Ancient Greek and Roman Epistemology

Seneca asserts in Letter 121 that we mature by exercising self-care as we pass through successive psychosomatic “constitutions.” These are babyhood (infantia), childhood (pueritia), adolescence (adulescentia), and young adulthood (iuventus). The self-care described by Seneca is 'self-affiliation' (oikeiōsis, conciliatio) the linchpin of the Stoic ethical system, which defines living well as living in harmony with nature, posits that altruism develops from self-interest, and allows that pleasure and pain are indicators of well-being while denying that happiness consists in pleasure and that (...) pain is misery. Augustine divides the narrative of his own development into the stages of babyhood (infantia), childhood (pueritia), adolescence (adulescentia), and young adulthood (iuventus) in the Confessions, a text wherein he claims familiarity with more than a few works of Seneca (Conf. 5.6.11). Furthermore, he had access to Stoic accounts of affiliation not only in Seneca’s Letter 121, but also in Cicero’s On Goals, and in non-extant sources of Stoic ethical theory. After pointing out that Augustine endorsed the notion of self-affiliation outside of the Confessions, I raise the question of whether he also makes the notion of affiliation thematic in his philosophical autobiography. I argue that he does indeed present himself and some of his primary relationships – with his mother and his long-term girlfriend – in terms of personal and social oikeiōsis. In addition, his self-critiques in the early books of the Confessions can be more fully understood if compared to Stoic developmental theory. He depicts himself as failing to progress intellectually, socially, and morally: although he passed through the successive constitutions, becoming physically larger and cognitively capable, he did not mature correctly by the standards of his Stoic sources. (shrink)

Review of Ancient Concepts of Philosophy by William Jordan.

Heraclitus and Parmenides, far from being polar opposites, convey the same message: all is one, objects and entities are man made distinctions. Only God knows the whole truth, says Heraclitus, and the most learned man can only guess. For Parmenides the knowledge of being identifies with being itself, and things that mortals posit are only names given by men. Zeno apparent paradoxes give us an insight about the topics discussed in Parmenides entourage, but it was Melisso’s absurd version of Eleatism (...) that posterity regarded as the central tenet of the school. (shrink)

Which are "innate" but "unnoticed" point–as is usually held–to the platonic doctrine of recollection or to some other source? my argument is two- pronged: negatively i argue that aristotle is not describing his hearers as impeded by plato's notion of recollection; the other, positive, that he is describing a misunderstanding of his own quite different doctrine of nous in the minds of his hearers. I show that the two elements of the aporia fit the teaching of aristotle on nous found (...) in "de an." Iii, 5, 430a15 and the "generation of animals" b, 3, 736b27-28. Names mentioned: merlan, jaeger, nuyens, h.d.p. Lee, ross, robinson, grene, randall, mckeon, aubenque, klein, and j. Owens. (shrink)

In this paper I argue that the Stoic theory of signs as reported by Sextus Empiricus in AM and in PH belongs to Stoic logicians which precede Chrysippus. I further argue that the PH-version of this theory presupposes the version in AM and is an attempt to improve the older theory. I tentatively attribute the PH-version to Cleanthes and the AM-version to Zeno. I finally argue that the origin of this Stoic theory is to be found in the Dialectical school (...) (probably Philo of Megara) whose theory of signs has been preserved in Pseudo-Galen, Historia philosopha cap. 9. (shrink)

Method in Ancient Philosophy brings together fifteen new, specially written essays by leading scholars on a broad subject of central importance. The ancient Greeks recognized that different forms of human activity are guided by different methods of reasoning; examination of how they reasoned, and how they thought about their own reasoning, helps us to see how they came to hold the views they did, and how our own methods of enquiry have developed under their influence. Contributors include Terence Irwin, Patricia (...) Curd, Ian Mueller, Robert Bolton, A.A. Long, Gail Fine, Constance C. Meinwald, Lesley Brown, Gisela Striker, C.D.C. Reeve, Charlotte Witt, Richard Kraut, Sarah Broadie, James Allen, and G.E.R. Lloyd. (shrink)

This article is about the terms used in the works traditionally ascribed to Alexander of Aphrodisias to mean the process of abstraction through which intellect separates form and matter. The passages are studied in order to identify what nouns and verbs are used. Since in two works of dubious authorship aphaireô and aphairesis are found, the usage of these terms in the works that can be ascribed with certainty to Alexander is studied. The results obtained are examined in the light (...) of the hypotheses about the authorship and chronology of the cited works formulated by scholars so far. (shrink)

This essay argues for the value of teaching a unit that questions what it is that philosophers teach as a way of encouraging students to reflect on the nature of philosophy. I show how using ancient philosophy to frame this unit makes it especially urgent, since an important (and often overlooked) consequence of Socrates’s demarcation of philosophy from oratory is that philosophers are not in a position to teach anything. I have found that students are eager to engage the challenge (...) that this seems to pose for the contemporary philosophy classroom. Further, they can self-reflectively employ philosophical analysis to identify and critique ways of justifying what they learn from teachers of philosophy. (shrink)