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Aristotle: Contemplative Life is Divine and Happiest

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Leo von Klenze (1784-1864), The Acropolis at Athens

ARISTOTLE wrote two works on ethics (that we know of).  The greater of these has come down to us with the name Nicomachean Ethics — evidently either because he wrote it for his son, Nicomachus, or the latter edited the work.  In the Books 7 and 8, Aristotle explains the benefits of the Contemplative Life.  Book 7 gives several specific reasons why Contemplation (θεωρεία; theoreia) contributes uniquely to human happiness.

Perfect Happiness is that activity which most fully exercises the virtue of our best part. Our best part is Intellect, and its most virtuous exercise is Contemplation.

7. 1. [1177a11] But if happiness [εὐδαιμονία] consists in activity in accordance with virtue, it is reasonable that it should be activity in accordance with the highest virtue; and this will be the virtue of the best part of us. Whether then this be the Intellect [νοῦς], or whatever else it be that is thought to rule and lead us by nature, and to have cognizance of what is noble and divine, either as being itself also actually divine, or as being relatively the divinest part of us, it is the activity of this part of us in accordance with the virtue proper to it that will constitute perfect happiness; and it has been stated already* that this activity is the activity of contemplation [θεωρητική].

Εἰ δ᾽ ἐστὶν ἡ εὐδαιμονία κατ᾽ ἀρετὴν ἐνέργεια, εὔλογον κατὰ τὴν κρατίστην· αὕτη δ᾽ ἂν εἴη τοῦ ἀρίστου. εἴτε δὴ νοῦς τοῦτο εἴτε ἄλλο τι, ὃ δὴ κατὰ φύσιν δοκεῖ ἄρχειν καὶ ἡγεῖσθαι καὶ ἔννοιαν ἔχειν περὶ καλῶν καὶ θείων, εἴτε θεῖον ὂν καὶ αὐτὸ εἴτε τῶν ἐν ἡμῖν τὸ θειότατον, ἡ τούτου ἐνέργεια κατὰ τὴν οἰκείαν ἀρετὴν εἴη ἂν ἡ τελεία εὐδαιμονία. ὅτι δ᾽ ἐστὶ θεωρητική, εἴρηται.

*Aristotle never stated this exactly, but in 6.7.2-3 said that Wisdom [σοφία] is the most perfect mode of knowledge. A wise person must have a true conception of unproven first principles and also know the conclusions that follow from them. “Hence Wisdom must be a combination of Intelligence [Intellect; νοῦς] and Scientific Knowledge [ἐπιστήμη]: it must be a consummated knowledge of the most exalted objects.”  Contemplation is that activity in which ones νοῦς intuits and delights in first principles.

Reasons why the Life of Contemplation is happiest: (1) contemplation is the activity of our highest part; (2) it is the most potentially continuous of our activities;

2. And that happiness consists in contemplation may be accepted as agreeing both with the results already reached and with the truth. For contemplation is at once the highest form of activity (since the intellect is the highest thing in us, and the objects with which the intellect deals are the highest things that can be known), and also it is the most continuous, for we can reflect more continuously than we can carry on any form of action.

ὁμολογούμενον δὲ τοῦτ᾽ ἂν δόξειεν εἶναι καὶ τοῖς πρότερον καὶ τῷ ἀληθεῖ. κρατίστη τε γὰρ αὕτη ἐστὶν ἡ ἐνέργεια (καὶ γὰρ ὁ νοῦς τῶν ἐν ἡμῖν, καὶ τῶν γνωστῶν, περὶ ἃ ὁ νοῦς)· ἔτι δὲ συνεχεστάτη· θεωρεῖν [τε] γὰρ δυνάμεθα συνεχῶς μᾶλλον ἢ πράττειν ὁτιοῦν.

(3) it is our most pleasant activity;

3. And again we suppose that happiness must contain an element of pleasure; now activity in accordance with wisdom is admittedly the most pleasant of the activities in accordance with virtue: at all events it is held that philosophy or the pursuit of wisdom contains pleasures of marvellous purity and permanence, and it is reasonable to suppose that the enjoyment of knowledge is a still pleasanter occupation than the pursuit of it.

οἰόμεθά τε δεῖν ἡδονὴν παραμεμῖχθαι τῇ εὐδαιμονίᾳ, ἡδίστη δὲ τῶν κατ᾽ ἀρετὴν ἐνεργειῶν ἡ κατὰ τὴν σοφίαν ὁμολογουμένως ἐστίν· δοκεῖ γοῦν ἡ φιλοσοφία θαυμαστὰς ἡδονὰς ἔχειν καθαρειότητι καὶ τῷ βεβαίῳ, εὔλογον δὲ τοῖς εἰδόσι τῶν ζητούντων ἡδίω τὴν διαγωγὴν εἶναι.

(4) it requires only oneself;

4. Also the activity of contemplation will be found to possess in the highest degree the quality that is termed self-sufficiency [αὐτάρκεια]; for while it is true that the wise man equally with the just man and the rest requires the necessaries of life, yet, these being adequately supplied, whereas the just man needs other persons towards whom or with whose aid he may act justly, and so likewise do the temperate man and the brave man and the others, the wise man on the contrary can also contemplate by himself, and the more so the wiser he is; no doubt he will study better with the aid of fellow-workers, but still he is the most self-sufficient of men.

ἥ τε λεγομένη αὐτάρκεια περὶ τὴν θεωρητικὴν μάλιστ᾽ ἂν εἴη· τῶν μὲν γὰρ πρὸς τὸ ζῆν ἀναγκαίων καὶ σοφὸς καὶ δίκαιος καὶ οἱ λοιποὶ δέονται, τοῖς δὲ τοιούτοις ἱκανῶς κεχορηγημένων ὁ μὲν δίκαιος δεῖται πρὸς οὓς δικαιοπραγήσει καὶ μεθ᾽ ὧν, ὁμοίως δὲ καὶ ὁ σώφρων καὶ ὁ ἀνδρεῖος καὶ τῶν ἄλλων ἕκαστος, ὁ δὲ σοφὸς καὶ καθ᾽ αὑτὸν ὢν δύναται θεωρεῖν, καὶ ὅσῳ ἂν σοφώτερος ᾖ, μᾶλλον· βέλτιον δ᾽ ἴσως συνεργοὺς ἔχων, ἀλλ᾽ ὅμως

(5) it is an end in itself;

5. [1177b1] Also the activity of contemplation may be held to be the only activity that is loved for its own sake: it produces no result beyond the actual act of contemplation, whereas from practical pursuits we look to secure some advantage, greater or smaller, beyond the action itself.

δόξαι τ᾽ ἂν αὐτὴ μόνη δι᾽ αὑτὴν ἀγαπᾶσθαι· οὐδὲν γὰρ ἀπ᾽ αὐτῆς γίνεται παρὰ τὸ θεωρῆσαι, ἀπὸ δὲ τῶν πρακτικῶν ἢ πλεῖον ἢ ἔλαττον περιποιούμεθα παρὰ τὴν πρᾶξιν.

(6) it is the most leisured activity;

6. Also happiness is thought to involve leisure; for we do business in order that we may have leisure, and carry on war in order that we may have peace. Now the practical virtues are exercised in politics or in warfare; but the pursuits of politics and war seem to be unleisured — those of war indeed entirely so, for no one desires to be at war for the sake of being at war, nor deliberately takes steps to cause a war: a man would be thought an utterly bloodthirsty character if he declared war on a friendly state for the sake of causing battles and massacres. But the activity of the politician also is unleisured, and aims at securing something beyond the mere participation in politics — positions of authority and honor, or, if the happiness of the politician himself and of his fellow-citizens, this happiness conceived as something distinct from political activity (indeed we are clearly investigating it as so distinct).

δοκεῖ τε ἡ εὐδαιμονία ἐν τῇ σχολῇ εἶναι· ἀσχολούμεθα γὰρ ἵνα σχολάζωμεν, καὶ πολεμοῦμεν ἵν᾽ εἰρήνην ἄγωμεν. τῶν μὲν οὖν πρακτικῶν ἀρετῶν ἐν τοῖς πολιτικοῖς ἢ ἐν τοῖς πολεμικοῖς ἡ ἐνέργεια, αἱ δὲ περὶ ταῦτα πράξεις δοκοῦσιν ἄσχολοι εἶναι, αἱ μὲν πολεμικαὶ καὶ παντελῶς (οὐδεὶς γὰρ αἱρεῖται τὸ πολεμεῖν τοῦ πολεμεῖν ἕνεκα, οὐδὲ παρασκευάζει πόλεμον· δόξαι γὰρ ἂν παντελῶς μιαιφόνος τις εἶναι, εἰ τοὺς φίλους πολεμίους ποιοῖτο, ἵνα μάχαι καὶ φόνοι γίνοιντο)· ἔστι δὲ καὶ ἡ τοῦ πολιτικοῦ ἄσχολος, καὶ παρ᾽ αὐτὸ τὸ πολιτεύεσθαι περιποιουμένη δυναστείας καὶ τιμὰς ἢ τήν γε εὐδαιμονίαν αὑτῷ καὶ τοῖς πολίταις, ἑτέραν οὖσαν τῆς πολιτικῆς, ἣν καὶ ζητοῦμεν δῆλον ὡς ἑτέραν οὖσαν.

7. If then among practical pursuits displaying the virtues, politics and war stand out preeminent in nobility and grandeur, and yet they are unleisured, and directed to some further end, not chosen for their own sakes: whereas the activity of the intellect is felt to excel in serious worth, consisting as it does in contemplation, [1177b20] and to aim at no end beyond itself, and also to contain a pleasure peculiar to itself, and therefore augmenting its activity: and if accordingly the attributes of this activity are found to be self-sufficiency, leisuredness, such freedom from fatigue as is possible for man, and all the other attributes of blessedness: it follows that it is the activity of the intellect that constitutes complete human happiness—provided it be granted a complete span of life, for nothing that belongs to happiness can be incomplete.

εἰ δὴ τῶν μὲν κατὰ τὰς ἀρετὰς πράξεων αἱ πολιτικαὶ καὶ πολεμικαὶ κάλλει καὶ μεγέθει προέχουσιν, αὗται δ᾽ ἄσχολοι καὶ τέλους τινὸς ἐφίενται καὶ οὐ δι᾽ αὑτὰς αἱρεταί εἰσιν, ἡ δὲ τοῦ νοῦ ἐνέργεια σπουδῇ τε διαφέρειν δοκεῖ θεωρητικὴ οὖσα, καὶ παρ᾽ αὑτὴν οὐδενὸς ἐφίεσθαι τέλους, καὶ ἔχειν τὴν ἡδονὴν οἰκείαν (αὕτη δὲ συναύξει τὴν ἐνέργειαν), καὶ τὸ αὔταρκες δὴ καὶ σχολαστικὸν καὶ ἄτρυτον ὡς ἀνθρώπῳ, καὶ ὅσα ἄλλα τῷ μακαρίῳ ἀπονέμεται, τὰ κατὰ ταύτην τὴν ἐνέργειαν φαίνεται ὄντα· ἡ τελεία δὴ εὐδαιμονία αὕτη ἂν εἴη ἀνθρώπου, λαβοῦσα μῆκος βίου τέλειον· οὐδὲν γὰρ ἀτελές ἐστι τῶν τῆς εὐδαιμονίας.

(7) and it is the activity of the divine in human beings;

8. Such a life as this however will be higher than the human level: not in virtue of his humanity will a man achieve it, but in virtue of something within him that is divine; and by as much as this something is superior to his composite nature, by so much is its activity superior to the exercise of the other forms of virtue. If then the intellect is something divine in comparison with man, so is the life of the intellect divine in comparison with human life. Nor ought we to obey those who enjoin that a man should have man’s thoughts and a mortal the thoughts of mortality, but we ought so far as possible to achieve immortality, and do all that man may to live in accordance with the highest thing in him;* for though this be small in bulk, [1178a1] in power and value it far surpasses all the rest.

* see Plato Timaeus 90b-c; cf. Theaetetus 176a-b.

ὁ δὲ τοιοῦτος ἂν εἴη βίος κρείττων ἢ κατ᾽ ἄνθρωπον· οὐ γὰρ ᾗ ἄνθρωπός ἐστιν οὕτω βιώσεται, ἀλλ᾽ ᾗ θεῖόν τι ἐν αὐτῷ ὑπάρχει· ὅσον δὲ διαφέρει τοῦτο τοῦ συνθέτου, τοσοῦτον καὶ ἡ ἐνέργεια τῆς κατὰ τὴν ἄλλην ἀρετήν. εἰ δὴ θεῖον ὁ νοῦς πρὸς τὸν ἄνθρωπον, καὶ ὁ κατὰ τοῦτον βίος θεῖος πρὸς τὸν ἀνθρώπινον βίον. οὐ χρὴ δὲ κατὰ τοὺς παραινοῦντας ἀνθρώπινα φρονεῖν ἄνθρωπον ὄντα οὐδὲ θνητὰ τὸν θνητόν, ἀλλ᾽ ἐφ᾽ ὅσον ἐνδέχεται ἀθανατίζειν καὶ πάντα ποιεῖν πρὸς τὸ ζῆν κατὰ τὸ κράτιστον τῶν ἐν αὑτῷ· εἰ γὰρ καὶ τῷ ὄγκῳ μικρόν ἐστι, δυνάμει καὶ τιμιότητι πολὺ μᾶλλον πάντων ὑπερέχει.

(8) which is the true self. Therefore the Life of the Intellect is the happiest.

9. It may even be held that this is the true self of each, inasmuch as it is the dominant and better part; and therefore it would be a strange thing if a man should choose to live not his own life but the life of some other than himself.

Moreover what was said before will apply here also: that which is best and most pleasant for each creature is that which is proper to the nature of each; accordingly the life of the intellect is the best and the pleasantest life for man, inasmuch as the intellect more than anything else is man; therefore this life will be the happiest.

δόξειε δ᾽ ἂν καὶ εἶναι ἕκαστος τοῦτο, εἴπερ τὸ κύριον καὶ ἄμεινον. ἄτοπον οὖν γίνοιτ᾽ ἄν, εἰ μὴ τὸν αὑτοῦ βίον αἱροῖτο ἀλλά τινος ἄλλου.

τὸ λεχθέν τε πρότερον ἁρμόσει καὶ νῦν· τὸ γὰρ οἰκεῖον ἑκάστῳ τῇ φύσει κράτιστον καὶ ἥδιστόν ἐστιν ἑκάστῳ· καὶ τῷ ἀνθρώπῳ δὴ ὁ κατὰ τὸν νοῦν βίος, εἴπερ τοῦτο μάλιστα ἄνθρωπος. οὗτος ἄρα καὶ εὐδαιμονέστατος.

So the Life of Contemplation is the happiest.  In 8.1-12, Aristotle gives further reasons we should prefer it.  These include that it needs little wealth and few external goods, animals don’t engage in Contemplation, and divine beings do. For the last reason he concludes in 8.13 that the person who lives for the Intellect must be dearest to the gods, and is therefore happiest.

8. 13. [1179a25] And it seems likely that the man who pursues intellectual activity, and who cultivates his intellect and keeps that in the best condition, is also the man most beloved of the gods. For if, as is generally believed, the gods exercise some superintendence over human affairs, then it will be reasonable to suppose that they take pleasure in that part of man which is best and most akin to themselves, namely the intellect, and that they recompense with their favors those men who esteem and honor this most, because these care for the things dear to themselves, and act rightly and nobly. Now it is clear that all these attributes belong most of all to the wise man. He therefore is most beloved by the gods; and if so, he is naturally most happy. Here is another proof that the wise man is the happiest.

ὁ δὲ κατὰ νοῦν ἐνεργῶν καὶ τοῦτον θεραπεύων καὶ διακείμενος ἄριστα καὶ θεοφιλέστατος ἔοικεν. εἰ γάρ τις ἐπιμέλεια τῶν ἀνθρωπίνων ὑπὸ θεῶν γίνεται, ὥσπερ δοκεῖ, καὶ εἴη ἂν εὔλογον χαίρειν τε αὐτοὺς τῷ ἀρίστῳ καὶ συγγενεστάτῳ (τοῦτο δ᾽ ἂν εἴη ὁ νοῦς) καὶ τοὺς ἀγαπῶντας μάλιστα τοῦτο καὶ τιμῶντας ἀντευποιεῖν ὡς τῶν φίλων αὐτοῖς ἐπιμελουμένους καὶ ὀρθῶς τε καὶ καλῶς πράττοντας. ὅτι δὲ πάντα ταῦτα τῷ σοφῷ μάλισθ᾽ ὑπάρχει, οὐκ ἄδηλον. θεοφιλέστατος ἄρα. τὸν αὐτὸν δ᾽ εἰκὸς καὶ εὐδαιμονέστατον· ὥστε κἂν οὕτως εἴη ὁ σοφὸς μάλιστ᾽ εὐδαίμων.

Sources

English: Rackham, H. (tr.). Aristotle: The Nicomachean Ethics. Rev. ed.  Loeb Classical Library. Cambridge, MA: Harvard University Press, 1934.

Greek: Bywater, J. (ed.) Aristotle’s Ethica Nicomachea. Oxford: Clarendon Press, 1894.

first draft: 15 Oct 2018

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Hiram K. Jones the Platonist

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HIRAM Kinnaird Jones, M.D. (1818−June 16, 1903) was an American physician and Platonist philosopher, greatly admired for his public spirit and personal character. He was born in Culpeper County, Virginia, Va., the son of Stephen Jones, a merchant and farmer, and Mildred Kinnaird. Dr. Jones’ paternal grandparents were natives of Wales and Scotland, the grandfather settling in Culpeper County in time to serve in the Revolutionary War under the direct command of George Washington.

Dr. Jones attended school in Missouri, where his family moved when he was young. Later he attended Illinois College at Jacksonville, Illinois, studying classics, medicine and law. He commenced medical practice at Troy, Missouri, then returned to Jacksonville, Illinois, where he remained.

In 1844, Dr. Jones was united in marriage with Elizabeth Orr, daughter of Judge Philip and Lucy Orr. Mrs. Jones was born December 24, 1824, and died August 30, 1891, being a woman of fine literary tastes and culture, and so perfectly adapted to her talented husband that their married life was very happy. They had no children.

In 1851 he was appointed Assistant Physician for the Illinois Hospital for the Insane, located at Jacksonville, and served as Acting Superintendent 1855, resigning the position to commence private practice. A dedicated and well-respected physician, Jones had an eclectic orientation which included homeopathy.

Dr. Jones not only achieved prominence as a medical practitioner, but he was one of the most public spirited men in Jacksonville, and sought to elevate the community, morally and intellectually. In 1860 Dr. Jones organized the Plato Club and was prominently identified with it during the thirty-six years of its existence. He founded the Jacksonville Historical Society, in 1884, and was its first president; the Literary Union (still active) in 1865, and the American Akademe, in 1883, of which he was also the first President.   Closely associated with fellow philosophers Thomas Moore Johnson and William Torrey Harris, he also contributed regularly to the philosophy journals The Platonist, Bibliotheca Platonica, and the Journal of Speculative Philosophy, and edited the Journal of the American Akademe.

He was an active Abolitionist, assisting with the Underground Railroad.

Jones made generous philanthropic contributions to his alma mater, Illinois College, including a beautiful library/chapel, the Jones Memorial Building, donated as a touching memorial to his talented wife.

He participated regularly in the famous Concord School of Philosophy, where for ten years he read his literary papers and received high praise from such men as Ralph Waldo Emerson, Bronson Alcott and Henry David Thoreau.

In the midst of his ceaseless activity, intellectual and professional, he found time to take extensive tours abroad, both for recreation and self-improvement. Twice he traveled to Europe, also visiting Egypt, Palestine and Syria. Upon his return home, by request of his fellow-citizens, he delivered most interesting talks on what he had seen and thought. His life was remarkably fertile in useful and elevating work.

Hiram K. Jones’ Writings and Lectures

  • Jones, Hiram K. On the Immortality of the Soul, Journal of Speculative Philosophy 9(1), 1875, 27−33.
  • Jones, Hiram K., and Sarah Denman. On Shakespeare’s Tempest. The Journal of Speculative Philosophy 9(3), 1875, pp. 293–299.
  • Jones, Hiram K. Personality and Individuality—The Outward and Inward, Journal of Speculative Philosophy 9(4), 1875, 438−439.
  • Jones, Hiram K. The Idea of the Venus. The Journal of Speculative Philosophy 10(1), 1876, pp. 48–52.
  • Jones, Hiram K. Philosophic Outlines—Cosmologic, Theologic, and Psychologic, Journal of Speculative Philosophy 14(4), 1880, 399−420.
  • Jones, Hiram K. The Eternity of the Soul: Its Pre-Existence, The Platonist 1 (5, 6, 7), 1881, 67−68.
  • Jones, Hiram K. The Education and Discipline of Man—The Uses of the World We Live In, The Platonist 1 (8, 9, 10), 1881, 117−122.
  • Jones, Hiram K. The Philosophy of Prayer and the Prayer Gauge, Journal of Speculative Philosophy, 16(1), 1882, 16−27.
  • Jones, Hiram K. Man: Spirit, Soul, Body, Journal of the American Akademe 1(1), 1884−85, 3−15.
  • Jones, Hiram K. Physical Evolution and the World We Live In, Journal of the American Akademe 2(1), 1885−86, 2−17.
  • Jones, Hiram K. Philosophy and Its Place in the Higher Education, Journal of the American Akademe 3(2), 1886−87, 29−45.
  • Jones, Hiram K. The Philosophy of Conscience, Journal of the American Akademe 4, 1887−88, 33−52.
  • Jones, Hiram K. Ideas, Bibliotheca Platonica 1(3), 1890, 192−215.
  • Jones, Hiram K. Key to Republic of Plato, Bibliotheca Platonica 1(4), 1890, 255−273.
  • Jones, Hiram K. Man and His Material Body, Journal of the American Akademe 5, 1890−91, 33−53.
  • Jones, Hiram K. The Philosophy of Religious Faith, Journal of the American Akademe 6, 1892−93, 193−200.

Concord School of Philosophy Lectures (Bridgman [1883] includes detailed summaries for Year 4)

Year 1 (1879)

  1. General content of the Platonic Philosophy.
  2. The Apology of Socrates.
  3. The Platonic idea of Church and State.
  4. The Immortality of the Soul.
  5. Reminiscence as related to the Pre-existence of the Soul.
  6. Pre-existence.
  7. The Human Body.
  8. The Republic.
  9. The Material Body.
  10. Education.

Year 2 (1880)

Five Lectures on The Platonic Philosophy, and five on Platonism in its Relation to Modern Civilization:

  1. Platonic Philosophy; Cosmologic and Theologic Outlines.
  2. The Platonic Psychology; The Daemon of Socrates.
  3. The Two Worlds, and the Twofold Consciousness; The Sensible and the Intelligible.
  4. The State and Church; Their Relations and Correlations.
  5. The Eternity of the Soul, and its Pre-existence.
  6. The Immortality and the Mortality of the Soul; Personality and Individuality; Metempsychosis.
  7. The Psychic Body and the Material Body of Man.
  8. Education and Discipline of Man; The Uses of the World we Live in.
  9. The Philosophy of Law.
  10. The Philosophy of Prayer, and the “Prayer Gauge.”

Year 3 (1881)

First Course, — The Platonic Philosophy:

  1. The Platonic Cosmology, Cosmogony, Physics and Metaphysics.
  2. Myth ; The Gods of the Greek Mythology; The Ideas and Principles of their Worship, Divine Providence, Free Will and Fate.
  3. Platonic Psychology. The Idea of Conscience; The Daemon of Socrates.
  4. The Eternity of the Soul, and its Pre-existence.
  5. The Immortality of the Soul, and the Mortality of the Soul; Personality and Individuality; Metempsychosis.

Second Course, — Platonism in its Relation to Modern Civilization.

  1. The Social Genesis; The Church and the State.
  2. The Education and Discipline of Man; The Uses of the World we Live in.
  3. The Psychic Body and the Material Body of Man; The Christian Resurrection.
  4. The Philosophy of Law.
  5. The Philosophy of Prayer, and the “Prayer Gauge.”

Year 4 (1882)

  • Premises, Predications and Outlines of Christian Philosophy, July 18 (summary in Bridgman, pp. 20−24).
  • Relation between Common Sense and Philosophy, July 24 (summary in Bridgman, pp. 74−76).
  • Relation between Science and Philosophy, July 25  (summary in Bridgman, pp. 79−81).
  • Relation between Experience and Philosophy, July 28  (summary in Bridgman, pp. 101−104).
  • Genesis of Maya, August 1 (summary in Bridgman, pp. 114−116).
  • Philosophy of Religion and the Law of the Supernatural, August 4 (summary in Bridgman, pp. 131−133).
  • Community of the Faiths and Worships of Mankind, August 8  (summary in Bridgman, pp. 144−147).
  • The Symposium, August 11 (summary in Bridgman, pp. 160−162).

References

Anderson, Paul Russell. Hiram K. Jones and Philosophy in Jacksonville. Journal of the Illinois State Historical Society (1908-1984), vol. 33, no. 4, 1940, pp. 478–520.

Anderson, Paul R. Platonism in the Midwest. Philadelphia: Temple University, 1963.

Bateman, Newton; ‎ Short,William F. Historical Encyclopedia Of Illinois & History of Morgan County IL. Munsell Publishing Company, Publishers, 1906. (article: JONES, Hiram Kinnaird, M. D.)

Bregman, Jay. The Neoplatonic Revival in North AmericaHermathena, no. 149, 1990, pp. 99–119.

Bridgman, Raymond L. Concord Lectures on Philosophy, 1882.  Cambridge, MA: Moses King, 1883.

Block, Lewis J. The Plato Club of Jacksonville.  The Platonist, vol. 1, nos. 5, 6 & 7 (June−Aug. 1881), pp. 84−85.

Jones, Hiram K. Key to the Republic of Plato. Bibliotheca Platonica, vol. 1, no. 4 (Nov.−Dec. 1890), pp. 255−273.

Pitner, T. J.; Black, C. E.; Norbury, F. P. Obituary: Dr. Hiram K. Jones. Illinois Medical Journal, vol. 5 (June 1903−May 1904), pp. 173−174.

Pontiac, Ronnie. The Platonist on Sunset Blvd: Part 1: Hiram K. Jones the Western Wonder. Newtopia Magazine. January 15, 2013.

Copyright (c) John Uebersax, 2017.

Written by John Uebersax

July 11, 2017 at 4:33 pm

The Emersonian ‘Universal Mind’ and Its Vital Importance

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Emerson_older

IT SEEMS I’m always trying to get people to read Emerson. Why? Because I’m convinced his writings contain solutions to many of today’s urgent social problems.

Perhaps Emerson’s most important contribution is a concept that he refers to throughout his works, calling various names, but most often Universal Mind. This term invites a number of unintended meanings, tending to obscure Emerson’s important message.

Universal Mind may at first glance seem a vague, new-agey reference to some cosmic super-intelligence, but that’s not what Emerson means.. The concept is more commonplace, down-to-earth and practical. It could perhaps better be called the Human Nature, Universal Human Nature, or Man. For now, though, I’ll stick with Emerson’s term, but put it in italics instead of capital letters to demystify it. What, then, does Emerson mean by the universal mind of humanity?

It is, basically, all human beings share a common repertoire of mental abilities. Just as insects or lizards of a particular species share a common natural endowment of behavioral instincts, so all humans have a common natural set of mental skills, aptitudes, and concepts. (In fact, sometimes uses the word Instinct instead of universal mind.)

For example, consider a basic axiom of plane geometry: that two parallel lines never intersect. Once this was explained to you in high school, at which point you said, “Oh, I see that. It’s common sense.” This is the Emersonian universal mind in action. Every other geometry student has the same response. The ability to ‘see’ this is or ‘get it’ part of our common mental ability as human beings.

And the same can be said of hundreds, thousands, or more particular elements of human knowledge. These cover many different domains, including basic principles of mathematics and logic, artistic and aesthetic judgments (all human beings admire a beautiful sunset, all see the Taj Mahal as sublime and beautiful), moral principles (what is just or fair?), and religion (e.g., that God exists and deserves our thanks and praise.)

By the universal mind, then, Emerson merely means that plain fact that all or virtually all members of the human race share a vast repertoire of common mental abilities, concepts, judgments, and so on. This is not wild metaphysical speculation. It is an empirically obvious fact. Without this implied assumption of universal mind, for example, criminal laws and courts would be pointless. The mere fact that we hold people accountable for criminal misdeeds implies a shared set of assumptions about right and wrong, accountability for ones actions, etc.

Now it is true that one may, if one wants, elaborate the principle of a universal human mind and add all sorts of metaphysical speculations. Some do. They see this universal mind as deriving from the principle of all men being made in God’s image and likeness. These are important considerations, but they are, in a sense, secondary ones. More important is that is, it is important that all people — theists and atheists, metaphysicians and empiricists alike — can agree on the existence of the universal human character. Said another way, it is vital that we not let disagreements over metaphysics obscure or distract us from this more important consensus that there is a universal man or universal mind.

Why? Because this concept — something we all assume implicitly — has been insufficiently examined and developed at a collective level. It needs to become a topic of public discourse and scientific study, because its implications are enormous. We’ve only just begun this work as a species, as evidenced by the fact that we as yet haven’t even agreed even on a term! It’s always been with us, but only lately have be become fully aware of it. This realization is a milestone in the evolution of human consciousness and society.

Maybe I’ll write a followup that discusses the specific ways in which this concept, fully developed, may advantageously affect our current social conditions. For now I’ll simply list a few relevant categories where it applies:

Human Dignity. Each person has vast potential and therefore vast dignity. Each carries, as it were, the wisdom and the sum of potential scientific, artistic, moral, and religious capabilities of the entire species. Any person has the innate hardware, and with just a little training could learn to discern the technical and aesthetic difference between a Botticelli painting from a Raphael, a Rembrandt from a Rubens. Each human being is sensitive to the difference between a Mozart piano sonata and one by Beethoven. And so in Science. Any person could understand the Theory of Relativity suitably explained. Or differential equations. Or the physics of black holes.

Consider this thought experiment. If the human race made itself extinct, but aliens rescued one survivor, that one person could be taught, almost by reading alone, to recover the sum of all scientific, moral, and artistic insights of the species! The entirety of our collective abilities would live on in one person. And, more, that would be true regardless of which person were the survivor. So much is the vast ability and dignity of each human being.

Education. It exceeds what we currently know to assert that all possible concepts already exist fully developed, though latent, in each person. But we can assert that all human beings are hard-wired in certain ways to enable to form these concepts when supplied with suitable data. In either case, the implication is that education does not instill knowledge, so much as elicits the pre-existing aptitudes. Further, in keeping with the preceding point, the universal mind means that no person is limited in their ability to learn. Each person is a Genius. We should do our utmost to make this potentiality a fact for as many as possible. Education should be lifelong, not something relegated to the first 18 years of life.

Arts are not the peculiar luxury of the elite upper class. Shakespeare, Mozart, and Raphael are the common heritage of all. We need to take much more seriously the basic human right to have each ones divine artistic nature flower.

Economics. Today economics has become the main frame of reference for conceptualizing all human progress. We must rethink this, and give greater allowance for seeing the flourishing of the universal man as our goal. Nobody can be happy with vast potentials unfulfilled. It is not the way of nature. We must get it clear in our thinking, individually and collectively, that the business of society is to empower the individual.

Social discourse. All solutions to social ills already exist latent in Man’s heart. The phrase ‘common dreams’ is more than a euphemism. We do have common ideals, great ones. Our social discourse should aim for mutual insight and self-discovery. Answers are within: one’s within oneself; but also, because of the universal mind, ones within the other as well.  Instead of argument and debate we should aim for dialectic: a joint uncovering of ideals and guiding principles and raising of consciousness.

Government. To much of modern political philosophy assumes the principle of nanny government. People are wiser than governments. We should insist that the first priority of government is to make itself unnecessary. Liberate the universal man — the ultimate moral force on earth — and see how much things improve without government intervention!

Foreign policy. All men are at the core alike. All respond to the same appeals to Reason and Morals. All have equal worth and dignity. All are designed for cooperation, friendship, and love. Any foreign policy which denies these realities does not conform with nature and cannot succeed.

As noted, Emerson’s discussion of the universal mind is found scattered throughout his works. Emerson was not systematic, but nevertheless his message comes across very clear. Some of his works most relevant this theme are Self Reliance, Intellect and Art (Essays, First Series), The Poet and Politics (Essays, Second Series), and Genius and Religion (Early Lectures).

First draft

References

Emerson, Ralph Waldo. Complete Works of Ralph Waldo Emerson, Centenary Edition. Ed. Edward Waldo Emerson. Boston, 1903–1904.
Online edition (UMich): http://quod.lib.umich.edu/e/emerson/

Emerson, Ralph Waldo. The Early Lectures of Ralph Waldo Emerson, Volume 2. Ed. Stephen E. Whicher and Robert E. Spiller. Cambridge, MA, 1964.
http://books.google.com/books?id=F4Xfp8HbfxIC<a?

What is American Transcendentalism?

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EmersonThoreau2

Bottom line. The core tenets of American Transcendentalism: (1) human beings have a higher, spiritual nature; (2) all people have common, innate Ideals (what things are True, Beautiful, Just, and Good?) and this is of vast importance for society; (3) life has definite moral meaning; (4) Nature can help connect us with God and with our own higher nature; and (5) we have supra-rational forms of knowledge: intuition, Conscience, higher Reason, inspiration, and creative imagination.  Transcendentalism is a development of the Western intellectual tradition (Plato, Socrates, etc.), and places considerable emphasis on intellectual and moral self-culture.  (Just walking around in the woods is not Transcendentalism!)  Transcendentalism per se is compatible with Christianity, and there were in fact many Christian Transcendentalists.

I’ve written this because I take pity on the many college students who struggle each year with the obligatory English term paper on American Transcendentalism.  I’m also motivated by the belief that, when your generation or a later one is ready for the challenge, it will find in Transcendentalist writings a well-developed ideology for changing the corporatist/globalist/materialistic status quo.

Transcendentalism might seem virtually incomprehensible, but it’s actually very common-sense.  The difficulty is precisely that it conflicts with the received opinions and disordered thought patterns of modern culture.  In other words, the irony is that Transcendentalism, as taught and written about today in the modern academic establishment, is presented through the lens of the very materialistic values it opposed!  The inevitable result is a selective, distorted, revisionist, and confused picture. The aim here is so supply a more accurate portrayal.

1. Transcendentalism was an explicit reaction against the modern rationalism of philosophers like John Locke and Thomas Hobbes. The effect of these rationalist philosophies was to deny that human beings had innate knowledge and Higher Reason (or Conscience), and that people were divine — made in the ‘image and likeness of God.’ In short, rationalism led to materialism and loss of higher values.

2. The rationalist philosophy came just at the time of the Industrial Revolution. Rationalism, by denying transcendent values, justified reducing society to a vast a system of factories and banks where man is nothing but a cog in a machine. By claiming that man is merely a material creature (i.e., a machine himself), rationalism led to all the abuses of a radically commercial society. The social problems of modernity we see today actually began around 1790 in Europe and America. The Transcendentalists (and their allies, the Romanticists) understood this problem and tried to counter it.

3. American Transcendentalism was a revival of the Platonic heritage of the Renaissance. Transcendentalism, Emerson, is heavily indebted to Platonism and Neoplatonism, and the Greek tradition generally (Emerson tutored in Greek; Thoreau translated Aeschylus!)  Modern scholars have strangely lost sight of this. Instead, it became trendy in the 20th century to see Eastern (Indian and Persian) religions as dominant influences on American Transcendentalism. Eastern religions had a little effect, but nowhere near as much as Platonism. In short: Transcendentalism is a continuation and extension of a long-standing Western tradition in philosophy and religion.

One important part of this is the Platonic notion of innate ideas.  Locke denied that human beings have innate ideas (tabula rasa), and his view dominated Enlightenment-era thinking.  Kant, however, disproved Locke: he showed that our minds are so constructed as to see reality only in terms of pre-existing categories, rules, principles, and relationships.  For example, we automatically see the world in moral terms, e.g., constantly evaluating ourselves, other people, and events as good or bad, right or wrong, just or unjust.  It’s innate, part of our nature.

Kant’s rejection of Locke’s rationalism generated considerable excitement in Europe and America.  American Transcendentalism took this new enthusiasm for Kant, and blended it with earlier, traditional Platonist and Neoplatonist concepts.  Plato, of course, is most famous for his Theory of Forms (Forms = Ideals).  For example, he postulated that all human beings have common, innate Ideals concerning the nature of the True, the Beautiful, the Just, and the Good.

From this it’s just a short step to Emerson’s concept of genius and art (see Emerson’s essays, ‘Self-Reliance‘, ‘Plato‘, and ‘Shakespeare‘): Each of us has the full repertoire of intellectual, moral, and aesthetic abilities characteristic of our species.  For example, each person can look at a great work of art or wonder of nature and experience a sense of profound beauty or awe.  We are all, in short, geniuses by nature.  It’s just a question of accessing our latent abilities.  Any thought or insight that any great person has ever had, you can have too!  You have all the innate equipment necessary.  What makes great creative geniuses different is only that they are better able to access and communicate these innate ideas.

This is an immensely important concept, and it leads to an new vision of what human society can and should be:  a community of divine individuals (“gods in ruins”, as Emerson put it), who are helping each other towards self-realization. Sometimes, because of Thoreau’s reclusive reputation and Emerson’s essay, ‘Self Reliance’ (or, rather, its title), people get the impression that Transcendentalism was only about individualism, and that it denigrated society.  But, as explained there, that isn’t so.  Note that Transcendentalism itself only developed within a community of like-minded individuals.

It also means that, despite the incessant, distorting propaganda of governments and the materialistic status quo, we all have an innate idea (or Ideal) of what a true, just, beautiful, and good society should and can be.  If we trusted our natural inclinations, and, trusted that everybody else has these same natural inclinations, we might produce a more natural, harmonious society.

4. An example of the Platonist roots of American Transcendentalism is in the constant emphasis of the latter on self-development. The ancient principle, ‘know thyself’, is strongly emphasized. One implication of self-reliance is that you must take the initiative in developing your soul: your moral and intellectual nature. A representative example of this is the book on self-culture by James Freeman Clarke.  Modern self-help/pop-psychology literature, lacking a moral focus, is greatly inferior to Transcendentalist writings on self-culture.

5. Another major root of American Transcendentalism was New England Unitarianism. The wellspring of this influence was William Ellery Channing, a mentor of Emerson, and prominent teacher, minister, and lecturer at the time. Two of Channing’s more famous essays/speeches are Likeness to God and Self-Culture.

6. Another way of looking at American Transcendentalism is that it expresses what has been called the perennial philosophy — a set of core religious and philosophical ideas that crop up again and again across cultures and throughout history. These core principles include:

  1. The existence of an all-powerful and loving God
  2. Immortality of the human soul
  3. Human beings made in God’s image, and progress by becoming gradually more ‘divine’
  4. Human beings have higher cognitive powers: Wisdom, Conscience, Genius.
  5. Providence: God shapes and plans everything.
  6. Happiness comes from subordinating our own will (ego) to God’s will, putting us into a ‘flow’ state.
  7. And from moral development (virtue ethics)
  8. All reality (our souls and the natural world) are harmonized, because all are controlled by God’s will into a unity.
  9. Everything that does happen, happens for a reason. Life is a continuing moral lesson.

This perennial philosophy recurs throughout the history of Western civilization as an antagonist to materialism. In modern times Locke and Hobbes express the materialist philosophy. In ancient times the Epicureans similarly advanced a materialist philosophy in contrast with the transcendent philosophies of Platonism and Stoicism.

So there is a kind of Hegelian dialectic (i.e., thesisantithesissynthesis process) in history between materialism and transcendentalism. For this reason, the principles of American Transcendentalism will again come to the cultural forefront eventually. Indeed, it may be necessary if modern culture is to avoid worsening crises.

Emerson and Thoreau are literally our ‘tribal’ ancestors, speaking to us with inspired wisdom for the preservation, advancement, and evolution of our culture.

7. American Transcendentalism anticipated 20th century humanistic psychology (e.g., the theories of Abraham Maslow) and modern positive psychology.  However it is more inclusive than either of these two in its recognition of man’s higher, transcendental nature: man’s spiritual, moral, philosophical, intellectual, and creative elements.  The paradox (and failure) of modern positive psychology is precisely that it cannot extricate itself from its underpinnings in materialist/rationalist philosophy.

8. With these great ideas, why didn’t Transcendentalism continue as a major cultural force?  Partly the answer has to do with the dialectical process referred to above.  In the struggle between materialism and transcendentalism, things go back and forth, hopefully always working towards an improved synthesis (i.e., not so much a circular but a spiral process).

In addition, two specific factors contributed to a receding of American Transcendentalism.  One was Darwinism, which dealt a tremendous blow to religious thought in the 19th century.  Religious thinkers at that time simply weren’t able to understand that science and religion are compatible. People began to doubt the validity of religion and to resign themselves to the unappealing possibility that we are nothing but intelligent apes.  The second blow, perhaps much greater, was the American Civil War.  Besides disrupting American society and culture generally, the Civil War represented a triumph of a newly emerging materialistic progressivism over the more spiritual and refined Transcendentalism (which sought progress by reforming man’s soul, not civil institutions).  The high ideals of the Transcendental movement were co-opted by militant reformers, and this problem is still with us.  Modern progressives see themselves as the inheritors of Transcendentalist Idealism, but are in reality radically materialistic in values and methods!

9. A frequent criticism of American Transcendentalism is that it lacks a theory of evil: a nice philosophy for sunny days, not much help with life’s crosses and tempests.

10. Emerson resigned his post as a Christian minister over doctrinal issues, but arguably remained what might be called culturally Christian.  There were many Christian transcendentalists (e.g., Theodore Parker, Henry Hedge, James Freeman Clarke, James Marsh, Caleb Sprague Henry). Orestes Brownson (and some others) eventually converted to Roman Catholicism.

11. This brings us to what transcendental means. In fact, it has a whole range of meanings — it’s something of an umbrella term. At the most general level, transcendentalism supposes that human beings do have a higher nature (see above).

Technically, there is an important distinction between the words ‘transcendental’ and ‘transcendent’ (although in practice they are sometimes used interchangeably).  ‘Transcendent’ is a broad term that can mean almost anything higher or above (e.g., God, spirituality, etc.).  ‘Transcendental’ refers to the fact that, when we, say, look out and perceive the world, our actual mental experience is being filtered or conditioned.  By analogy, if we watch television, all we see are the images on the screen — not the inner circuitry of the television set that produces the images.  The part of ourselves that filters, conditions, and produces of our mental experience is, arguably, more our ‘real self’ than our experience itself — this could be called our transcendental nature or transcendental apparatus.  What it actually is, however, is a mystery, since we don’t experience it directly.  Emerson was content to simply accept our transcendental nature as part of Nature, generally.

On the other hand, ‘transcendental’ could also be understood merely as an adjectival form of the word ‘transcendent’.  Thus to some extent the two terms are hopelessly confounded and we cannot insist too strongly on a definite or consistent definition.

12. Historically, the term was borrowed from the transcendental philosophy of the German philosopher, Immanuel Kant. Kant developed his philosophy in opposition to the British empiricists (Locke, Hume).  Kant’s philosophy generated a great deal excitement, first in Europe. In particular, two new transcendentalist movements — one in France (Victor Cousin) and one in England (Coleridge and Wordsworth) — emerged.   These movements were broadly aligned with the spirit of Kant (e.g.,. rejection of Locke), but were distinct in their ideas. English transcendentalism was (1) more Platonic (see below), and (2) more Romantic.

American Transcendentalism was aware of Kant, but it was much more closely aligned with some of Kant’s German followers (e.g., Schelling), and English transcendentalism (e.g., Coleridge).

An excellent book about Transcendentalism written by a Transcendentalist is O. B. Frothingham, Transcendentalism in New England (1876).   I also recommend the chapter by Howe (2009) shown in the references below.

Here is a related paper on materialist vs. transcendentalist values in modern higher education.

Transcendentalist Works

Websites

Books/Chapters/Papers

 

 

 

 

 

 

 

 

 

White Paper: Materialism, Idealism, and Higher Education in California

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UC seal 200x200

I’ve just completed a new White Paper on public higher education policy in California.  Here is an abstract:

For the last 50 years, a belief that building a robust and competitive state economy should predominate California’s public higher education goals has become increasingly prevalent, and today it is taken as an unchallenged assumption. This White Paper emphatically rejects that assumption, and argues that broader cultural and social goals are of equal, if not greater importance for Californians’ well-being than purely economic ones; and that to achieve these broader social goals we must place more emphasis on humanities and the classical model of liberal education.

A more detailed Executive Summary is included with the paper.   You can download a copy to read here, at the Californians for Higher Education Reform website.

Fiat Lucrum: Berkeley Faculty vs. California Citizens on Online Courses

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Let There Be Loot!

Fiat Lucrum

California State Senator Darrell Steinberg is co-sponsoring SB 520, titled “California Virtual Campus.” The Senate Bill would potentially enable California students to receive credit at public universities and colleges (UCs, CSUs, and CCCs) for courses taken online from any source.  This would presumably stimulate competition, lower course costs, and make higher education available to more Californians.

Predictably, there is resistance from faculty associations.  The Berkeley Faculty Association, for example, is circulating a petition to oppose SB 520.  The petition states that SB 520 “will lower academic standards (particularly in key skills such as writing, math, and basic analysis), augment the educational divide along socio-economic lines, and diminish the ability for underrepresented minorities to excel in higher education.”

This, of course, is all nonsense.  Nearer the truth is that the Berkeley Faculty Association wants to protect faculty jobs. It is sad indeed when they place their own job security ahead of sensible efforts to make higher education affordable and accessible to more Californians.

That said, anything the State Government touches will be tainted by money.  No doubt many private online universities (e.g., Univer$ity of Phoenix) will jump at the new chance to make money.  Whether online universities are actively lobbying State Senators is anybody’s guess (but what do you think?).

What we ought to do is to simply eliminate expensive and needless accreditation requirements for undergraduate colleges, whether brick-and-mortar or virtual.  Consumers and market competition would then assure the highest quality courses for the lowest price.  We should similarly eliminate four-year degrees, which are meaningless.  People should take classes for the purpose of learning, not to get a degree.  If undergraduate education were completely de-regulated, everybody – minorities included – would follow their natural inclinations to educate themselves, and select high-quality vendors.  A world-class college lecture series would cost no more than to rent a Blu-Ray movie.

Explaining the College Tuition Crisis in Concrete Terms

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This infographic, sent to me by some colleagues, documents in clear and sobering terms the scope of the college tuition crisis and soaring higher education costs.  It’s a very creative and effective way to get the message across, don’t you think?

College Isn't Cheap

The full article can be found here.

Written by John Uebersax

January 28, 2013 at 7:19 pm