Abstract

Scholars of Greek and Roman antiquity advance a variety of reasons to explain why the study of Hellenistic philosophy remains dependent on fragments and testimonies. Mansfeld observes such dependence in his use of the premise that philosophers of late antiquity based philosophical instruction and school curricula on a core set of writings from the classical period. On this basis, Mansfeld infers that schools of late antiquity continually transcribed and preserved writings of instructional significance. The schools routinely excluded other classical and Hellenistic writings from the curricula, thus ensuring that a sizable body of literature deemed less pedagogically significant would perish, along with the original material on which the inscriptions had been made. The main problem with this standard survey of reasons is that it fails to explain why we remain extraordinarily dependent on peripheral sources and later testimonies in studying the Hellenistic Academy.