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.

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)

Liberalism is the view that humans are independent, autonomous, and self-sufficient and, thus, institutional policy is warranted only when it advances these values. As an important thread in moral thought today, liberalism defines a good life as the complete freedom of all people to pursue their own desires, provided that little or no harm is done to others along the way.Moral liberalism also pervades the literature in philosophy of sport today. In this paper, I argue that liberalism as moral policy (...) in sport is wrong because liberalism as moral policy is wrong. Human autonomy implies social responsibility, which moral liberalism today disavows. At paper’s end, I sketch out a normative account of sport, aretism, that fleshes out the types of responsibilities that bind athletes to sport, properly construed as a social institution. (shrink)

: 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)

Liberal individualism, in its atomic sense, asserts that people are autonomous and self-contained individuals, whose rights are prior to and independent of any conception of the good. It champions individual rights and toleration for different conceptions of the good life, and essays to secure justice for all in equal measure.In prioritizing right over good, liberal individualism demands that the state have a stance of strict neutrality concerning any particular conception of the good. It privileges political analysis, in that no conception (...) of what is good must interfere with the fundamental rights, unconditionally guaranteed, of each individual. Consequently, it is essentially atomic ideal, and this atomism, whether metaphysical ormethodological, effects a separation of persons and institutions. This I call the “Great Divide”.In what follows, I argue that the liberal separation of persons from institutions is a disintegrative political and ethical ideal in personal, social, and ethical senses. (shrink)

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.

"A tramp, a gentleman, a poet, a dreamer, a lonely fellow, always hopeful of romance and adventure." Charlie Chaplin Freud, in a letter to Max Schiller (25 Mar. 1931), writes of an occasion in which Charlie Chaplin came to Vienna. In his account, Freud cavalierly offers great insight into the person behind the actor, even though he has never met Chaplin. Just recently . . . Charlie Chaplin was in Vienna; I almost caught sight of him, but it was too (...) cold for him, and he left in a hurry. He is undoubtedly a great artist—although he always plays one and the same part, the weak, poor, helpless, clumsy boy for whom life turns out all right in the end. Now do you think he has to forget his own self in .. (shrink)

Thomas Jefferson and Philosophy: Essays on the Philosophical Cast of Jefferson’s Writings is a collection of essays on topics that relate to philosophical aspects of Jefferson’s thinking over the years. Much historical insight is given to ground the various philosophical strands in Jefferson’s thought and writing on topics such as political philosophy, moral philosophy, slavery, republicanism, wall of separation, liberty, educational philosophy, and architecture.

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.

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

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 ...

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.

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.

That Jefferson execrated Plato in an 1814 letter to friend John Adams. In it, he expresses an unsympathetic, hostile view of Plato’s Republic, and the reasons are several. Nonetheless, Plato’s views on what makes government fundamentally sound are, at base, remarkably similar to Jefferson’s both in substance and sentiment, so much so that it is inconceivable to think that Plato’s Republic had little effect on Jefferson’s political thinking. That makes his execration of Plato difficult to understand. This paper is an (...) attempt to show that Jefferson, despite the tenor of his letter to Adams, had much more than a dilettante’s grasp of the political content of Plato’s major work. Jefferson was very likely quite familiar with the work, since his own political philosophy assimilates key substratal Platonic political principles of good, stable governing. His disavowal of the work and execration of Plato, then, is due to a constellation of other factors: Adams’s feelings toward Plato, Jefferson’s views on the corruptions of Jesus’s teachings, his deep-dyed detestation of metempiricism, his view that Plato was an unoriginal thinker, and strong disagreement with Plato’s means to instantiate substratal political principles. (shrink)

Psychoanalysis, in Freud’s day and our own, has met with and continues to meet with staunch opposition from critics. The most ruinous criticism comes from philosophers, with a special interest in science, who claim psychoanalysis does not measure up to the above-board canons of acceptable scientific practices and, thus, is not scientific. It is common today to direct such criticisms to all metempirical forms of psychotherapy—i.e., psychotherapies that in no way concern themselves with grounding their claims with empirical research. The (...) most common defense is to cold-shoulder the criticism and counter that psychoanalysis, whether or not Freud recognized it, is a hermeneutical, not an etiological, method of therapy. In that regard, its measure of success is not symptom-removal or redirection of drive-energy in socially condoned or acceptable ways, but broadened understanding through a commonly created myth, effected by therapist and patient, for the patient’s wellbeing. In this undertaking, I argue that the hermeneutical apologia of psychoanalysis is a dodge, not a defense—an impenetrable asylum in which therapists can find refuge by buffering themselves from the possibility of criticism of the scientificity of their discipline. Because hermeneuticism disavows the possibility of knowledge in any meaningful sense—and, with that, scientific knowledge gained through observation or experimentation—it levels the epistemological playing field. With knowledge impossible and science annulled, no “investigative” inquiry or discipline can claim a status superior to any other and, hence, psychotherapy is an investigative discipline as legitimate as any other. The literature on the hermeneutic defence of psychotherapy is vast—too vast for anything but a representative sample of it in this critique. I focus merely on some of the most recent literature. (shrink)

When talk of philosophy of pedagogy comes up today, it is common to hear the names of Aristotle, Thomas Jefferson, John Dewey, or Paulo Freire, but the name of Paul Goodman, who campaigned vigorously for pedagogical reform much of his life, is seldom mentioned. In spite of neglect of his work, Goodman had much to say on pedagogical practice that is rich, poignant, and relevant today. In consequence, it is unfortunate that he is seldom read and discussed today. This essay (...) is an attempt to fill in the gap in the scholarship. I begin by presenting an elaboration of Goodman's key insights. I then offer a critical analysis of those pedagogical insights. (shrink)

This paper is an examination of several of Thomas Jefferson's philosophical vignettes in his Notes on the State of Virginia. I begin with some thoughts on the structure of the book. I then turn to several of Jefferson's intriguing philosophical vignettes, concerning the aesthetic, natural explanation, Indians, blacks, education, religion, husbandry, and war. I end with some thoughts on what those vignettes tell us about Jefferson's philosophical frame of mind at the writing of his Notes.

This paper is a comprehensive investigation of Freud’s views on technology and human well-being, with a focus on ‘Civilization and Its Discontents’. In spite of his thesis in ‘Civilization and Its Discontents’, I shall argue that Freud, always in some measure under the influence of Comtean progressivism, was consistently a meliorist: He was always at least guardedly optimistic about the realizable prospect of utopia, under the ‘soft dictatorship’ of reason and guided by advances in science and technology, in spite of (...) due recognition in his later years of the possibility of annihilation through technological advances in warfare. The possibility of human annihilation, then, muffled Freud’s meliorism. Freud’s ‘muffled meliorism’, however, was not a quiet commitment to viewing technology as something good. Ultimately, Freud steered a middle course between techno-advocacy and techno-antagonism. The technologies of science, like the discoveries of psychoanalysis, were tools for humans that could be used for human betterment or, as war showed, for human degeneration. (shrink)

In a letter to Benjamin Rush, Jefferson includes a syllabus—a comparative account of the merits of Jewish morality, ancient philosophy, and the precepts of Jesus. Using the syllabus as a guide, this paper is a critical examination of the influence of ancient ethical and religious thinking on Jefferson’s ethical and religious thinking—viz., Jefferson’s views of the ethics and religion of the Hebrews, the ancient philosophers, and Jesus.

In a letter to Benjamin Rush, Jefferson includes a syllabus—a comparative account of the merits of Jewish morality, ancient philosophy, and the precepts of Jesus. Using the syllabus as a guide, this paper is a critical examination of the influence of ancient ethical and religious thinking on Jefferson’s ethical and religious thinking—viz., Jefferson’s views of the ethics and religion of the Hebrews, the ancient philosophers, and Jesus.

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)

Plato noticed a sizeable problem apropos of establishing his republic—that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, (...) would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato’s solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the “natural aristoi”, are the intelligent and virtuous and that government is best which allows for a “pure selection” of the natural aristoi into the governing offices. Nonetheless, as Jefferson’s own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one’s personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. (shrink)