History of Ancient Philosophy
PHI 328. Syllabus. Welcome to the Course!
PHI 328 (History of Ancient Philosophy) satisfies a requirement for the
Philosophy BA and satisfies the H (historical awareness) and HU
(humanities, arts and design) core areas in the
General Studies Requirement.
The dates that mark the beginning and end of Ancient philosophy are conventional. In 585 BCE, a solar eclipse occurred that Thales of Miletus predicted. In 529 CE, to protect the Empire from corruption, the Christian Emperor Justinian prohibited pagans from teaching.
From the Terracotta Panathenaic prize amphora, c. 530 BCE. Attributed to the Euphiletos Painter. (The "stadion" (στάδιον) was a sprint over the distance of 600 Greek feet. The most famous course was in the sanctuary of Olympia (Pausanias, Description of Greece 5.8.1).)
The Panathenaic amphorae contained olive oil and were given to the victors in the Panathenaic Games.
The oil was from a sacred grove of olive trees in the Academy (Ἀκαδήμεια) (a place Socrates would later frequent and Plato would later found a school.
The Academy was an area of land about a mile northwest of Athens (Pausanias, Description of Greece 1.29). It took its name from Academus (Ἀκάδημος), a hero from Greek myth who was the object of a cult in Athens (Plutarch, Theseus 32; Diogenes Laertius, Lives of Philosophers III.7).
The word 'cult' derives from the Latin cultus. For the understanding of religio as the "cultivation of the gods," see Cicero, On the Nature of the Gods II.8-9, II.72.
In the siege of Athens (87-86 BCE), the Roman general Sulla "laid hands upon the sacred groves, and ravaged the Academy, which was the most wooded of the city's suburbs, as well as the Lyceum" (Plutarch, Sulla 12).
The Lyceum (Λύκειον) was the site of Aristotle's school.
The Panathenaea (Παναθήναια) were festivals (the Greater Panathenaea and the Lesser Panathenae) the Athenians hosted in honor of the goddess Athena. The Greater Panathenaea was celebrated every four years, in the third year of the Olympiad. (They thought of it, however, as a πεντετηρίς (a festival celebrated "every five years") because they counted inclusively: "Festival . 2 . 3 . 4 . Festival.")
"[The politician Cimon] was the first to beautify the city [of Athens] with the so-called liberal (ἐλευθερίοις) and elegant resorts which were so excessively popular a little later [in the time of Plato and Aristotle], by planting the market-place with plane trees [Old World sycamores], and by converting the Academy from a waterless and arid spot into a well watered grove, which he provided with clear running-tracks and shady walks" (Plutarch, Cimon 13.8).
"The first plane-trees that were spoken of in terms of high admiration were those which adorned the walks of the Academy" (Pliny the Elder, Natural History XII.5),
The adjective ἐλευθέριος translates into Latin as liberalis. So Cimon beautified the city with resorts that functioned to provide a part of the good life for free men.
Cimon (6th to 5th century BCE) was an Athenian politician and general. He was involved in the rebuilding of Athens after the Persians destroyed it in the war in 480 BCE.
Marcus Tullius Cicero, 106-43 BCE.
Toward the end of his life, he wrote a series of works to present the philosophy of the schools in Latin.
Pliny the Elder, Roman author and naturalist, 1st century CE. His nephew (Pliny the Younger) reports in his Letters that Pliny the Elder died in the pyroclastic surge from the eruption of Mount Vesuvius in 79 CE.
Pliny the Younger, Roman Lawyer and Imperial Magistrate under Trajan, 1st to 2nd century CE. He wrote hundreds of letters. (Letter X.96 is interesting for its account of the Roman attitude toward Christians during the pagan era.)
Plutarch, Platonist, 1st to 2nd century CE.
Pausanias, traveler and geographer, 2nd century CE.
Diogenes Laertius, a biographer, 3rd century CE.
amphoreus, noun, "two-handled jar with a narrow neck."
ἀμφί ("on both sides")
φορεύς ("bearer, carrier"))
Vincent van Gogh, Large Plane Trees, 1889. Ancient philosophy, in this course, refers to the philosophical discussion in Athens and other parts of the ancient Greek and Roman world from 585 BCE to 529 CE. Within this roughly 1000 years of philosophy, historians now commonly recognize three periods: the Presocratic Period, the Period of Schools, and the Period of Scholarship and Syncreticism.
The focus in this course is on the first two periods, or about the first 500 years of Ancient philosophy. Within this focus, the concentration is on Socrates, Plato, Aristotle, and the Hellenistic Philosophers (the Epicureans, Stoics, and Academics). This focus is standard in the sequence of history courses required for the philosophy major in most American universities.
The approach in this course is historical. Philosophy is not an inquiry into the past. It is an attempt to solve philosophical problems. The history of philosophy does not have this aim. Its aim is to understand what the philosophers thought about certain matters, why they had those thoughts, and how these thoughts figure in the history of philosophy and other histories.
This course is online. It is taught through the Learning Management System that Arizona State University uses for its online programs, but most of the materials (all the lecture notes and nearly all the Ancient texts) that comprise the course are freely available on the internet.
The primary objective in this course is to explain some of the most important developments in the first two periods in Ancient philosophy. This is the philosophy discussed in Athens and other parts of the ancient Greek and Roman world from 585 BCE to about 100 BCE.
These developments are part of one of the earliest philosophical traditions we know. In the discussions in this rougly five hundred year period, the Ancient philosophers tried to understand almost every aspect of human experience. Their thoughts are interesting both in themselves and because they help us understand what we now believe about these same matters.
Course Assignments and Grade
The letter grade (A+, A, A-, B+, B, B-, C+, C, D, E) for the course is a function of the grade on 5 quizzes (50%), 10 prompts (40%), and 5 debriefing sessions (10%).
There is a quiz for each of the five units of the course (Presocratics, Socrates, Plato, Aristotle, Hellenistic Philosophers). Each quiz consists of ten multiple-choice questions.
There is a set of prompts for each of the five units of the course. Answers to each prompt should be about one page in length. The grade for each answer is pass/fail.
There is (what the LMS shell designers call) a "debriefing" session for each of the units of the course. These sessions are for sharing thoughts about the reading in the unit.
The 5 quizzes (10 points each), 10 prompts (4 points each), and 5 debriefing sessions (2 points each) sum to determine the letter grade for the course: A+ (100-97), A (96-94), A- (93-90), B+ (89-87), B (86-84), B- (83-80), C+ (79-77), C (76-70), D (69-60), E (59-0).
There is no extra credit, but I am happy to help students with independent projects.
Late work will not be accepted without good reason. Incompletes are given only to accommodate serious illnesses and family emergencies, which must be adequately documented.
Course Textbook and Readings
The textbook for the course is Ancient Greek Philosophy: From the Presocratics to the Hellenistic Philosophers. It is not required. You could rely completely on the lecture notes.
The readings (linked through the lecture notes) are what the Ancients themselves wrote. This is the primary evidence on which our knowledge of Ancient philosophy depends.
Course Lecture Notes
The lecture notes for the course extend and sometimes correct the textbook.
The lecture notes are also an effort on part to make the history of Ancient philosophy more accessible. Digital Ocean provides the cloud. The server I rent from them is in San Francisco. This makes the lecture notes available to anyone with an internet connection.
I have written the lecture notes and this syllabus in the Tufte CSS style. Links are underlined, match the body text in color, and do not change on mouseover or when clicked.
Many of the links go beyond what is necessary for the course, but they are interesting and help provide a deeper understanding of what the Ancient philosophers thought.
I welcome suggestions for additional notes and links, as well as for changes to existing ones to clarify them, correct outright mistakes in the interpretations, fix broken links, or correct other problems, such as typos (which I know exist but are difficult for me to find).
Thomas A. Blackson
Lattie F. Coor Hall, room 3356
School of Historical, Philosophical, and Religious Studies
PO Box 874302
Arizona State University
Tempe, AZ. 85287-4302
Academic Webpage: tomblackson.com