Interpreting the nature and destiny of man, Origen was inspired, among other things, by the myth – told by Plato in the Phaedrus (246a-249d) – of the loss and recovery of wings by the soul. Compared ...to the way contemporary Platonists have interpreted this myth, he introduced important innovations, derived from the tradition of the Christian faith: the need for a saviour, the centrality of faith, the idea that the sensitive and historical reality also participate in salvation.
This new and revolutionary edition of Origen’s Commentary on Matthew is based on the version in Codex Sabaiticus 232, the most important of all because, unlike the 24 codices consulted by Erich ...Klostermann in his standard edition of 1941, it contains not only episodic ‘passages’, but also unique flowing text. The same codex also reveals for the first time how heavily Origen’s work was used, and sometimes copied to the letter, by ancient authors. Against the prevailing opinion, Professor Panayiotis Tzamalikos incontrovertibly confirms his long-standing thesis that the Commentary on Matthew is much later than the Contra Celsum. Origen’s detractors, both ancient and modern alike, in order to show how much of a ‘heretic’ Origen was, point the finger at a garbled, untrustworthy, and heavily interpolated Latin rendering of his De Principiis, whereas reference to his Commentary on Matthew has always been scarce, and Pamphilus’ illuminating and documented Apology for Origen is normally paid almost no attention.The author demonstrates that, unless the correlations of Origen’s work to both Greek philosophy and subsequent Patristic literature are knowledgeably delved and brought to light, it is impossible to recognise the real Origen, which has far too little to do with current allegations concerning pivotal aspects of his thought. By means of his commentary on this Greek text, P. Tzamalikos, as he did with his previous books, casts light on the widespread and multiform miscomprehension of Origen’s fundamentals, and demonstrates that this is a terra still calling for informed and unbiased exploration.
The article considers on the material of the “Homilies on the Psalms” of Origen and saint Basil of Caesarea the use of vocabulary of visual sense in an epistemological context, including the concept ...of “contemplation”, which goes back to the ancient philosophical tradition. Thus, the aim of the paper is to explain the philosophical meaning of this concept as the highest stage on the path of knowledge as well as its place in the epistemological systems of both authors. On the basis of the description of cognitive processes by early Christian writers we discovered a number of patterns in the composition of the semantic field of vision as the sense that participates in the act of knowledge. At the same time, our study demonstrates that the use of both the concept of “contemplation” and the vocabulary of visual sense partially fits into the philosophical division of the neoplatonic curriculum: while the study by bodily vision of the sensuous world created by God is associated with physics, the contemplation as a study of the supersensuous world by supersensory vision is associated with epoptics. However, in the explanations we have examined, these three steps are never mentioned in a row, in contrast to other texts where Origen and saint Basil follow the scheme of ethics-physics-epoptics. As texts that serves as the basis for comparing the Christian reception of the vocabulary of visual sense in patristic literature of the 3rd and 4th centuries AD we choosed not only the exegetic sermons of individual psalms by Origen and saint Basil of Caesarea, but also a selection of other texts of the same authors representing relevant parallels in their use of vocabulary of visual sense. From the point of view of its scientific relevance, this study is also important because it shows the dependence of the “Homilies on the Psalms” by saint Basil of Caesarea upon the “Homilies on the Psalms” by Origen discovered in 2012 in the Codex Monacensis Graecus 314.
The article examines historical novels by J.G. Lockhart and T. Moore hitherto under- studied in Russia. It analyzes main principles and techniques of historical narrative in these novels; the ...influence of Walter Scott and F.R. Chateaubriand; philosophical Epicureanism in the novels; and the specificity of their work with historical sources. The author comes to the following conclusions. Lockhart’s and Moore’s reflection on time and history results in the idea that every man is connected with the whole of creation, and that the culture of each epoch depends on the culture of earlier civilizations. Lockhart’s novel Valerius, for example, was influenced by the genre of the Enlightenment philosophical novella. Such categories as time, the meaning of life, death, place, and role of man in history are intro- duced in the narrative through the form of philosophical dialogue. Following the tradi- tion of F.R. Chateaubriand, Lockhart, and Moore largely draw on literary heritage: texts by Homer, Virgil, Horace, Cicero as well as philosophical works of antiquity: the writings of Epicurus, Lucretius, and Plato. Historical novels by Lockhart and Moore reveal cer- tain important aspects of the ethical and philosophical system of the 19 th century Victorian England.
The article describes philosophic reasons of origin of pedagogical skill as level of pedagogue`s professional competence. Since Ancient Greece time, when philosophers and thinkers got interest of art ...nature of human, problem of skill has been an important pedagogical question which defined by interpretation: is skill art or craft, theoretical knowledge or experience conclusion of practice? The resolution of the conflict between the understanding of pedagogical mastery as an art based on theoretical knowledge and practical activity, as a manifestation of a craft, revealed the need to determine the essence of pedagogical mastery as the main criterion of a teachers professional competence, as well as the level of his professional skills and abilities. The article analyzes the ancient ideas of ancient Greek philosophers about mastery, among which the arguments about art in the works of such famous thinkers of Ancient Greece as Aristotle and Plato are of greatest interest. Discussing mastery, technical and creative work, Aristotle introduced a concept that most accurately reflects legal art and which later became the basis for the emergence of pedagogical mastery techne. Later, already in the works of philosophers and the first teachers, together with the development of pedagogy as a separate branch of knowledge, pedagogical mastery became one of the main subjects for the thinking of prominent thinkers of the New Age. The results of the study testify to the necessity of understanding the pedagogical mastery, the formation of which is possible based on the scientific and practical training of the teacher. The obtained conclusions are the basis for further studies of pedagogical mastery and open a wider field for discussion of the question of what is primary for the formation of pedagogical mastery theory or practice
The article considers the contribution of antique philosophy to the science education. The philosophical views of Thales of Miletus, Pythagoras, Protagoras, Democritus, Socrates, Plato, Aristotle are ...analysed. The antique period is the beginning of the evolution of scientific knowledge. This period is characterized by developing the special language of philosophical concepts and categories. Scientific education in the modern educational process is considered in scientific researches by S. Dovhyi, M. Halchenko, Yu. Hotsuliak. The philosophy of education is studied by the scientists such as V. Andrushchenko, V. Vashkevych, T. Andrushchenko, V. Ohneviuk and others. The purpose of the article is to determine the contribution of the Athenian Philosophical School to the development of the concept of modern science education. Antique philosophers formed their own philosophical schools. Observing, pondering and eventually forming a certain «truth», philosophers passed it on to their students. The philosophers tried to teach students to be a researcher, a bright example of which is the school of the Pythagoreans and Socrates. The educational methods and means used in the education system of philosophical schools are considered. The contribution of the Athenian philosophers and their schools to the development of education, science and the concept of science education is determined. Based on literary sources, the author describes the scientific and philosophical activity of students of the Athenian Philosophical Schools, the Academy, and Lyceum. The purpose of Athenian philosophical schools is to teach to think critically and apply the knowledge for practical purposes. This purpose correlates with the New Ukrainian School concept. The Antique philosophical schools form the basis for developing the concept of scientific education – the complex of interrelated scientific research, the purpose of which is to form students’ competences. Antique philosophy has become the foundation for the development of science in general and scientific education in particular.
The volumes of the series Commentaria in Aristotelem Graeca et Byzantina. Sources and Studies, will present and interpret Greek textual sources on the transmission and reception of Aristotle from ...late antiquity to the Byzantine middle ages and the Renaissance era applying philological, historical, and exegetical methods. Hyperlink to Commentaria in Aristotelem Graeca et Byzantina. Series academica: https://www.degruyter.com/view/serial/CAGBSA-B.
Diese neue Reihe wurde gegründet als Fortsetzung und Erweiterung der 1882-1907 an der Königlich- Preußischen Akademie zu Berlin erstellten Commentaria in Aristotelem Graeca, der Edition der ...spätantiken Kommentare zu Aristoteles. Die Commentaria in Aristotelem Graeca et Byzantina weiten den Blick in die byzantinische Tradition und legen textkritische Ersteditionen byzantinischer Aristoteleskommentare sowie weiterer Textquellen zur Aristotelesrezeption in Byzanz vor. Auch Monographien und Sammelbände zur Erschließung dieser Texte werden in die Reihe aufgenommen. Auf diese Weise können die Grundlagen für das Studium und die Beurteilung der byzantinistischen Philosophie und die Kenntnis der betreffenden Autoren, Kopisten und Rezipienten entscheidend erweitert werden. Die Editionen konzentrieren sich auf Kommentare zu Schriften zu Naturphilosophie, Metaphysik, Biologie und Psychologie sowie Logik. Pluspunkte: Herausgeber sind international renommierte Aristoteles-Spezialisten Reihe setzt die de Gruyter-Schwerpunkte Aristoteles (Bekker-Ausgabe, CAG) und kritische Edition fort und erschließt byzantinische Schriften Reihe bietet Ersteditionen neuer Texte, die Lücken in der Philosophie- und Geistesgeschichte des Mittelalters schließen.
Egert Pöhlmann war bis 2001 Ordinarius für Klassische Philologie an der Universität Erlangen. Die hier vereinten Kleinen Schriften reichen von 1968 bis 2008. Neben Beiträgen zur Griechischen und ...Lateinischen Philologie und zur Antiken Musik stehen solche, die die Verbindung von Themen der Klassischen Philologie zu benachbarten Fächern wie Antike Philosophie, Archäologie, Kunstgeschichte, Neuere Deutsche Literatur und Musik suchen. Schwerpunkte innerhalb der Klassischen Philologie sind Theorie und Geschichte der literarischen Gattungen, Textgeschichte und Textkritik, Bühnendichtung und Bühnenspiel sowie das Nachleben der Antiken Literatur. Die Beiträge zur Antiken Musik wenden sich der Antiken Musiktheorie und der Musikpraxis der Antike zu. Antike Bühnenbauten sowie Vasenbilder schlagen die Brücke zur Archäologie. Der Band wird durch ein Schriftenverzeichnis von Egert Pöhlmann beschlossen.
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