Stephens and Feezell argue, in?The Ideal of the Stoic Sportsman?, that?one need not be a scholar of ancient Greek philosophy to refer to?stoic? conduct or a?stoic? approach to certain matters, because the vocabulary related to this apparently antiquarian view of life has seeped into our common language?. Nonetheless, Stephens and Feezell go on to give a scholarly account of Stoicism as it relates to athletic participation. Their account, in part, takes the form of a distinction between?simple Stoicism? and?sophisticated Stoicism?? the (...) former being a common, contemporary grasp of Stoic moral psychology; the latter being a more sophisticated and historically accurate grasp of Stoic moral psychology. In fleshing out their more sophisticated account, they disclose a paradox. Given the Stoic sufficiency thesis? i.e., that the sole good is virtue? the Stoic sportsman must be indifferent to failure or winning. Yet the Stoic sportsman must be sufficiently attached to the athletic experience to use it as a means of developing virtuous states of character. That they dub the paradox the?paradox of Stoic detachment?.?Curiosity? Paradox? Or psychological incoherence?? they ask. The aim of the present undertaking is a?soft? critique of Stephens and Feezell? soft, because the critique is not so much a critical rejection of the authors' view tout court. Instead, I aim to point out deficiencies with their account and expand on other points not fully elucidated in it. The most salient point I make is that what they deem paradoxical is not really paradoxical, once there is a more thorough account and clearer grasp of Stoic?detachment? (shrink)

This paper is an indirect critique of the practice of American liberal education. I show that the liberal, integrative model that American colleges and universities have adopted, with one key exception, is essentially an approach to education proposed some 2400 years ago by Stoic philosophers. To this end, I focus on a critical sketch of the Stoic model of education—chiefly through the works of Seneca, Epictetus, and Aurelius—that is distinguishable by these features: education as self‐knowing, the need of logic and (...) critical thinking for informed decision‐making, learning as preparation for life, and knowledge for integration in private, local, and global affairs. Such a critical sketch may not only help institutions instantiate their own similar aims more effectively, but also help them assess those aims with apposite normative force, which today they lack. (shrink)

Aretism: An Ancient Sports Philosophy for the Modern Sports World provides a tripartite model of sports ethics founded on ancient Greek principles and focused on personal, civic, and global integration. Heather Reid and Mark Holowchak apply these concepts as a "golden mean" between the extremes of the commercialist and recreational models of competition. This treatment is most applicable to students and academics concerned with the philosophy of sport, but will also be of interest to those in sports professions.

: Lucretius' Epicurean account of dreams in Book IV of De Rerum Natura indicates that they are wholly void of prophetic significance and of little practical significance. Dreams, rightly apprehended, do little more than mirror our daily preoccupations. For Lucretius, all dreams pass through the gate of ivory and all are reducible to psychophysical phenomena.In this paper, I examine Lucretius' account of sleep and the formation of dreams in light of the Epicurean aims of the poem as a whole. In (...) doing so, I give what I take to be a plausible sketch of the formation of dreams through what I call Lucretius' "selection model" of dreams. The selection model forbids, strictly speaking, the phenomenon of genuine prophecy through dreams, while at the same time it allows for a surprisingly rich psychophysical explanation of the genesis of seemingly prophetic dreams in sleepers. Thus, I argue, a proper grasp of the Lucretian account of oneiric formation is itself a significant part of the Epicurean cure for superstitions and religiously based ills of his day. (shrink)

Thomas Jefferson had a profoundly advanced educational vision that went hand in hand with his political philosophy - each of which served the goal of human flourishing. His republicanism marked a break with the conservatism of traditional non-representative governments, characterized by birth and wealth and in neglect of the wants and needs of the people. Instead, Jefferson proposed social reforms which would allow people to express themselves freely, dictate their own course in life, and oversee their elected representatives. His educational (...) vision aimed to instantiate a progressive social climate only dreamed of by utopists such as Thomas More, James Harrington and Louis-Sébastian Mercier. This book offers a critical articulation of the philosophy behind Jefferson's thoughts on education. Divided into three parts, chapters include an analysis of his views on elementary and higher education, an investigation of education for both the moral-sense and rational faculty, and an examination of education as lifelong learning. Jefferson's educational rationale was economic, political and philosophical, and his systemic approach to education conveys a systemic, economic approach to living, with strong affinities to Stoicism. Thomas Jefferson's Philosophy of Education will be key reading for philosophers, historians and postgraduate students of education, the history of education and philosophy. (shrink)

Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

In Ancient Science and Dreams, M. Andrew Holowchak analyzes the ancient notion of science of dreams throughout Greco-Roman antiquity, from the Classical Greece in the fifth century B.C. to the Roman Republic in the fourth century A.D. Holowchak investigates psycho-physiological accounts, interpretation of prophetic dreams, and the use of dreams in secular and non-secular medicine.

In a series of essays that examine Thomas Jefferson’s own writings, Holowchak investigates the always profound and often provocative ideas of this founding father. Dutiful Correspondent explores Thomas Jefferson as a philosopher in his own right. Holowchak expands our view of Jefferson by examining his own words on issues such as race, politics, ethics, education, and the intersection of philosophy and science.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 27.2 (2003) 415-427 [Access article in PDF] Wisdom, Wine, and Wonder-Lust in Plato's Symposium M. Andrew Holowchak PLATO EMPLOYS A VARIETY of literary and philosophical tools in Symposium to show how eroticism, properly understood, is linked to the good life. These have been a matter of great debate among scholars. Cornford, for instance, argues that Symposium must be read along with Republic, in that the (...) latter examines mostly the lower education of gymnastics and music (the "lesser mysteries"), while the former elucidates principally the higher education of philosophers (the "greater mysteries"). 1 Thus, stylistic differences correspond to differences in philosophical aims between the two works. Neumann says that Diotima's teaching is essentially sophistic. Eros by nature aims at the good without the "guidance of reason," which subserves eros. There is no need of conceptual oneness with the good as an independent formal entity, for the aim is reproduction is "always the particular good of a particular being." 2 Dover states that Symposium presents a consilience of reason and desire, which then continually reinforce each other, through a quest for good, which, if reached, is a fusion of reason and desire. Eros, then, is the cosmic force that "propels us on that road." 3 Bretlinger says that the eulogies of Symposium proceed in the manner of the Dionysian cycle of birth, struggle, death, and rebirth. 4 Markus maintains that the confusion of philosophical and literary exposition [End Page 415] and aim is a result of Plato insisting on a philosophy of love, based on eros, that greatly transcends eros in interest and scope. 5 Socrates' own perplexity in the dialogue as well as his insistence that he knows what he is talking about are perfect illustrations of a dialectical growth that eventually even transcends language. In short, the literary style mimics the philosophical maturation and understanding of Socrates' transcendent path. Thus, scholars themselves are far from general consensus on just what Plato was trying to do in this work.This difficulty is compounded by there being, as Dover observes, "so much unjustified and implausible assertion and so little rigorous argument." 6 These are reasons enough why many philosophers neglect the work. The problem is that in Symposium the rich philosophy of love that Plato expounds is nearly eclipsed by his multifold array and skillful use of literary tools. This makes bringing to light the philosophical merits of the work a much more difficult task than with other works. In consequence, a precise articulation of Plato's own thoughts on love seems an impossible task, or nearly so.In this article, I argue that Plato's philosophy of love unfolds primarily, though not exclusively, through his exposition of two sets of erotic contrasts: one concerning the proper method of eulogizing (rhetoric versus Socratic dialectic, Socratic dialectic versus "Platonic" eroticism); another concerning character (Socrates versus Alcibiades). If so, then Symposium distinguishes itself from the ethically driven, "Socratic" dialogues of Platoin two ways. First, not only does Plato in Symposium appeal to a much broader spectrum of philosophical interests, he also gives a non-dialectical account of love that is passed on to the symposiasts through Socrates qua "pupil" (and messenger) of the priestess Diotima. Second, in Symposium, Plato uses Socrates the man, not Socrates the dialectician, as a model of excellence of character in order to illustrate the very ideals sketched within the work. I A correlate of my thesis is that Symposium itself reads like an act of copulation that climaxes both in literary and philosophical senses. On the one hand, Plato artfully builds sexual tension through the story line. First, Socrates delays in seeing the Lenaian victor Agathon by one day. This lends itself to erotic frustration both in the obvious sense of Socrates not being able to see the handsome young orator immediately after his success and in terms of Socrates having to put off practice of [End Page 416] his true love—philosophy. Second, when he does go to see Agathon, Socrates' preparation is uncommon: he bathes and even puts on sandals. 7 Furthermore... (shrink)

Module 1 What Is Science? "The size of a man's mind ... is to be measured, in so far as it can be measured, by the size and complexity of the universe that ...

Though Freud never makes utopia the subject of any one work, this book is an attempt to tease out Freud's notion of utopia through examination of his group-psychology works such as The Future of an Illusion, Civilization and Its Discontents, Why War? and On the Question of a Weltanschauung. Through tracing out three key blows to human narcissism through scientific advance, it shows the extent to which biological factors impact human psychology and influence the prospect of future human happiness—the triumph (...) of ego over id. (shrink)

_Jefferson’s Political Philosophy and the Metaphysics of Utopia_ argues that Jeffersonian republicanism was fundamentally a political philosophy, content-rich and globally applicable. Jefferson’s philosophy is fleshed out and critically analyzed by examining key writings over the years and philosophically important books Jefferson assimilated.

Written by the 11th-century Spanish Arab, Abh Muhammad ibn MucnOn Twilight and the Rising of Cloudsdh's value of around 52 miles remained standard until the 17th century, when it was revised sharply downward in consideration of atmospheric refraction and barometric studies. The treatise itself survives in a single Hebrew exemplar, 25 Latin exemplars, and an Italian exemplar derived from the Latin. At the heart of this present study is a critical text based on a fullscale comparative transcription of 22 of (...) the Latin manuscripts, ranging in date from the 13th to the 17th century. (shrink)

“Although up to now the [visual] image has been [understood as] a construct of reason,” Kepler observes in the fifth chapter of his Ad Vitellionem Paralipomena, “henceforth the [visible] representations of objects should be considered as paintings [ picturae ] that are actual[ly projected] on paper or some other screen.” While not intended as a historical generalization, this claim nonetheless reflects historical reality. Virtually all visual theorists before Kepler did, in fact, conceive of optical images as subjective, not objective constructs (...) – or, to put it in modern terms, as virtual rather than real entities. By current lights, of course, the distinction between virtual and real images is both obvious and common-place: whereas the latter can be physically projected upon a screen, the former cannot. (shrink)

In the first section I outline the theory of abstraction, discussing first its con- ceptual basis, then its psychological-epistemological basis, and last its causal basis. My purpose throughout is to show how these bases, and thus the theory itself, were not only paramountly Aristotelian, but also eminently sensible. In the second section I draw the perspectivist account of vision within the bounds of the theory of abstraction and show stage by stage how that account unfolds coherently within those bounds. This (...) procedure should make clear that what the perspecti- vists actually offered was less a scientific theory of light or vision than a scientifi- cally justified world view. (shrink)

One problem facing Hockney and Falco is the lack of evidence among optical sources to support their claim that artists used image-projection by the early 1400s. After all, if quattrocento artists knew about image-projection, they must have learned about it from experts in the field, and no one was more expert at the time than Perspectivist opticians. As I argue in this paper, however, Perspectivist reflection-analysis posed certain theoretical and conceptual constraints that would have prevented Perspectivist opticians from recognizing, much (...) less understanding, image-projection. Their silence on this matter is therefore not evidence against the Hockney-Falco thesis. (shrink)

A. Mark Smith - Seeing and Being Seen in the Later Medieval World: Optics, Theology, and Religious Life - Journal of the History of Philosophy 44:3 Journal of the History of Philosophy 44.3 473-474 Dallas G. Denery, II. Seeing and Being Seen in the Later Medieval World: Optics, Theology, and Religious Life. Cambridge Studies in Medieval Life and Thought , 63. Cambridge-New York: Cambridge University Press, 2005. Pp. x + 202. Cloth, $75.00. Among the metaphors we live by , (...) visual metaphors figure prominently in our common discourse about cognition. We are well aware, of course, that in claiming to "see" meanings or "view" ideas in certain lights, we are speaking figuratively. Yet the analogy between thinking and seeing is more than a linguistic artifact. Until the seventeenth century,.. (shrink)

From the late thirteenth to the early seventeenth century, the process of visual imaging was understood in the Latin West as an essentially subjective act initiated by the eye and completed by the brain. The crystalline lens took center stage in this act, its role determined by its peculiar physical and sensitive capacities. As a physical body, on the one hand, it was disposed to accept the physical impressions of light and color radiating to it from external objects. As a (...) sensitive body, on the other hand, it was enabled by the visual spirit flowing to it from the brain to feel those impressions visually. Acting as a sentient selector of visual information, the lens transformed the brute physical impressions of light and color into visual impressions. These, in turn, gave rise to perceptual “depictions” that were passed back along the stream of visual spirits to the brain. Known in Scholastic parlance as “intentional species,” these depictions served as virtual representations of their generating objects. As such, they provided the wherewithal not only for perception, but also for conception and cognition. (shrink)

That the medieval Latin version of Ibn al-Haytham's Kitāb al-Manā[zdotu]ir was translated into Italian in the fourteenth century has been known for well over a century. Recent studies have shown that this translation, which is contained in Vat. Lat. 4595, was instrumental in the composition of Lorenzo Ghiberti's Commentario terzo on art. Some eight years ago, the author of the present article tentatively identified the actual manuscript-source of that translation as MS Royal 12.G.7, which is currently held in the British (...) Library. This study establishes beyond reasonable doubt that his tentative identification was correct: MS Royal 12.G.7 is indeed the Latin source for the Italian translation in Vat. Lat. 4595. (shrink)

In the fifth book of his De aspectibus, the medieval Latin version of Ibn al-Haythamb al-Manir, Alhacen undertakes to determine precisely where a given ray of light will reflect to a given center of sight from a variety of convex and concave mirrors based on circular sections. As applied specifically to convex and concave spherical mirrors, this problem exercised several seventeenth-century thinkers, Christiaan Huygens foremost among them, and in that context it soon became known as Alhazens solution (or solutions) of (...) this problem is deficient in comparison to that of Huygens and later mathematicians. It is my purpose in this paper to show by reconstruction that in fact, far from deficient in any absolute sense, Alhacen’s approach to this problem was remarkably ingenious and elegant in its conceptual simplicity. (shrink)

Even given the final truths of what is right and wrong, good and bad, ethics is not complete. For one may yet ask “Why should I be moral?” Of course, we have no prior assurance that it will be possible to provide a non-moral and justifiable answer to the rational and self-interested person. Nevertheless, I claim that reasons for being moral can be provided even for the rational, self-interested, and remorseless individual who knows he will not be caught. In defending (...) my claim I will draw on empirical data from recent social psychology and game theory. Actual human selves are malleable in a number of ways. I will show that it is rational for the self-interested person to modify selves in such a way that moral actions are increasingly preferred. Specifically, I will argue that it is in one’s rational self-interest to enhance empathy in others and future selves in such a way that for increasing numbers other-injury becomes a component of self-injury, and other-benefit becomes a component of self-benefit. This will allow a linkage to be drawn from rational and self-interested action to moral action. The development of this theory will begin by distinguishing my approach from that of Gauthier, then three interpretations of the “Why be moral?” question will be delineated, next the decision theoretic components of my account will be presented, and finally the role of empathy will be considered in detail. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Seeing and Being Seen in the Later Medieval World: Optics, Theology, and Religious LifeA. Mark SmithDallas G. Denery, II. Seeing and Being Seen in the Later Medieval World: Optics, Theology, and Religious Life. Cambridge Studies in Medieval Life and Thought (Fourth Series), 63. Cambridge-New York: Cambridge University Press, 2005. Pp. x + 202. Cloth, $75.00.Among the metaphors we live by (to borrow from Lakoff and Johnson), visual (...) metaphors figure prominently in our common discourse about cognition. We are well aware, of course, that in claiming to "see" meanings or "view" ideas in certain lights, we are speaking figuratively. Yet the analogy between thinking and seeing is more than a linguistic artifact. Until the seventeenth century, Western thinkers took it seriously, none more seriously perhaps than the thirteenth-century scholastic community. The upshot was an epistemology based on two cardinal assumptions: first, that the physical world manifests itself to us through species passing from external objects into the soul, and second, that visual perception is providentially designed to yield a faithful conceptual picture of physical reality and its ordering structure.This latter assumption found strong support in Perspectivist optics, which took mature form in the 1260s as an amalgam of Alhacenian visual analysis and species-theory. Hence, by the later thirteenth century it was widely believed not only that vision is essentially cognitive but also that cognition is essentially visual. During the first half of the fourteenth century, this idea was subjected to trenchant criticism and thereby rejected out of hand by several thinkers, among whom Nicolaus of Autrecourt is a particular subject of emphasis in this study.It has become something of a truism lately that theories are neither accepted nor rejected on logical grounds alone. This one, Denery claims, is no exception since there were compelling theological grounds for its adoption. Foremost among these was a new emphasis on self-presentation in the thirteenth century. That emphasis manifested itself at two levels. On the one hand, the clerical orders were encouraged to give the right appearance and to suit the appearance to specific settings. This was especially important among the new preaching orders, whose members had to put on so many public faces that they came to adopt what Denery calls "heuristics of adaptation." On the other hand, new modes of confession and penance required deep introspection on the penitent's part, so that he might "see" himself for the complex of sinful motives and actions he is, as well as experience the contrition-yielding horror such a sight arouses. In both cases, the appearances should reveal the underlying reality: the preacher's spiritual commitment reflected in his mien, the penitent's contrition in the recognition of his vitiated nature.But how can we be sure that what we see in these instances is true? This question is particularly vexing in the case of religious introspection, for, as St. Paul reminds us, our moral vision is distorted by the mirror that darkens it. Enter the analogy between physical vision and cognition. Visual illusions, such as those arising from reflection, were of paramount concern to Perspectivist theorists, who devoted considerable effort to rationalizing them according to unmet normative conditions, such as adequate illumination, appropriate distance, or a healthy eye. Reflected vision is subject to transgressions of these conditions, but adding insult to their injury is that, when seen in mirrors, objects invariably appear displaced and often look distorted in size, shape, and orientation. Fortunately, reason enables us to rectify such illusions according to specific rules that govern visual perception in general and reflection in particular.If the analogy between physical and moral vision holds true, then reason ought to be the corrective in both cases. At first blush, this seems to be Peter of Limoges's position in the Tractatus moralis de oculo (c. 1280), but, as Denery insists, Peter's real point is that our inner, moral vision is so clouded we can rarely tell either how or even that it is distorted. The hoped-for normative circumstances and principles enabling us to rectify it are far too vague and protean to yield certainty from introspection. Given the tight conceptual linkage between... (shrink)