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Author: Jari Kaukua
In Suhrawardī’s Illuminationism, Jari Kaukua offers a new interpretation of Shihāb al-Dīn al-Suhrawardī’s (d. 1191 CE) illuminationist (ishrāqī) philosophy. Commonly portrayed as a philosophically inclined mystic, Suhrawardī appears here as a perspicacious critic of Avicenna who developed his critique into an alternative philosophical system.
Focusing on metaphysics and theory of science, Kaukua argues that Suhrawardī’s illuminationist philosophy combines rigorous metaphysical monism with a modest but positive assessment of scientific explanation. This philosophical core of Suhrawardī’s illuminationism is reconcilable with but independent of the mystical side of the shaykh al-ishrāq.
Platons Antwort an Protagoras im ‘Theaitetos’ und im ‘Protagoras’
Protagoras beansprucht, die Jugend erziehen zu können. Warum nicht? Wenn «Mensch Maß aller Dinge» ist, kann jeder jeden ‘besser’ machen… Für Plato geht das nicht auf. Insofern Pädagogik Menschen dazu bringen will, ‘bessere’ Wesen zu werden, verlangt sie nach Plato ein gesundes Verständnis von ‘Sein’ überhaupt. Diese Studie untersucht die ontologischen Implikationen des Homo mensura-Satzes, Protagoras’ Prämisse, im ‘Theaitetos’ – einem Dialog, der selten ontologisch gelesen wird. Wenn der protagoräische Prämisse den pädagogischen Anspruch nicht trägt, dürfte der ‘Protagoras’ gar nicht eigentlich von den erzieherischen Fragen handeln, die diskutiert werden. Es könnte sich herausstellen, dass er einen ‘verborgenen’ Diskurs enthält…

Protagoras claims to be able to educate the young. If «Man is Measure of Everything», anybody can make everybody ‘better’… To Plato, this doesn't add up. Insofar as pedagogy aims at making humans become better beings, to Plato it supposes a sound conception of ‘being’ per se. This study explores the ontological implications of homo mensura, Protagoras’ premiss, in the ‘Theaetetus’ – a dialogue which is rarely read ontologically. If the Protagorean premiss doesn't support the pedagogical claim, the ‘Protagoras’ might not even be about the educational questions under discussion, but turn out to contain a ‘hidden’ discourse…
Volume Editor: Diego Zucca
What is knowledge? This fundamental question is treated with unprecedented depth by Plato in his Theaetetus, where it opens the path to many puzzles and issues we are still coping with in our days: what is the nature of perception, belief, justification, truth? Which objects can be properly known? How are we to account for cognitive mistakes? How can the mind be "in touch" with the world? This book provides fresh, rigorous and original explorations of the main themes of the dialogue by well-established scholars who work on Plato and Platonism, especially on Plato's theory of knowledge.
In the process of recording the history of the Roman Empire, from the death of Marcus Aurelius to the accession of Gordian III, Herodian makes his characters respond to the same situations in similar or different ways. This book shows that each reign in Herodian’s History is creatively mapped onto ever-recurring narrative patterns. It argues that patterning is not simply decorative in Herodian’s work but constitutes a crucial conceptual and methodological tool for writing interpretative history. Herodian deserves credit as an original and independent author. A careful consideration of the formulaic nature of his historiography indicates that there is more artistry in his composition than had previously been discerned.
Documents from Antiquity to the 16th Century in the Historical West (Bactria to the Atlantic)
Editor: Dimitri Gutas
From antiquity to the 16th century, translation united culturally the peoples in the historical West (from Bactria to the shores of the Atlantic) and fueled the production and circulation of knowledge. The Hellenic scientific and philosophical curriculum was translated from and into, to mention the most prevalent languages, Greek, Syriac, Middle Persian, Arabic, Hebrew, and Latin.
To fill a lack in existing scholarship, this volume collects the documents that present the insider evidence provided in contemporary accounts of the motivations and purposes of translation given in the personal statements by the agents in this process, the translators, scholars, and historians of each society. Presented in the original languages with an English translation and introductory essays, these documents offer material for the study of the historical contextualization of the translations, the social history of science and philosophy in their interplay with traditional beliefs, and the cultural policies and ideological underpinnings of these societies.

Michael Angold, Pieter Beullens, Charles Burnett, David Cohen, Gad Freudenthal, Dag Nikolaus Hasse, Anthony Kaldellis, Daniel King, Felix Mundt, Ignacio Sánchez, Isabel Toral, Uwe Vagelpohl, and Mohsen Zakeri.