Sur le modèle du On Death IV (De morte) de Philodème, publié chez le même éditeur en 2009 par W. B. Henry, cet ouvrage propose, après une introduction de trente-quatre pages, une traduction – fondée sur l’édition donnée par Christian Jensen en 1906 pour Teubner – de cet écrit de Philodème tenu par lui comme un livre sur l’économie. Même si dans les « Acknowledgements » (p. vii) V. Tsouna rappelle qu’elle a participé à la traduction de L’Économie pour (...) Les Épicuriens co-édité par Daniel Delattr... (shrink)

The Cyrenaic school was a fourth-century BC philosophical movement, related both to the Socratic tradition and to Greek Scepticism. In ethics, Cyrenaic hedonism can be seen as one of many attempts made by the associates of Socrates and their followers to endorse his ethical outlook and to explore the implications of his method. In epistemology, there are close philosophical links between the Cyrenaics and the Sceptics, both Pyrrhonists and Academics. There are further links with modern philosophy as well, for the (...) Cyrenaics introduced a form of subjectivism which in some ways preannounces Cartesian views, endorsed by Malebranche and Hume and developed by Kant. This 1998 book reconstructs Cyrenaic epistemology, explains how it depends on Cyrenaic hedonism, locates it in the context of ancient debates, and discusses its connections with modern and contemporary epistemological positions. (shrink)

This paper provides a comprehensive study of the Epicurean theory of ‘preconception’. It addresses what a preconception is; how our preconception of the gods can be called innata, innate; the role played by epibolai ; and how preconceptions play a semantic role different from that of ‘sayables’ in Stoicism. The paper highlights the conceptual connections between these issues, and also shows how later Epicureans develop Epicurus’ doctrine of preconceptions while remaining orthodox about the core of that doctrine.

Voula Tsouna presents a comprehensive study of the ethics of the Epicurean philosopher Philodemus, who taught Virgil, influenced Horace, and was praised by Cicero. His works have only recently become available to modern readers, through the decipherment of a papyrus carbonized by the eruption of Vesuvius in 79 AD. Tsouna examines Philodemus's theoretical principles in ethics, his contributions to moral psychology, his method, his conception of therapy, and his therapeutic techniques. The Ethics of Philodemus will be of considerable (...) interest to scholars and students of classics, ancient philosophy, and ethics. (shrink)

Most ancient philosophers accept that dreams have prophetic powers enabling humans to relate somehow to a world beyond their own. The only philosophers known to make a clean and explicit break with that tradition are the Epicureans, beginning with Epicurus himself and reaching his last eminent follower, Diogenes of Oinoanda. They openly reject the idea that dreams mediate between the divine and the human realms, or between the world of the living and the world of the dead. They demystify the (...) phenomenon of dreaming by explaining sleeping and dreaming in terms of their materialistic physical theory. Importantly, they examine dreams and their content from different perspectives and explore their relevance to our lives. The general aim of this paper is to offer a synthetic account of the Epicurean view about dreaming and dreams, advance certain new hypotheses that seem worthy of consideration, and show how Epicurus and his followers integrate dream theory into their philosophy as a whole. (shrink)

Voula Tsouna provides a translation, extensive introduction, and notes on Philodemus' treatise "On Property Management." A fragmentary version of this treatise was recovered from the Epicurean library at Herculaneum, which was buried by the eruption of Mt. Vesuvius.

This paper outlines the Epicurean conception of rationality and then tries to assess the merits of the notorious contention of the Epicurean philosophers that it is irrationalto fear death. At the outset, I talk about the nature of harmful emotions or passions, of which the fear of death is an outstanding example: their dependence on one‘s disposition, their cognitive and non-cognitive components, the ways in which these elements may be related to each other, and the healthy counterparts of the passions, (...) namely the ‚bites‘. Next, I distinguish different kinds of fears involving the thought of death and I examine the Epicurean arguments against each one of them: fears about the state of being dead, others about dying prematurely, yet others concerning the dying process and especially the moment when the soul leaves the body and, finally,the fear that we must die sometime. Much of the discussion focuses on the writings of Philodemus . Philodemus offers the most sustained discussion of the fear of premature death and of the fear of dying that survive in the Epicurean literature. In addition, in the peroration of his treatise On Death, he gives a brilliant example of how we can reconcile ourselves with the fact that we shall die sometime and accept our own mortality. My provisional conclusion is that although the Epicurean philosophers often succeed in appeasing our fears about death, for the most part they fail to prove that these fears are irrational. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

: The Republic is notorious for its attack against poetry and the final eviction of the poets from the ideal city. In both Book III and Book X the argument focuses on the concept of mimêsis, frequently rendered as ‘imitation’, which is partly allowed in Book III but unqualifiedly rejected in Book X. However, several ancient authors view Plato’s dialogues as products of mimêsis and Plato as an imitator. Plato himself acknowledges the mimetic character of his enterprise and invites us (...) to compare and contrast his own mimêsis with the imitations of painters and poets. The main issue addressed in this paper is both systematic and historical: just what sort of mimêsis occurs in Plato’s dialogues and, moreover, whether and why, by the criteria that Plato’s Socrates sets out in the Republic, Platonic mimêsis may not be subject to the very same criticisms directed against Homer and the tragedians. There will emerge a radical and systematic contrast between the works of the poets, as they are assessed in the Republic, and Plato’s own writings, as they present themselves to their readers. That contrast appears to be deliberate and suggestive of the view that Plato’s dialogues ought to replace poetry as elements of proper education and civic cohesion. (shrink)

The Charmides is a difficult and enigmatic dialogue traditionally considered one of Plato's Socratic dialogues. This book provides a close text commentary on the dialogue which tracks particular motifs throughout. These notably include the characterization of Critias, Charmides, and Socrates; the historical context and subtext, literary features such as irony and foreshadowing; the philosophical context and especially how the dialogue looks back to more traditional Socratic dialogues and forward to dialogues traditionally placed in Plato's middle and late period; and most (...) importantly the philosophical and logical details of the arguments and their dialectical function. A new translation of the dialogue is included in an appendix. This will be essential reading for all scholars and students of Plato and of ancient philosophy. (shrink)

The Cyrenaic school was a fourth-century BC philosophical movement, related both to the Socratic tradition and to Greek Scepticism. In ethics, Cyrenaic hedonism can be seen as one of many attempts made by the associates of Socrates and their followers to endorse his ethical outlook and to explore the implications of his method. In epistemology, there are close philosophical links between the Cyrenaics and the Sceptics, both Pyrrhonists and Academics. There are further links with modern philosophy as well, for the (...) Cyrenaics introduced a form of subjectivism which in some ways preannounces Cartesian views, endorsed by Malebranche and Hume and developed by Kant. This book reconstructs Cyrenaic epistemology, explains how it depends on Cyrenaic hedonism, locates it in the context of ancient debates, and discusses its connections with modern and contemporary epistemological positions. (shrink)

Most ancient philosophers found access to the mental states of people other than the perceiver less problematic than the moderns did. But there is evidence, however scarce, that some groups of ancient sceptics raised questions which I shall call, for brevity's sake, doubts about other minds.

The surviving writings of Epicurus and his followers contain several references to epibolê – a puzzling notion that does not receive discussion in the extant Epicurean texts. There is no consensus about what epibolê is, what it is of, and what it operates on and, moreover, its epistemological status is controversial. This article aims to address these issues in both Epicurus and later Epicurean authors. Part One focuses mainly on Epicurus’ Letter to Herodotus, highlights a crucial distinction hitherto unnoticed in (...) the literature between two different types of epibolê, and brings out he necessary connection between epibolê and the application of the criteria of truth. Part Two considers the philosophical merits of the traditional interpretation of epibolê as projection and/or attention. Part Three examines the two aforementioned types of epibolê in Lucretius and Philodemus and shows that these authors accord epibolê paramount epistemological and ethical importance. (shrink)

La présente étude suggère que l’analyse aristotélicienne de la sōphrosunē dans l’ Éthique à Nicomaque II 7 et surtout III 13-15 (ou : III x-xii) gagne à être comprise sous l’angle de son héritage platonicien et, en particulier, de l’examen de la conception de la sōphrosunē comme « science de la science » défendue par Critias dans le Charmide et de la définition de la sōphrosunē en termes de tripartition de la cité et de l’âme dans la République. La première (...) partie présente les objections soulevées par Socrate contre la notion de la sōphrosunē comme science réflexive défendue par Critias dans le Charmide, et suggère comment Aristote pourrait avoir pris ces objections en compte. La deuxième partie discute quelques caractéristiques choisies de la sōphrosunē en République IV et soutient que cette dernière conception s’éloigne du Charmide mais se rapproche de la conception aristotélicienne de cette vertu. La troisième partie positionne la conception aristotélicienne de la sōphrosunē d’une part relativement à sa conception des vertus de caractère et de sa propre méthode d’analyse et d’autre part relativement à ces deux dialogues de Platon. En conclusion, la présente étude identifie des différences cruciales entre les traitements platonicien et aristotélicien de la sōphrosunē et indique comment Aristote tient compte des arguments de Platon tout en se distanciant suffisamment de son aîné pour offrir sa propre analyse distinctive de cette vertu spécifique. (shrink)

Cet article est ma contribution au débat sur la nature du moi idéal chez Platon ; débat commencé dans l’antiquité, mais qui se poursuit jusqu’à aujourd’hui. Les positions sont à peu près les suivantes. D’un côté, à la suite du platonicien Numénius, de nombreux interprètes (que j’appellerai universalistes) soutiennent que, puisque le moi chez Platon est un élément rationnel immatériel, ce ne peut être un moi personnel et individuel, mais il doit être impersonnel et universel. Dans cette perspective, l’âme contemplative (...) n’est pas à proprement parler un moi ; elle se confond plutôt, selon les termes du Premier Alcibiade – un texte clé pour les universalistes – avec « Dieu et la sagesse » (Alc. 133c). De l’autre côté, quelques commentateurs (que j’appellerai individualistes ou particularistes) suivent Plotin et supposent ou affirment l’individualité du moi platonicien. Mais, à la différence de Plotin, les particularistes n’ont jamais reconnu qu’il y a là matière à controverse et n’ont jamais réellement affronté le problème de savoir de quelle façon le moi est individuel et ce que son individualité pourrait impliquer. C’est donc une nouvelle défense de l’individualité du moi que je présente ici. En outre, je suggère que son individualité n’est pas incompatible avec la sorte d’universalité qu’implique la contemplation et même qu’elle constitue une précondition de sa propre transcendance. Cependant, mon argumentation se tient dans les limites du Phèdre ; je ne prétends pas tirer de conclusions pour l’ensemble du corpus platonicien. Dans la première partie, j’expose l’aporie à laquelle est confronté Socrate, l’énigme qui motive l’enquête qui va suivre ; j’avance également l’hypothèse que les deux discours qui précèdent le Grand Discours de Socrate, sa palinodie – le premier étant censément composé par Lysias, le second par Socrate –, frayent la voie à la palinodie elle-même en avançant des conceptions rivales de l’amour-eros, de la connaissance de soi et de la rationalité. Dans la seconde partie, je défends une lecture particulariste de la palinodie et plus spécialement du mythe sur la nature de l’âme. (shrink)

Depuis Homère, les penseurs de l’antiquité se sont intéressés à la nature, à l’usage et au contrôle de la colère. Cet article porte sur le plus ancien ouvrage sur le sujet qui ait survécu de l’antiquité jusqu’à nous, à savoir le traité Sur la Colère de Philodème, un important philosophe épicurien, actif en Italie du Sud au ier siècle av. J.-C. De façon générale, il s’agit dans cet article de présenter, du point de vue historique, sémantique et méthodologique, le contexte (...) de l’analyse par Philodème de la colère, ainsi que de reconstruire l’essentiel de son argumentation contre différents adversaires. La question comporte un débat sur la bonne façon de traiter la colère ; l’explication que donne Philodème de la nature, des symptômes et des conséquences de cette émotion ; la distinction qu’il opère entre colère naturelle (orge) et non naturelle (thymos), ainsi que son affirmation, que le sage peut à l’occasion resssentir la première, mais jamais la seconde ; enfin, sa réfutation de trois arguments en forme d’epilogismos qui soutiennent que le sage ne sera pas moins sujet à la colère que n’importe qui. (shrink)

La plupart des philosophes de l’Antiquité pensent que les rêves ont des capacités prophétiques. Les seuls philosophes à s’écarter de cette tradition sont les épicuriens. Ils démystifient le phénomène du rêve en l’expliquant dans les termes de leur théorie physique matérialiste. Ils soulignent le lien entre le contenu du rêve et les activités diurnes, entre ce même contenu et la qualité d’âme du rêveur. Parce que l’identité de chacun persiste lorsqu’il rêve, les épicuriens attribuent à l’activité onirique une signification psychologique (...) et morale considérable : quoique non véridique, le rêve n’en reste pas moins révélateur. Il est l’expression des recoins intimes de la personnalité du dormeur. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Concepts are basic features of rationality. Debates surrounding them have been central to the study of philosophy in the medieval and modern periods, as well as in the analytical and Continental traditions. This book studies ancient Greek approaches to the various notions of concept, exploring the early history of conceptual theory and its associated philosophical debates from the end of the archaic age to the end of antiquity. When and how did the notion of concept emerge and evolve, what questions (...) were raised by ancient philosophers in the Greco-Roman tradition about concepts, and what were the theoretical presuppositions that made the emergence of a notion of concept possible? The volume furthers our own contemporary understanding of the nature of concepts, concept formation, and concept use. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)