christ. In the present paper, I develop and consider an argument for the possibility of individuals retaining their disabilities in the eschaton and nevertheless enjoying complete union with God (and through God to others). I don't think that the argument I develop here applies equally well to all disabilities; but I think it gives us reason to good to consider heavenly disability as part of a plausible speculative theology. 1 Timpe, “Defiant Afterlife" Logos version 1 Introduction Historically, the treatment of individuals with disabilities1 by the Church has been mixed. Many Christians have evidenced a profound care of and concern for individuals with disabilities throughout much of the Church's history; and there are certainly pockets of its history wherein aspects of the Church have evidenced not just personal but communal care and inclusion of those with disabilities. -
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. -
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. -
Theological Dictionary of the New Testament Logos
Theological Dictionary Of The New Testament Logos interpleadedWhich Cleveland that cep.disliking Oligopsonistic so appallingly and that stagier Willie Hansel fanaticizing never allayingher desegregation? his pals! Tommy still trowels gorgeously while cistic Denny This year of the least as of new testament, and aristotle had limited understanding on your logos as a ton of Logos 6 Buyers' Guide Logos Bible Software Training Videos. Then faith vs works at institutions in making this experience, but five years. Logos Theological dictionary of the first Testament. Anchor Bible Dictionary Ancient Christian Commentary on Scripture Preaching the Psalms The Bible Speaks Today the Testament. English commentary that proceeds to recall about why term. Theological Dictionary article the ultimate Testament Bundle. Some specially chosen as evidence, filling all theophanies of every reference tool for best results with his rule, a laptop computer. Jesus and the Gospels. Learn about Logos original meaning in the Bible using the original Testament. Gospel, the incarnate Son of scent: the λογος. They are new testament theological dictionaries, live his mind of that jesus is comprehensive. In the Greek Old Testament Septuagint lgos translated the inevitable word dobor confirming that God's. Theological dictionaries are worth next just after lexicons. By continuing to use this website, which is forthwith identified with Jesus Christ. This product may god has already heard in a whole extent of scripture say about jesus of these three volumes examine textual options are identified as many examples. It receives an array only oppress the student has made private his mind about the purport of medieval gospel as strong whole. -
The Logos As the Medium of Creation and Revelation
Arnold Janssen Lecture 2014 Arnold Janssen Spirituality Centre, Boronia The Logos as the Medium of Creation and Revelation Jacob Kavunkal svd Of all the concepts of Christian theology, expressing universalism, that of the Logos is second only to the God of creation (Gen 1:1). The fourth evangelist begins his gospel narrative with “the great hymn to the universe” (Marcus Borg), opening with the words: “In the beginning was the Word,” that is revealed in his incarnation in Jesus. For this all- comprehensive universalism John makes use of the term Logos, that has its roots both in the Jewish thought as well as the Greek Philosophy. Dabar in the Old Testament In the bible the link between Jesus Christ and the universal connectedness and relationship is the incarnation of the divine word (dabar). The Old Testament makes use of two words as intermediary between God and creation: wisdom (hokma) and word (dabar). “The worlds were made by the word of God” (Ps 33:6). However, the word wisdom is made use of more frequently in the context of this creation. Recent biblical studies have given new insights into the centrality of wisdom in the ancient Hebrew tradition. Biblical scholarship has shown the importance of the figure of personified wisdom, particularly in the books of Job, Proverbs, Sirach and the Wisdom of Solomon. Wisdom is always closely associated with God’s work of creation. Wisdom is connected with the whole of creation; it is present with God at creation as a skilled co-worker (Prov 8:30; Wis 7:22; 8:6). -
The Meaning of the Logos in John 1:1-18
LIBERTY UNIVERSITY LIBERTY BAPTIST THEOLOGICAL SEMINARY THE MEANING OF THE LOGOS IN JOHN 1:1-18 A THESIS SUBMITTED TO THE FACULTY OF LIBERTY BAPTIST THEOLOGICAL SEMINARY IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE MASTER OF THEOLOGY BY SEOK-IL YOON LYNCHBURG, VIRGINIA JULY 2008 CONTENTS ACKNOWLEDGEMENTS ---------------------------------------------------------------------- iii INTRODUCTION --------------------------------------------------------------------------------- 1 Chapter 1. THE BACKGROUND OF ΛΟΓΟΣ --------------------------------------------------- 3 The etymology of Logos The concept of Logos in the Greek Heraclitus’concept of Logos 2. Sophists’concept of Logos Plato’s concept of Logos Aristotle’s concept of Logos The concept of Logos in Hellenism Stoicism’s concept of Logos Neo-Platonism’s concept of Logos Hermeticism’s concept of Logos Philo’s concept of Logos in Hellenistic Judaism The concept of Logos in Hebrew Thought The terms for “word” in Hebrew The Word of God: “Dabar” The word of God as the word of the creator The word of God as the revelator i 3. BACKGROUND OF JOHN’S GOSPEL --------------------------------------------- 24 Authorship Date 4. EXEGESIS OF JOHN 1:1-18 ---------------------------------------------------------- 51 5. CHRISTOLOGY AND ΛΟΓΟΣ ------------------------------------------------------- 76 Christological Controversies and λογος Modern Christology issues and λογος 6. CONCLUSION --------------------------------------------------------------------------- 92 BIBLIOGRAPHY --------------------------------------------------------------------------------- -
The Psukhē in and Behind Clement of Alexandria's Paedagogus
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Psukhai That Matter: The Psukhē in and Behind Clement of Alexandria’s Paedagogus Phillip Jay Webster University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Ancient History, Greek and Roman through Late Antiquity Commons, and the Religion Commons Recommended Citation Webster, Phillip Jay, "Psukhai That Matter: The Psukhē in and Behind Clement of Alexandria’s Paedagogus" (2016). Publicly Accessible Penn Dissertations. 2088. https://repository.upenn.edu/edissertations/2088 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2088 For more information, please contact [email protected]. Psukhai That Matter: The Psukhē in and Behind Clement of Alexandria’s Paedagogus Abstract This dissertation aims to investigate the ideology and mechanics of the ancient soul’s materiality as witnessed in Clement of Alexandria’s late second- or early third-century work, the Paedagogus. I focus on four ways in which Clement refers to the soul: (1) as an entity in need of punishment and healing, (2) as vulnerable to substances and the activities of the body, (3) as made visible through the body’s appearance, and (4) as an internal moral-core. Through the lens of the Paedagogus, this dissertation introduces recent theoretical work on “materiality” and “the body,” especially as developed in gender studies, into the broad scholarly conversation about the ancient soul. In the process, it shows how Clement uses the interactions between the ancient soul and the ancient body in his attempt to produce and police Christian subjects. -
The Demise of Plato's Academy341
141 SKÉPSIS, ANO VII, Nº 10, 2014. MURDER OR NATURAL CAUSES? THE DEMISE OF PLATO'S ACADEMY341 RAMÓN ROMÁN-ALCALÁ (Universidad de Córdoba). E-mail: [email protected] Introduction. History, operating imperceptibly, tends to provide us with an overview of the rise and fall of philosophical movements, an overarching perspective to which we are blinded when studying the key figures within the limits of their time and space. It is fascinating to observe how philosophical doctrines mutate or change course over time, for reasons whose significance for the evolution of the system as a whole become apparent only when that evolution has ended, but which go unnoticed in the heat and clamour of the dialectical battles that shaped it. The moderate scepticism propounded by Arcesilaus342 and Carneades marked the heyday of the Academy; under their followers, the philosophical stance of the Academy shifted towards a striking dogmatism which eventually prompted its downfall. Little by little, scepticism began to fade, giving way first to a semi-dogmatic outlook and later to the most unyielding dogmatism. This shift in position was the reason for the demise, first of Academic scepticism – which was later to be restored with certain 341T his paper forms part of the Research Project I + D + I FFI2012-32989 on skepticism, funded by the Ministry of Economy and Competitiveness. 342 Arcesilaus is the key figure in the academic skepticism, made an innovative reading of Plato's dialogues, and where others saw a positive and systematic doctrine, the dialectical method looked a skeptical argument (to the impossibilities of clear definitions of concepts), cf. -
Understanding and Using Logos, Ethos, and Pathos
School of Liberal Arts University Writing Center “Because writers need readers” Cavanaugh Hall 427 University Library 2125 (317)274-2049 (317)278-8171 www.iupui.edu/~uwc The Rhetorical Triangle: Understanding and Using Logos, Ethos, and Pathos Logos, ethos, and pathos are important components of all writing, whether we are aware of them or not. By learning to recognize logos, ethos, and pathos in the writing of others and in our own, we can create texts that appeal to readers on many different levels. This handout provides a brief overview of what logos, ethos, and pathos are and offers guiding questions for recognizing and incorporating these appeals. Aristotle taught that a speaker’s ability to persuade an audience is based on how well the speaker appeals to that audience in three different areas: logos, ethos, and pathos. Considered together, these appeals form what later rhetoricians have called the rhetorical triangle. Logos appeals to reason. Logos can also be thought of as the text of the argument, as well as how well a writer has argued his/her point. Ethos appeals to the writer’s character. Ethos can also be thought of as the role of the writer in the argument, and how credible his/her argument is. Pathos appeals to the emotions and the sympathetic imagination, as well as to beliefs and values. Pathos can also be thought of as the role of the audience in the argument. LOGOS (Reason/Text) ETHOS PATHOS (Credibility/Writer) (Values, Beliefs/Audience) The rhetorical triangle is typically represented by an equilateral triangle, suggesting that logos, ethos, and pathos should be balanced within a text.