Classics or classical studies is the study of classical antiquity. It encompasses the study of the Greco-Roman world of its languages and literature but of Greco-Roman philosophy and archaeology. Traditionally in the West, the study of the Greek and Roman classics was considered one of the cornerstones of the humanities and a fundamental element of a rounded education; the study of classics has therefore traditionally been a cornerstone of a typical elite education. Study encompasses a time-period of history from the mid-2nd millennium BC to the 6th century AD; the word classics is derived from the Latin adjective classicus, meaning "belonging to the highest class of citizens". The word was used to describe the members of the highest class in ancient Rome. By the 2nd century AD the word was used in literary criticism to describe writers of the highest quality. For example, Aulus Gellius, in his Attic Nights, contrasts "classicus" and "proletarius" writers. By the 6th century AD, the word had acquired a second meaning.
Thus the two modern meanings of the word, referring both to literature considered to be of the highest quality, to the standard texts used as part of a curriculum, both derive from Roman use. In the Middle Ages and education were intertwined. Medieval education taught students to imitate earlier classical models, Latin continued to be the language of scholarship and culture, despite the increasing difference between literary Latin and the vernacular languages of Europe during the period. While Latin was hugely influential, Greek was studied, Greek literature survived solely in Latin translation; the works of major Greek authors such as Hesiod, whose names continued to be known by educated Europeans, were unavailable in the Middle Ages. In the thirteenth century, the English philosopher Roger Bacon wrote that "there are not four men in Latin Christendom who are acquainted with the Greek and Arabic grammars."Along with the unavailability of Greek authors, there were other differences between the classical canon known today and the works valued in the Middle Ages.
Catullus, for instance, was entirely unknown in the medieval period. The popularity of different authors waxed and waned throughout the period: Lucretius, popular during the Carolingian period, was read in the twelfth century, while for Quintilian the reverse is true; the Renaissance led to the increasing study of both ancient literature and ancient history, as well as a revival of classical styles of Latin. From the 14th century, first in Italy and increasingly across Europe, Renaissance Humanism, an intellectual movement that "advocated the study and imitation of classical antiquity", developed. Humanism saw a reform in education in Europe, introducing a wider range of Latin authors as well as bringing back the study of Greek language and literature to Western Europe; this reintroduction was initiated by Petrarch and Boccaccio who commissioned a Calabrian scholar to translate the Homeric poems. This humanist educational reform spread from Italy, in Catholic countries as it was adopted by the Jesuits, in countries that became Protestant such as England and the Low Countries, in order to ensure that future clerics were able to study the New Testament in the original language.
The late 17th and 18th centuries are the period in Western European literary history, most associated with the classical tradition, as writers consciously adapted classical models. Classical models were so prized that the plays of William Shakespeare were rewritten along neoclassical lines, these "improved" versions were performed throughout the 18th century. From the beginning of the 18th century, the study of Greek became important relative to that of Latin. In this period Johann Winckelmann's claims for the superiority of the Greek visual arts influenced a shift in aesthetic judgements, while in the literary sphere, G. E. Lessing "returned Homer to the centre of artistic achievement". In the United Kingdom, the study of Greek in schools began in the late 18th century; the poet Walter Savage Landor claimed to have been one of the first English schoolboys to write in Greek during his time at Rugby School. The 19th century saw the influence of the classical world, the value of a classical education, decline in the US, where the subject was criticised for its elitism.
By the 19th century, little new literature was still being written in Latin – a practice which had continued as late as the 18th century – and a command of Latin declined in importance. Correspondingly, classical education from the 19th century onwards began to de-emphasise the importance of the ability to write and speak Latin. In the United Kingdom this process took longer than elsewhere. Composition continued to be the dominant classical skill in England until the 1870s, when new areas within the discipline began to increase in popularity. In the same decade came the first challenges to the requirement of Greek at the universities of Oxford and Cambridge, though it would not be abolished for another 50 years. Though the influence of classics as the dominant mode of education in Europe and North America was in decline in the 19th century, the discipline was evolving in the same period. Classical scholarship was becoming more systematic and scientific with the "new philology" created at the end of the 18th and beginning of the 19th century.
Its scope was broadening: it was during the 19th century that ancient history and classical archaeology began to be s
Ethics or moral philosophy is a branch of philosophy that involves systematizing and recommending concepts of right and wrong conduct. The field of ethics, along with aesthetics, concerns matters of value, thus comprises the branch of philosophy called axiology. Ethics seeks to resolve questions of human morality by defining concepts such as good and evil and wrong, virtue and vice and crime; as a field of intellectual inquiry, moral philosophy is related to the fields of moral psychology, descriptive ethics, value theory. Three major areas of study within ethics recognized today are: Meta-ethics, concerning the theoretical meaning and reference of moral propositions, how their truth values can be determined Normative ethics, concerning the practical means of determining a moral course of action Applied ethics, concerning what a person is obligated to do in a specific situation or a particular domain of action The English word "ethics" is derived from the Ancient Greek word ēthikós, meaning "relating to one's character", which itself comes from the root word êthos meaning "character, moral nature".
This was borrowed into Latin as ethica and into French as éthique, from which it was borrowed into English. Rushworth Kidder states that "standard definitions of ethics have included such phrases as'the science of the ideal human character' or'the science of moral duty'". Richard William Paul and Linda Elder define ethics as "a set of concepts and principles that guide us in determining what behavior helps or harms sentient creatures"; the Cambridge Dictionary of Philosophy states that the word "ethics" is "commonly used interchangeably with'morality'... and sometimes it is used more narrowly to mean the moral principles of a particular tradition, group or individual." Paul and Elder state that most people confuse ethics with behaving in accordance with social conventions, religious beliefs and the law and don't treat ethics as a stand-alone concept. The word ethics in English refers to several things, it can refer to philosophical ethics or moral philosophy—a project that attempts to use reason to answer various kinds of ethical questions.
As the English philosopher Bernard Williams writes, attempting to explain moral philosophy: "What makes an inquiry a philosophical one is reflective generality and a style of argument that claims to be rationally persuasive." Williams describes the content of this area of inquiry as addressing the broad question, "how one should live". Ethics can refer to a common human ability to think about ethical problems, not particular to philosophy; as bioethicist Larry Churchill has written: "Ethics, understood as the capacity to think critically about moral values and direct our actions in terms of such values, is a generic human capacity." Ethics can be used to describe a particular person's own idiosyncratic principles or habits. For example: "Joe has strange ethics." Meta-ethics is the branch of philosophical ethics that asks how we understand, know about, what we mean when we talk about what is right and what is wrong. An ethical question pertaining to a particular practical situation—such as, "Should I eat this particular piece of chocolate cake?"—cannot be a meta-ethical question.
A meta-ethical question is abstract and relates to a wide range of more specific practical questions. For example, "Is it possible to have secure knowledge of what is right and wrong?" is a meta-ethical question. Meta-ethics has always accompanied philosophical ethics. For example, Aristotle implies that less precise knowledge is possible in ethics than in other spheres of inquiry, he regards ethical knowledge as depending upon habit and acculturation in a way that makes it distinctive from other kinds of knowledge. Meta-ethics is important in G. E. Moore's Principia Ethica from 1903. In it he first wrote about. Moore was seen to reject naturalism in his Open Question Argument; this made. Earlier, the Scottish philosopher David Hume had put forward a similar view on the difference between facts and values. Studies of how we know in ethics divide into non-cognitivism. Non-cognitivism is the view that when we judge something as morally right or wrong, this is neither true nor false. We may, for example, be only expressing our emotional feelings about these things.
Cognitivism can be seen as the claim that when we talk about right and wrong, we are talking about matters of fact. The ontology of ethics is about value-bearing things or properties, i.e. the kind of things or stuff referred to by ethical propositions. Non-descriptivists and non-cognitivists believe that ethics does not need a specific ontology since ethical propositions do not refer; this is known as an anti-realist position. Realists, on the other hand, must explain what kind of entities, properties or states are relevant for ethics, how they have value, why they guide and motivate our actions. Normative ethics is the study of ethical action, it is the branch of ethics that investigates the set of questions that arise when considering how one ought to act, morally speaking. Normative ethics is distinct from meta-ethics because normative ethics examines standards for the rightness and wrongness of actions, while meta-ethics studies the meaning of moral language and the metaphysics of moral facts.
Normative ethics is distinct from descriptive ethics, as the latter is an empirical investigation of people's moral beliefs. To put it another way, descriptive ethics would be concerned with determining what proportion of people believe th
University of California, Berkeley
The University of California, Berkeley is a public research university in Berkeley, California. It was founded in 1868 and serves as the flagship institution of the ten research universities affiliated with the University of California system. Berkeley has since grown to instruct over 40,000 students in 350 undergraduate and graduate degree programs covering numerous disciplines. Berkeley is one of the 14 founding members of the Association of American Universities, with $789 million in R&D expenditures in the fiscal year ending June 30, 2015. Today, Berkeley maintains close relationships with three United States Department of Energy National Laboratories—Lawrence Berkeley National Laboratory, Lawrence Livermore National Laboratory and Los Alamos National Laboratory—and is home to many institutes, including the Mathematical Sciences Research Institute and the Space Sciences Laboratory. Through its partner institution University of California, San Francisco, Berkeley offers a joint medical program at the UCSF Medical Center.
As of October 2018, Berkeley alumni, faculty members and researchers include 107 Nobel laureates, 25 Turing Award winners, 14 Fields Medalists. They have won 9 Wolf Prizes, 45 MacArthur Fellowships, 20 Academy Awards, 14 Pulitzer Prizes and 207 Olympic medals. In 1930, Ernest Lawrence invented the cyclotron at Berkeley, based on which UC Berkeley researchers along with Berkeley Lab have discovered or co-discovered 16 chemical elements of the periodic table – more than any other university in the world. During the 1940s, Berkeley physicist J. R. Oppenheimer, the "Father of the Atomic Bomb," led the Manhattan project to create the first atomic bomb. In the 1960s, Berkeley was noted for the Free Speech Movement as well as the Anti-Vietnam War Movement led by its students. In the 21st century, Berkeley has become one of the leading universities in producing entrepreneurs and its alumni have founded a large number of companies worldwide. Berkeley is ranked among the top 20 universities in the world by the Academic Ranking of World Universities, the Times Higher Education World University Rankings, the U.
S. News & World Report Global University Rankings, it is considered one of the "Public Ivies", meaning that it is a public university thought to offer a quality of education comparable to that of the Ivy League. In 1866, the private College of California purchased the land comprising the current Berkeley campus in order to re-sell it in subdivided lots to raise funds; the effort failed to raise the necessary funds, so the private college merged with the state-run Agricultural and Mechanical Arts College to form the University of California, the first full-curriculum public university in the state. Upon its founding, The Dwinelle Bill stated that the "University shall have for its design, to provide instruction and thorough and complete education in all departments of science and art, industrial and professional pursuits, general education, special courses of instruction in preparation for the professions". Ten faculty members and 40 students made up the new University of California when it opened in Oakland in 1869.
Frederick H. Billings was a trustee of the College of California and suggested that the new site for the college north of Oakland be named in honor of the Anglo-Irish philosopher George Berkeley. In 1870, Henry Durant, the founder of the College of California, became the first president. With the completion of North and South Halls in 1873, the university relocated to its Berkeley location with 167 male and 22 female students where it held its first classes. Beginning in 1891, Phoebe Apperson Hearst made several large gifts to Berkeley, funding a number of programs and new buildings and sponsoring, in 1898, an international competition in Antwerp, where French architect Émile Bénard submitted the winning design for a campus master plan. In 1905, the University Farm was established near Sacramento becoming the University of California, Davis. In 1919, Los Angeles State Normal School became the southern branch of the University, which became University of California, Los Angeles. By 1920s, the number of campus buildings had grown and included twenty structures designed by architect John Galen Howard.
Robert Gordon Sproul served as president from 1930 to 1958. In the 1930s, Ernest Lawrence helped establish the Radiation Laboratory and invented the cyclotron, which won him the Nobel physics prize in 1939. Based on the cyclotron, UC Berkeley scientists and researchers, along with Berkeley Lab, went on to discover 16 chemical elements of the periodic table – more than any other university in the world. In particular, during World War II and following Glenn Seaborg's then-secret discovery of plutonium, Ernest Orlando Lawrence's Radiation Laboratory began to contract with the U. S. Army to develop the atomic bomb. UC Berkeley physics professor J. Robert Oppenheimer was named scientific head of the Manhattan Project in 1942. Along with the Lawrence Berkeley National Laboratory, Berkeley was a partner in managing two other labs, Los Alamos National Laboratory and Lawrence Livermore National Laboratory. By 1942, the American Council on Education ranked Berkeley second only to Harvard in the number of distinguished departments.
During the McCarthy era in 1949, the Board of Regents adopted an anti-communist loyalty oath. A number of faculty members led by Edward C. Tolman were dismissed. In 1952, the University of California became; each campus was give
Philosophy is the study of general and fundamental questions about existence, values, reason and language. Such questions are posed as problems to be studied or resolved; the term was coined by Pythagoras. Philosophical methods include questioning, critical discussion, rational argument, systematic presentation. Classic philosophical questions include: Is it possible to know anything and to prove it? What is most real? Philosophers pose more practical and concrete questions such as: Is there a best way to live? Is it better to be just or unjust? Do humans have free will? "philosophy" encompassed any body of knowledge. From the time of Ancient Greek philosopher Aristotle to the 19th century, "natural philosophy" encompassed astronomy and physics. For example, Newton's 1687 Mathematical Principles of Natural Philosophy became classified as a book of physics. In the 19th century, the growth of modern research universities led academic philosophy and other disciplines to professionalize and specialize.
In the modern era, some investigations that were traditionally part of philosophy became separate academic disciplines, including psychology, sociology and economics. Other investigations related to art, politics, or other pursuits remained part of philosophy. For example, is beauty objective or subjective? Are there many scientific methods or just one? Is political utopia a hopeful dream or hopeless fantasy? Major sub-fields of academic philosophy include metaphysics, ethics, political philosophy and philosophy of science. Traditionally, the term "philosophy" referred to any body of knowledge. In this sense, philosophy is related to religion, natural science and politics. Newton's 1687 Mathematical Principles of Natural Philosophy is classified in the 2000s as a book of physics. In the first part of the first book of his Academics, Cicero introduced the division of philosophy into logic and ethics. Metaphysical philosophy was the study of existence, God, logic and other abstract objects; this division has changed.
Natural philosophy has split into the various natural sciences astronomy, chemistry and cosmology. Moral philosophy still includes value theory. Metaphysical philosophy has birthed formal sciences such as logic and philosophy of science, but still includes epistemology and others. Many philosophical debates that began in ancient times are still debated today. Colin McGinn and others claim. Chalmers and others, by contrast, see progress in philosophy similar to that in science, while Talbot Brewer argued that "progress" is the wrong standard by which to judge philosophical activity. In one general sense, philosophy is associated with wisdom, intellectual culture and a search for knowledge. In that sense, all cultures and literate societies ask philosophical questions such as "how are we to live" and "what is the nature of reality". A broad and impartial conception of philosophy finds a reasoned inquiry into such matters as reality and life in all world civilizations. Western philosophy is the philosophical tradition of the Western world and dates to Pre-Socratic thinkers who were active in Ancient Greece in the 6th century BCE such as Thales and Pythagoras who practiced a "love of wisdom" and were termed physiologoi.
Socrates was a influential philosopher, who insisted that he possessed no wisdom but was a pursuer of wisdom. Western philosophy can be divided into three eras: Ancient, Medieval philosophy, Modern philosophy; the Ancient era was dominated by Greek philosophical schools which arose out of the various pupils of Socrates, such as Plato, who founded the Platonic Academy and his student Aristotle, founding the Peripatetic school, who were both influential in Western tradition. Other traditions include Cynicism, Greek Skepticism and Epicureanism. Important topics covered by the Greeks included metaphysics, the nature of the well-lived life, the possibility of knowledge and the nature of reason. With the rise of the Roman empire, Greek philosophy was increasingly discussed in Latin by Romans such as Cicero and Seneca. Medieval philosophy is the period following the fall of the Western Roman Empire and was dominated by the ris
Friedrich Wilhelm Nietzsche was a German philosopher, cultural critic, poet and Latin and Greek scholar whose work has exerted a profound influence on Western philosophy and modern intellectual history. He began his career as a classical philologist before turning to philosophy, he became the youngest to hold the Chair of Classical Philology at the University of Basel in 1869 at the age of 24. Nietzsche resigned in 1879 due to health problems. In 1889 at age 44, he suffered a collapse and afterward, a complete loss of his mental faculties, he lived his remaining years in the care of his mother until her death in 1897 and with his sister Elisabeth Förster-Nietzsche. Nietzsche died in 1900. Nietzsche's body of work touched a wide range of topics, including art, history, tragedy and science, his writing spans philosophical polemics, cultural criticism and fiction while displaying a fondness for aphorism and irony. His early inspiration was drawn from figures such as Arthur Schopenhauer, Richard Wagner and Johann Wolfgang von Goethe.
Prominent elements of his philosophy include his radical critique of truth in favor of perspectivism. He developed influential concepts such as the Übermensch and the doctrine of eternal return. In his work, he became preoccupied with the creative powers of the individual to overcome social and moral contexts in pursuit of new values and aesthetic health. After his death, his sister Elisabeth became the curator and editor of Nietzsche's manuscripts, reworking his unpublished writings to fit her own German nationalist ideology while contradicting or obfuscating Nietzsche's stated opinions, which were explicitly opposed to antisemitism and nationalism. Through her published editions, Nietzsche's work became associated with Nazism. Nietzsche's thought enjoyed renewed popularity in the 1960s and his ideas have since had a profound impact on 20th and early-21st century thinkers across philosophy—especially in schools of continental philosophy such as existentialism and post-structuralism—as well as art, psychology and popular culture.
Born on 15 October 1844, Nietzsche grew up in the small town of Röcken, near Leipzig, in the Prussian Province of Saxony. He was named after King Friedrich Wilhelm IV of Prussia, who turned 49 on the day of Nietzsche's birth. Nietzsche's Carl Ludwig Nietzsche, a Lutheran pastor and former teacher, they had two other children: a daughter, Elisabeth Förster-Nietzsche, born in 1846. Nietzsche's father died from a brain ailment in 1849; the family moved to Naumburg, where they lived with Nietzsche's maternal grandmother and his father's two unmarried sisters. After the death of Nietzsche's grandmother in 1856, the family moved into their own house, now Nietzsche-Haus, a museum and Nietzsche study centre. Nietzsche attended a boys' school and a private school, where he became friends with Gustav Krug, Rudolf Wagner and Wilhelm Pinder, all of whom came from respected families. In 1854, he began to attend Domgymnasium in Naumburg; because his father had worked for the state the now-fatherless Nietzsche was offered a scholarship to study at the internationally recognized Schulpforta.
He transferred and studied there from 1858 to 1864, becoming friends with Paul Deussen and Carl von Gersdorff. He found time to work on poems and musical compositions. Nietzsche led a music and literature club, during his summers in Naumburg. At Schulpforta, Nietzsche received an important grounding in languages—Greek, Latin and French—so as to be able to read important primary sources, his end-of-semester exams in March 1864 showed a 1 in German. While at Pforta, Nietzsche had a penchant for pursuing subjects, he became acquainted with the work of the almost-unknown poet Friedrich Hölderlin, calling him "my favorite poet" and composing an essay in which he said that the mad poet raised consciousness to "the most sublime ideality." The teacher who corrected the essay gave it a good mark but commented that Nietzsche should concern himself in the future with healthier, more lucid, more "German" writers. Additionally, he became acquainted with Ernst Ortlepp, an eccentric and drunken poet, found dead in a ditch weeks after meeting the young Nietzsche but who may have introduced Nietzsche to the music and writing of Rich
Center for Hellenic Studies
The Center for Hellenic Studies is a research institute for classics located in Washington, D. C. at 3100 NW Whitehaven Street. It is affiliated with Harvard University. Nestled in Rock Creek Park behind Embassy Row, the Center for Hellenic Studies offers a variety of both residential and remote fellowships each year to scholars and researchers working on projects in a variety of fields, including "archaeology, art history, history, literary criticism, philosophy, pedagogical applications and interdisciplinary studies"; the Center provides housing for "residential" fellows and their families, accommodates remote fellows and visiting scholars during shorter stays. Fellows are selected by a panel of Senior Fellows, a group of five internationally selected senior classicists. Fellows are pre-tenured PhDs from around the world, most from Europe or North America; the "Center", as it is called, has been a stopping point in the careers of many budding classicists who have gone on to be major contributors in the field.
The Director of the Center is appointed by Harvard University. Michael C. J. Putnam was the first director, but acted as a substitute for Bernard Knox, the Center's first official Director. Knox was succeeded by Zeph Stewart, Stewart by Co-Directors, Kurt Raaflaub and Deborah Boedeker; the current Director of the Center is Gregory Nagy. The main building of the Center houses one of the world's premier research libraries for the study of the classical world; the library is used by residential and visiting fellows, as well as visiting scholars, but it is open to the public. It includes a rare book room with editions from as early as the 1600s; the main building houses offices for the fellows and administration. The wooded campus has a large mansion as the director's residence, a "stoa" with five apartments for the fellows without families, three cottages for the fellows with families, two subdivided cottages serving as double residences, five guest-rooms to accommodate visiting scholars, one cottage, transformed into a multi-media conference facility.
There is easy access from the Center to Rock Creek Park. The Center was established in 1961 through an endowment, "exclusively for the establishment of an educational center in the field of Hellenic Studies designed to rediscover the humanism of the Hellenic Greeks," made by the Old Dominion Foundation; the governing body was the "Trustees of Harvard University". The Center was completed in 1963 by the architect H. Page Cross on land donated by Marie Beale in memory of her son, Walker Blaine Beale who died in World War I. In 1996, the Italian Embassy bought about half of the land from the Center and built a new facility there. In the mid-1990s, under the directorship of Raaflaub and Boedecker, the Center was expanded. Starting in 2000, the current Director, Gregory Nagy, has brought a new focus on outreach, information technology and collaborative research to the Center for Hellenic Studies, as evidenced by the Center's dynamic website. In 2003, under Nagy's direction, the Center began renovations to transform one of the cottages into a new multi-media conference center.
The design plans were drawn up by the architectural firm, in 2006, the "Digital Agora" was unveiled. In 2008, the Center for Hellenic Studies opened a campus in Greece; the Center for Hellenic Studies in Greece is a Harvard international Center that unites the humanistic pursuits of the CHS in Washington D. C. with the homeland of Hellenism. Dr. Ioannis Petropoulos of the Democritus University of Thrace is the first, current Director of the Center for Hellenic Studies in Greece. CHS GR began as an office of the CHS DC, has evolved into a Harvard base of operations and twin institution to its counterpart in Washington, D. C, it organizes and supports the summer programs of Harvard and other institutions, including opportunities for research and internship abroad. American Hellenic Institute Hellenic studies Center for Hellenic Studies CHS Greece CHS Internships