"On the Happiness of the Philosophic Life" presents Heinrich Meier's confrontation with Rousseau's "Rêveries", his most beautiful and daring writing. The "Rêveries" show the fire of philosophy in the mirror of the water; in the reflections of the unlimited, needing more precise determination; of the inconspicuous, needing careful inspection; and of the surface, needing in-depth Interpretation.

Rorty's "philosophical life" as a public intellectual was aimed at dispelling the belief that there is a transcendent source of information about what is true and real that humans are obliged to bow down to. From a historical standpoint, his thought can be seen as the culmination of a development of ideas leading to the view that humans determine what counts as real and right. This paper traces this view and also questions whether, in its most robust form, (...) it is tenable. (shrink)

Preview: 2020, the year the coronavirus pandemic spread globally, marked the twenty-fifth year since the publication of Pierre Hadot’s work Philosophy as a Way of Life. In that time, what began as the research specialization of just a few scholars has become a growing area of philosophical and metaphilosophical inquiry, bringing together researchers from around the globe. Hadot’s key ideas of spiritual exercises, and the very idea of PWL, have been applied to a host of individual thinkers from (...) across the history of philosophy: from the Hellenistic and Roman-era philosophers of direct concern to Hadot, through renaissance thinkers like Petrarch, Lipsius, Montaigne, Descartes, or Bacon, into nineteenth-century thinkers led by Schopenhauer, Kierkegaard, and Nietzsche.In more recent years, more global reflections on the “very idea” of PWL have begun to emerge, as well as dedicated journal editions. In these more recent PWL studies, some of the manifold research questions have begun to be explored, which were opened up by the studies of Pierre and Ilsetraut Hadot, as well as its reception in Michel Foucault’s later work. What implications, after all, does understanding the history of PWL, and the predominance of this metaphilosophical conception in the history of Western thought, have for how we understand the practice of philosophy today? Does recovering the alternative understandings of philosophy as a practice in history necessarily lead to a criticism of contemporary, solely academic or theoretical modes of philosophizing, or is the idea of PWL one which has only historiographical force? (shrink)

Santayana the Philosopher: Philosophy as a Form of Life highlights the far-ranging nuances of Santayana’s philosophical system, while also discussing his ever-present concern for contemporary human affairs. Santayana understood the activity of philosophy in a Greek manner, as a form of life, but his interests always included the perennial philosophical questions and how they related to the present.

Cultural Theory is breathtaking in its comprehensiveness and in its simplicity. With regard to CT’s comprehensiveness, it is entirely characteristic that when the three authors of Cultural Theory get around to asking themselves “What does cultural theory leave out?”, their answer turns out to be a hearty “Not much!” In a single work, Michael Thompson manages to credit CT with shedding light on everything from environmental policies and Kondratiev waves, to Everest expeditions, the literary preferences of Benjamin Disraeli, and Aristotle’s (...) four causes. (shrink)

Santayana the Philosopher: Philosophy as a Form of Life highlights the far-ranging nuances of Santayana’s philosophical system, while also discussing his ever-present concern for contemporary human affairs. Santayana understood the activity of philosophy in a Greek manner, as a form of life, but his interests always included the perennial philosophical questions and how they related to the present.

Applying contemporary pragmatism to the crucial question of how philosophy can help us live better, Shusterman develops his distinctive aesthetic model of philosophical living that includes politics, somatics, and ethnicity, while critically engaging the rival views of Dewey, Wittgenstein, and Foucault, as well as Rorty, Putnam, Goodman, Habermas, and Cavell.

Contributors to this volume focus on the character of Socrates as the embodiment of philosophy, employing this as a starting point for exploring various themes in the Apology. These include the relation of philosophy to democracy, rhetoric, politics, or society in general, and the overarching question of what comprises the philosophic life.

Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers.

In a novel interpretation of Plato’s Phaedrus, Tiago Lier argues that Socrates’ defense of rhetoric stems from a tension between the desires that motivate speech and the limited power of speech to realize those desires. This tension culminates in a philosophical ethic that Socrates and Plato cultivate through their respective forms of rhetoric.

Ancient biographies were more than accounts of the deeds of past heroes and guides for moral living. They were also arenas for debating pressing philosophical questions and establishing intellectual credentials, as Arthur P. Urbano argues in this study of biographies composed in Late Antiquity.

William C. Gentry was both an academic philosopher, perfectly willing to engage in the philosophical 'conversations' of the written word and, more importantly, a true philosopher, in the Platonic and Socratic style. Engaging with those around him in discourse, in live conversations, which are the vehicle of actual philosophical inquiry and discovery. These essays are the product of those conversations. Gentry's thoughts consisted of investigations into the deepest and most profound questions of human nature, ethics, and knowledge. This (...) volume is a tribute both to his role as a teacher and philosopher. As a teacher, friend, and colleague, Gentry was the epitome of the philosopher: questioning, exploring, critiquing, discovering. (shrink)

The Phaedo is usually taken to be among Plato's metaphysically richest dialogues. Dilman argues that, at best, the views of Plato's Socrates are here free of the taint of metaphysics, or that worthwhile, nonmetaphysical theses are propounded alongside metaphysical ones. In these cases, Dilman attempts to separate out "Socrates' spiritual and moral perceptions" from the metaphysical claims. The latter are "a mystification of the grammar of the language in which such perceptions are expressed". Dilman's objection to such metaphysical theses is (...) Wittgensteinian. When philosophy goes beyond the attempt to articulate the role that a certain discourse plays in our form of life and, instead, attempts to provide some philosophical justification or explanation for our form of life, it degenerates into incoherence. Such language ceases to "do work" and is then "idling.". (shrink)

Contributors to this volume focus on the character of Socrates as the embodiment of philosophy, employing this as a starting point for exploring various themes exposed in the Apology. These include the relation of philosophy to democracy, rhetoric, politics, or society in general, and the overarching question of what comprises the philosophic life.

Stauffer demonstrates the complex unity of Plato's Gorgias through a careful analysis of the dialogue's three main sections. This includes Socrates' famous argumentative duel with Callicles, a passionate critic of justice and philosophy, showing how the seemingly disparate themes of rhetoric, justice and the philosophic life are woven together into a coherent whole. His interpretation of the Gorgias sheds new light on Plato's thought, showing that Plato and Socrates had a more favourable view of rhetoric than is usually supposed. (...) Stauffer also challenges common assumptions concerning the character and purpose of some of Socrates' most famous claims about justice. Written as a close study of the Gorgias, Stauffer also treats broad questions concerning Plato's moral and political psychology and uncovers the view of the relationship between philosophy and politics that guided Plato as he wrote his dialogues. (shrink)

William C. Gentry was both an academic philosopher, perfectly willing to engage in the philosophical 'conversations' of the written word and, more importantly, a true philosopher, in the Platonic and Socratic style. Engaging with those around him in discourse, in live conversations, which are the vehicle of actual philosophical inquiry and discovery. These essays are the product of those conversations. Gentry's thoughts consisted of investigations into the deepest and most profound questions of human nature, ethics, and knowledge. This (...) volume is a tribute both to his role as a teacher and philosopher. As a teacher, friend, and colleague, Gentry was the epitome of the philosopher: questioning, exploring, critiquing, discovering. (shrink)

Interprets the Letters as a literary unity (designed almost as a novel by Plato) and provides insight into and information about Plato's self-understanding and his overall intentions as an author of his dialogues.

Yet precisely because the book is so foundational, if we want to understand Strauss’s notoriously careful and complex thinking in these essays, we must also consider them just as Strauss treated philosophers of the past: on their own ...

Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important (...) theoretical paradigm shift, yet still fail to translate to substantial pedagogies which explore the ‘body’ and its relation to ‘mind’ directly. This article suggests a reorientation of philosophy teaching from its present disembodied pedagogy, towards an embodied-lived-philosophicalpractice. By the description and exemplification of modern postural yoga I will depict the twofold role of the ‘body’ in philosophy teaching: 1) The ‘body’ as pedagogical vehicle serving the emergence of philosophical discourse, and 2) The body as yielding livingness to mean embodied-lived-philosophy as opposed to disembodied-lofty-philosophical escape from life. It will thus be suggested that yoga be incorporated as an integral part of philosophy teaching reclaiming its educational ethos. (shrink)

(No abstract is available for this citation).

This book rethinks Montaigne’s philosophical thought in terms of transversality by investigating the essayist’s debt to ancient life writers Diogenes Laertius and Plutarch. Its scope is of interest to scholars of ancient and early modern life writing, ancient and early modern philosophy, as well as scholars of early modern literary history.

Cet article a pour objet le rapport éventuel entre la biographie épicurienne, dans sa fonction de proposer des modèles de félicité humaine, et la biographie telle qu’elle est pratiquée dans le platonisme de l’Antiquité tardive, notamment dans le De vita Pythagorica de Jamblique. Il est montré que des traits du portrait de Pythagore, tel que Jamblique le représente, le mode de vie qu’il cultivait et qu’il enseignait à ses disciples, évoquent des éléments spécifiques à l’éthique d’Épicure. La manière dont la (...) biographie avait été pratiquée dans les écoles épicuriennes, servant à proposer des exemples de la vie du sage, à imiter et assimiler par les membres de l’école, fait l’objet d’une deuxième section. Enfin, plus généralement, il est noté que l’éthique épicurienne a pu trouver place dans la philosophie néoplatonicienne, chez Porphyre et chez Jamblique, au niveau de la vie pratique, de la discipline du corps et des désirs corporels. (shrink)

Richard Shusterman's Philosophy and the Art of Writing suggests something vital about the tension between philosophical discourses that cannot capture or be the full meaning of living a life in relation to wisdom, and lived philosophies that cannot do away with discourses to deepen a lived experience beyond them: that philosophy as “an embodied way of life” is a sub-creation that emerges from the tension between them. This paper uses several different moments and ideas from Philosophy and (...) the Art of Writing as points of departure for further inquiry. Some “memories,” repurposed, reorganized, and manipulated, take up these starting points to further the investigation. The present work was a spiritual exercise for the author and, one hopes, will be for the reader in what it means to practice philosophy as a way of life. By doing so, we may find more forgiveness and appreciation for our philosophical vocation that creates something more than what we say or are now. (shrink)

Ibn Bajja both lavishly praises Plato, and quietly alters his teaching. He develops a novel version of the Platonic city, taken partly from Alfarabi, which completely excludes non-philosophers from it, arguing that the gap between purely intellectual philosophy and mostly corporeal politics is simply too great. This allows Ibn Bajja to escape many of the problems associated with the exposition and implementation of the city of the Republic and Political Regime, but raises a new difficulty, namely, the relationship of the (...) small, weak city of the philosophers to the stronger, larger cities of human beings more generally, in the midst of which it must somehow flourish. Ibn Bajja’s solution, ironically, points to the frenetic political engagement for which his biography is known, and which he himself may eventually have come to regret. (shrink)

This is an analysis of the philosophy behind the exchange of letters between Descartes and Princess Elizabeth of Bohemia.

Virtue and the Moral Life brings together distinguished philosophers and theologians with younger scholars of consummate promise to produce ten essays that engage both academics and students of ethics. This collection explores the role virtues play in identifying the good life and the good society.

_The Good Life of Teaching_ extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical (...) philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently. (shrink)

Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers.

In his renowned courses at the Collège de France from 1982 to 1984, Michel Foucault devoted his lectures to meticulous readings and interpretations of the works of Plato, Epictetus, Seneca, and Marcus Aurelius, among others. In this his aim was not, Edward F. McGushin contends, to develop a new knowledge of the history of philosophy; rather, it was to let himself be transformed by the very activity of thinking. Thus, this work shows us Foucault in the last phase of his (...) life in the act of becoming a philosopher. Here we see how his encounter with ancient philosophy allowed him to experience the practice of philosophy as, to paraphrase Nietzsche, a way of becoming who one is: the work of self-formation that the Greeks called _askésis_. Through a detailed study of Foucault's last courses, McGushin demonstrates that this new way of practicing philosophical _askésis_ evokes Foucault's ethical resistance to modern relations of power and knowledge. In order to understand Foucault's later project, then, it is necessary to see it within the context of his earlier work. If his earlier projects represented an attempt to bring to light the relations of power and knowledge that narrowed and limited freedom, then this last project represents his effort to take back that freedom by redefining it in terms of care of the self. Foucault always stressed that modern power functions by producing individual subjects. This book shows how his excavation of ancient philosophical practices gave him the tools to counter this function-with a practice of self-formation, an _askésis. _. (shrink)