Saturday, August 24, 2013

Introduction to Philosophy: City States & Egyptian Wisdom


Last time we considered the shaman as the original keeper of knowledge and seeker of wisdom.  As human societies began to leave nomadic life and settle down by building the first city states, they acquired systems of writing that allowed them to communicate knowledge beyond the limitations of memorized oral traditions.  The earliest scholars in Sumer and Babylon of the Tigris Euphrates valley began collecting knowledge of the world and the histories of its peoples.

The early city states were gathering sites for many tribes and peoples, so city life was multicultural from the beginning.  While relations between different ethnic and cultural groups has been problematic, it was in the interests of the earliest cities to serve as a meeting site for many groups and cultures to foster trade and development.  This contributed to the expansion of systems of thought transmitted through teaching and texts.

While the shaman of a tribe could know the great deal of a tribe’s oral tradition, in the early city states knowledge grew to the point that specialists were required.  Often, centers of knowledge were temples and the texts and study maintained by priestesses and priests ordained in the traditions.  Cosmology, as mentioned last lecture, was philosophy, religion, physics, medicine and psychology together, even as it began to specialize.  Today, we sit at the result of this process that has continued for thousands of years.

As we consider the origins of civilization and leave nomadic tribes behind, it is important to remember that the last two powerful civilizations, the Muslims and then Europeans, were themselves quite primitive and nomadic just before gaining power as well as the knowledge and technology of previous civilizations.  While European history is often traced to the ancient Greeks, the Germanic and Celtic Europeans (like my ancestors, my father’s side German and my mother’s side Celtic British Isles mixture), were considered barbarians by the ancient Greeks and Romans.  They were not thought capable of rational thought and were traded as slaves to Babylon, Egypt, Persia and India for commodities that were the highest valuables of the ancient world.  The Romans traded slaves, including exotic blond women, for Indian steel, known as wootz, which was the toughest metal of the ancient world and good for swords and spears.

Later, after the Renaissance as Europeans retold the story of history with the Catholic tradition at the center, the Greeks and Romans became the origin of civilization for the role they played in the texts and philosophy of the Bible’s New Testament.  While Renaissance philosophers in Italy still included the Persians and Indians in their timeline of history, the Catholics, and then Protestants, and now modern “Western” scholarship has progressively forgotten even the Romans as they focus on singular events in ancient Greece and then flash forward to Europe in the 1500s and 1600s, just as the tide of trade, gold and silver began to turn along the silk road from most going Eastward to most going Westward.  It was only in the early 1700s that Europe had power and wealth beyond what previous civilizations had achieved.  The roots of European civilization are in fact bound up with the rise of the Germanic and Celtic peoples, as well as the Arabs, nomadic traders across the Arabian peninsula (modern day Saudi Arabia occupies most of this land today) who ran camel caravans across the desert of goods between African civilizations such as Egypt and Nubia and Middle Eastern civilizations such as Sumer, Babylon, Assyria, Persia and India.

An excellent book for appreciating the earliest city state civilizations is History Begins at Sumer by Kramer.  Note that the title basically says, “Hey, remember that Sumer happened”.  Sumer was not necessarily the first city state (a walled city that ruled the land surrounding it as a single city empire) but because writing was first developed there it is the first civilization on the written record.  Sumer was a city state at the mouth of the Tigris Euphrates which was then taken over and incorporated into Babylon, which then was taken over by Assyria, which was then taken over by Persia.  At each stage, a city upriver on the Tigris and Euphrates rivers took over a city downriver that had become prosperous through trade with various peoples across the land and sea.

These were multicultural societies in which citizenship did not belong exclusively to one ethnicity.  This allowed for diverse marketplaces where goods, cultures and ideas could be exchanged.  Cities were centers of trade, such that not only was the city a site for many groups to converge and form a new culture but this culture also traded with other convergent cultures. Many are surprised to learn that ancient Sumer and Egypt traded with India hundreds of years before the Greeks and Israel arose, but archeologists have found a small community of Indian merchants living in Alexandria Egypt as early as 300 BCE.  From the earliest times, culture, trade and thought have been trans-cultural.

Consider the Assyrians. “Assyrian” did not name one ethnicity but rather a citizen of Assyria. Many people of different ethnicities called themselves Assyrians just as many people call themselves Americans. Jesus spoke Aramaic because it was one of the dominant languages of Assyria and the lands they had conquered.  Assyria invented all of the siege weapons that were used in feudal Europe (including the battering ram and the siege tower), but the Assyrians conquered others mostly by trade and diplomacy. Princes would be sent to be educated in Assyria, the center of knowledge in its day, and then the Assyrians would make contracts with the prince’s people to put them on the throne to maintain political control. Just like today the primary method of conquest is economic and military solutions are called for only when the economic methods have failed.

In modern times, John Perkin’s famous book Confessions of an Economic Hitman (he came to speak at BCC a few years ago) gives an excellent account of the same strategy of dominance through economics in modern times as it is used by America today.  Perkins says that he was a businessman who traveled the world helping other countries get into debt with America such that American corporations could come in and take over.  If this fails, Perkins says that the second level is the “CIA Jackals” (his words, not mine) who make a move here and there to smooth things over for the business interests if a politician or people’s movement threatens this.  If they fail, Perkins says the third level is “Here come the marines”, and that Iraq is a result of a failure of the first and second stage of this process.  The poverty of the third world is, in part, due to this and similar economic strategies by other wealthy countries.

Sumer had some of the first schools, textbooks (in science and the humanities), medical texts, tax reduction, wisdom proverbs, and laments.  One excellent proverb is, “You go and carry off the enemy’s land, the enemy comes and carries off your land”.  My favorite Sumerian lament is recorded about 3000 BCE, in which an elderly Sumerian complains that in his time, unlike in the glorified past, politicians are corrupt, teenagers are running around and breaking tradition and having sex, and concludes that the world will certainly end soon at the hands of the gods.  The prophet laments of the Bible’s Old Testament (the Jewish Torah) are based on this and other laments from the Tigris-Euphrates civilizations.

Often it is stated that the ancient Greeks invented politics and specifically Athenian democracy, but in Sumer we find the first democratic bicameral congress.  In the Epic of Gilgamesh, one of the first recorded myths in human history, we read that Gilgamesh wants to go to war so he appeals to the elders of the senate.  The elders do not want war because they have fragile investments in the situation, so Gilgamesh appeals to the larger and lower house and they enthusiastically accept his proposal, probably because as new money they are seeking new opportunities, unlike the senate who have already secured their investments.  Gilgamesh, the king, must seek approval from the community as a whole to go to war with the necessary support and needs the house to override the smaller but higher senate.

As human beings progressed and traded devices and thinking between groups, they gathered into larger groups and settled into cities.  The great ancient empires of Egypt and Persia were made of several of these earlier city state empires gathered into larger empires with many powerful cities.  Consider that the United States is composed of many states, many of which have only one massive central city.  We can see that as many tribes joined together to create city states the number of experts and types of experts multiplied and specialized. The shamans of the tribe became many types of priests and scribes in many temples. We can see that this pattern continued up through the present time. Some priests would specialize in types of math used to chart the stars, others would specialize in healing people and animals. The many hats (or masks, rather) of the shaman became the many types of priests and scribes who recorded knowledge and made new discoveries.



Egyptian Wisdom

Before considering passages of the Egyptian wisdom texts, I want to address two common misconceptions about the Egyptians.

First, the Egyptians are rarely portrayed as an African people but rather museums and textbooks portray them as a semi-European/Asian people who are quite light in skin color. When we consider that the Egyptians painted all of their statues and carvings (as did the Greeks), and they always painted men as dark red and women as yellow, as well as having black braided hair (Herodotus the Greek historian describes the “wooly” hair of the Egyptians) it seems that the Egyptians were an African people and we are only slowly growing to recognize this. It is a big debate between Eurocentric and Afrocentric scholars today, but the debate is held largely outside of official academia and universities as Afrocentric scholars are perceived as biased, un-academic and unprofessional in their opinions.

Two good books from the Afrocentric side are Martin Bernal’s Black Athena and Cheikh Anta Diop’s The African Origin of Civilization: Myth or Reality.  While these works are well up to academic standards, because some Afrocentric work was done outside academic institutions in unjustifiable ways (one scholar claimed that the ancient Egyptians had batteries and hang gliders), this was used to tarnish all Afrocentric scholarship as dangerously unprofessional.  Thus, the universities and academics retain a Eurocentric bias while calling it objectivity in contrast to the Afrocentric bias.  I have read one work that called for “Acentrism”, recognizing that the origins of civilization do not come from a single geographic location but rather from a network of the earliest settlements.  Hopefully, this perspective can move us beyond the narrow constraints of both Eurocentrism and Afrocentrism, though in my opinion it is Eurocentrism that is quite established and this goes unrecognized.

Second, another common misconception of the Egyptians is that they were a slave-driving, brutal people who were all about authoritarianism. This is then contrasted with the Greeks, who are considered to be wise and questioning and the birth of democracy and civilized politics. In fact, the Egyptians treated foreigners, slaves and women considerably better than the Greeks, and the pyramids were built not by slaves but by conscripted labor. Recently tombs for workers have been discovered, confirming what Egyptologists have thought for several decades. This misconception comes largely from the Bible and movies like the Ten Commandments.

The Egyptians had many types of scribes and genres of texts, including comedies and tragedies, lists of minerals and plants, essays on medicine, ethics and politics, and important to this class, wisdom literature. The Egyptian wisdom proverbs we read come from this last class of Egyptian texts.  As many tribes converged to live in city states, people began to see more of people than they had before. Suddenly, obvious truths became questionable. Gathering wealth and power looks good at first, but if one has seen many grab for power over the years, one gets wiser.  Rather than never questioning authority, the Egyptians had more variety of authorities and questioning of authority than most cultures before them. They did obey the Pharaoh most of the time, but there were rebellions and civil wars as well.  We can see in the wisdom proverbs the questioning of authority, nobility, knowledge, teachers, prediction, wealth, luxury, punishment, and other fundamental aspects of civilization. The Egyptians were not just great builders and rulers, but also wisdom seekers and questioners.

One concept that appears in the texts is the “heart guided individual”. The heart was thought to be the physical and mental center of the human individual. As Egyptian society developed, increasingly being “guided by the king” was replaced with being “guided by the heart”. The heart is the essence of the human and the intention within the action. Repeatedly in the text, individuals are called to listen to their heart rather than build luxury and maintain authority. These are issues that we all struggle with to this day, and so we can learn much about early human experience by reading these proverbs.

Let us turn now to the proverbs themselves, considering the wisdom of specific passages.

Let not your heart be puffed up because of what you know, nor boast that you are a wise man.
Consult with the ignorant as well as with the wise, for there is no limit to where wisdom can be found. Good speech lies hidden like a precious stone, yet wisdom is found among maidens at the grindstone.

This passage of Phah-hotep (Vizier to the Pharaoh, 2500 BCE) is similar to some we will read in Confucius of ancient China and it is also similar to Socrates of ancient Greece.  We should learn from everyone, and remember that no one is perfect and no one knows everything when we are tempted to put ourselves above others.  This questions not only human knowledge, but social inequality.  It does not call for getting rid of social divisions (indeed, the last verse is somewhat sexist) but it does ask us to look beyond inequality and identify with others.

More acceptable to (the Father/Highest) God is the virtue of a just man than the ox of one who works iniquity.

In this verse, we see Marikare (a local king offering advice to the crown prince, 1500 BCE) questioning the value of traditional sacrifice.  In India, Greece and China, we will see similar thoughts questioning the value of traditional practice over being virtuous.  If the wealthy make sacrifices, but rule with cruelty, those who dare to question will ask if performing sacrifices truly gains one merit.  Jesus chasing the money changers and sellers of sacrificial animals out of the temple is a similar move.

Rage destroys itself.  It damages its own affairs
.
Ani (a scribe of the 18th dynasty, 1550-1300 BCE)

Because we refuse to imitate the wicked man, we help him, we offer him a hand…That he may know shame, we fill his belly with bread.

Amen-em-opet (local king, 1800 BCE) is suggesting that we do the opposite of what we typically think to do to those we consider evil.  Rather than punish bad with bad, like fighting fire with fire, we can show them the compassion and consideration they lack even if they do not deserve it.  This is similar to Jesus saying, “Turn the other cheek”.

Never permit yourself to rob a poor man.  Do not oppress the down-trodden, nor thrust aside the elderly, denying them speech.

Amen-em-opet shows not only concern with social justice, but giving freedom of speech to the disempowered.

Who plunders the goods of a poor man takes the very breath of life away from (herself or himself).  Such cheating chokes off justice, but a full measure increases its flow.

The Eloquent Peasant or The Complaint of the Peasant is a story about a peasant who has been robbed by a local official and who gives a series of nine arguments to the local magistrate appealing for justice which shows again that the ancient Egyptians were concerned about the poor and social justice, while also having problems with each as we still do today.  It also shows ancient Egyptian cosmology holds that the world works like a giant person, and breath and air carry order downward from the fire of the stars, sun and moon.  If we do injustice, we not only choke the universe but ourselves as well.  The Egyptians were the foremost doctors of the ancient world and were revered by the Romans in the beginning ages of Roman empire, and only in the empire’s later years did the Romans begin turning to Greek doctors, who had learned much from the Egyptians and added to it.  Consider that we still practice the Egyptian custom of wearing the wedding ring (originally just worn by women) on the ring finger (which is how it got its name) through the Roman Catholic tradition.  There is a large artery running through this finger, which the Egyptians found by doing anatomy, and because it was thought to be associated with lust a man puts a wedding ring on his wife’s finger to serve as a sort of lust collar.  We do not practice the Israelite tradition of wearing the wedding ring on the index finger, which a man would put on his wife’s finger to prevent her from casting curses on him.

Honor men of achievement and the people will prosper, but keep your eyes open.  Too much trust brings affliction…Exalt no man because of birth.  Judge the man by his actions.  A man should do that which profits his soul.  Let him perform the services of his temple.  Let him share in the mysteries of his religion.

Merikare shows great skepticism of authority, not only of political position and noble birth but of a central singular religious tradition.  Notice both ritual and mystery being included as religion.

Love the wife who is in your house.  Feed her belly, clothe her back.  Provide oil and cosmetics for her limbs.  Gladden her heart all the days of your life, for she is like a field that will prosper its owner, but do not go into court with her, and never let her get control of your house.

Ptah-hotep is being quite sexist, but shows us that women had the power to speak in court and ruled the home as they often do in Islamic traditional culture and our own today in spite of the sexism.  Ptah-hotep is giving this advice to his son.

Provide generously for your mother with double rations, and carry her even as she once carried you.  It was a heavy load that she bore, but she did not cast it off, and even after you were born, did she not feed you at the breast for three years?  Your dirt was unpleasant, but she did not say, “Why should I bother with him?”  It was she who placed you in school.  It was she who came daily with food and drink for you.

Ani seems to be giving us the old, “You never call, you never write” routine of ancient Egyptian mother syndrome.  It is hilarious how he is not only reminding us to take care of the elderly, but of our own mothers as well.

If you have grown to some account in greatness, do not forget the time when you were small.  If you have now become a rich man in your city, do not forget how it was when you were in need.

Ptah-hotep shows us that there was social mobility in ancient Egypt, and one could become wealthy or poor depending upon circumstances.  Like the passage that tells us the maidens at the grindstone have wisdom yet no one can obtain it entirely, it suggests we always keep the view of the poor and unfortunate in mind to not only appreciate what we have but prevent ourselves from being unjust.

Boast not how many jars of beer you can drink!  Soon your speech turns to babbling nonsense, and you tumble down into the gutter…and when people seek to question you, they find only a helpless child.

Ani shows us that as people gathered into ancient city states, they became critical of human behavior.

Eat no bread while another waits in want, but stretch out your hand to the hungry.  One man is rich, another is poor.  Yesterday’s master is today’s servant.  Don’t be greedy about filling your belly.  Where only last year the river ran, this year the course is dry.  Great seas have turned to desert wastes, and the sandy shore is now an abyss.

Ani again shows us that one could become rich or poor in society, and it is wise to remember it.

Do not lie down at night being afraid of tomorrow.  When day breaks, who knows what it will be like?  Surely, no man knows what tomorrow will bring.

Amen-em-opet, like Aztec poets and the Indian Vedas, reminds us that no one can predict the future, either through prophecy or science.

Wednesday, August 21, 2013

Greek Philosophy: The Origins of Ancient Greece

The Origins of Ancient Greece in the Context of the Ancient World


Cosmology is the word used to describe the philosophy, science and religion of the ancient world when such subjects were not as separate and specialized as they are today.  The cosmology of the ancient world was dominated by the astronomy and astrology of the Babylonians and later Persians and Egyptians.  Their understandings spread along trade lines accross the interconnected ancient world, forming a background for the thought of not only ancient Greece and Rome but also of India and China.


By observing the stars and recording regular patterns of the skies and earth, it was thought that the cosmos worked according to regular principles and that knowing these principles and patterns gave power and control.  Aristotle speaks of the Babylonians, who devoted much time and energy to the study of the stars, as the major source of this cosmological science.  The sun was identified with either a central father god or son of the father god, planets were identified with major gods, and stars with minor gods and spirits.  We still use the major Roman gods to name the planets today.  In addition, we still use the 24 hours in a day, 60 minutes to an hour and 360 degrees in a circle from the base 6 Babylonian numerical system used along with Babylonian sundials.


Much mythology of the ancient world, including the earliest traditions of the Greeks and Israelites, are allegorical metaphors for the processes of the cosmos.  As the city states of ancient Greece rose and became more powerful centers of culture and trade, earlier Greek polytheistic mythology was brought into line with the increasingly monotheistic cosmologies of the Tigris-Euphrates and Nile valleys.  This paved the way for Greek and Roman Christianity, which then became the dominant culture of Europe.  The golden age of Greek philosophy, which we study exclusively in this class, is central to this transformation.  Most Greek philosophers were moving away from the earlier traditions of Homer and Hesiod while remaining polytheistic, and then Plato and Aristotle, who were also polytheists of an increasingly abstract solar monotheistic bent, became central philosophers of Christianity and thus the European tradition.


Modern science is indebted not only to the ancient Babylonians, Egyptians, and Greeks, but also to Muslims, who began to surpass Aristotle in understanding and observing nature with the invention of algebra.  By using algebra to code-break nature, the sciences surpassed earlier ancient cosmology in the Islamic Golden Age (around 800 to 1200 CE), and from there went on to find another golden age in the Italian Renaissance.  Thus, while many say that it was the ancient Greeks and particularly Aristotle who started the sciences, it is more correct to say that first were the Babylonians (as far as systems of writing reveal), then the Egyptians, then the Greeks and Aristotle, then the Muslims, then the Renaissance, and finally modern Europe, each building on and surpassing the previous culture.  In fact, we do get much from cultures not mentioned in this lineage (such as prehistoric Africa, ancient China, ancient India and the Americas) but we are concerned here with the complex relationship between ancient Greece and our modern society.


In ancient world cosmology, the cosmos was seen as a stack of elements from lightest above to heaviest downward, an order still carried today in the periodic table.  If one looks out into nature, one sees water, on top of which is earth, on top of which is air, on top of which float fiery lights such as the sun, moon and stars.  Just as the lights move in circles above, so too do the complex situations of plants, animals and people move in cycles below, often corresponding to the seasons which correspond to the positions of the lights above.  The Babylonians and Assyrians of the Tigris-Euphrates valley believed that the sky god Anu, earth god Enlil and water god Ea were a primary trinity of deities presiding over the order of the cosmos.  When the elements of the cosmos are in order, harmony prevails.  When they fall out of order, chaos prevails.


In addition, the cosmos was understood to be shaped like a great person, and the elements/levels of the cosmos corresponded to the levels/faculties of a human individual.  Fire was identified with mind and sight, air with speech/breath/emotion, earth with stomach/desire, and water with lower regions and functions associated with desires and chaos.  In Plato’s Republic, possibly the most famous work of ancient Greek philosophy, we are told that the levels of a human individual (desire, emotion and mind) correspond to the levels of society (workers, guardians and philosophers) and the levels of the cosmos (earth, air and fire).  Plato argues that just as the mind rules over emotion which rules over desire in the best individual, philosophers rule over guardians who rule over workers in the best society.  


Both Plato and Aristotle argue against other Greek thinkers who do not believe in the divinity of the stars and elements, accusing them of atheism.  Both of them viewed the cosmos as an intelligent, purposeful organism composed of other intelligences.  This placed them between the early Greek polytheists and later Greek monotheists, as previously mentioned.


It is interesting to consider that the ancient Greeks considered ideas and theories to be god-like visions or views (hence the ‘theo’ in ‘theory’).  To have a theory or view of fire was to share fires own view of itself, to rise into a higher view of fires just as an individual rises into a higher view of reality by climbing a mountain or rising into a higher level of authority and ability in an institution.  The ideas and views that human beings have were understood to be alive and independent and waiting to share themselves.  The cosmos is ordered because the cosmos is itself reasonable.



The Influence of Ancient Egypt


While astronomy and cosmology comes originally from the Tigris-Euphrates, the ancient Egyptians had a tremendous impact on the thought and culture of ancient Greece.  It should also be noted that sub-saharan Africa is the original home of humanity, culture, civilization and technology, such that African civilization, including thousands of years of Egyptian civilization, is possibly the most influential in all of human history.  Just as Babylonian cosmology affected an interconnected humanity from Ireland to China, so too do we find parallels between Egyptian mythology and myths from around the world.  Consider that the Egyptian and Tibetan books of the dead are strikingly similar.


Egypt is often thought to have been a brutal slave driving civilization, compared to democratic Greece.  This results from the Book of Exodus of the Old Testament and the very recent celebration of Greece as the birthplace of true politics and democracy.  However, everyone in Egypt did not obey the Pharaoh without question.  There were cycles of regional and central control in the thousands of years of Egyptian civilization, sometimes with regions having more autonomy and others with central Pharaoh control.  The central power of the Pharaoh was challenged by other powerful regional lords, and so both the Pharaoh and lords had to appeal to the people and please them with rights and charity to get their support against the other.  Egypt had a complex society with many competing powers, popular uprisings were common and bureaucracy of scribes and visiers provided modestly positioned people with opportunities for upward class mobility.  


Egyptians, like Muslims, often portrayed as intolerant and monolithic but had the best diverse marketplaces in their times with many foreigners, creating a rich culture.  Consider that there are early statues of Indian Buddhas found in Alexandria around 300 BCE.  Alexandria was made the capital of Alexander’s empire after he conquered Egypt, and it, not Athens, became the greatest center of learning for hundreds of years.


Egypt treated women better, giving them more rights and acceptance, than the Greek city states, though admittedly it could not be called a culture of gender equality.  In one of my favorite passages of Egyptian wisdom, we are warned that we should provide for our women and value them, though never go to court with them, or let them take over your house.  Women did not have the right to speak in courts of law in Athens, but they could in Egypt.


Greece also had a higher percentage of slaves in the population compared to Egypt and most other ancient civilizations, quite high even in Athens during the brief period of democracy.  Greeks were less tolerant of foreigners, giving them less rights and treating them with suspicion.  They were even intolerant towards Greeks from other Greek city states.  Aristotle was viewed as a foreigner in Athens, had no rights or ability to become a citizen.  Alexander was the first to unify Greece as a land beyond a common culture, and of course Alexander united it together with other non-Greek lands such as Egypt and Persia in his brief empire.  Alexander, interestingly, was Macedonian, and he is proudly claimed by Greeks today even though Macedonians (as well as Turks, the other half of ancient Greece) are discriminated against and denied immigration.


Egyptian scholarship and study was incredible for thousands of years.  Egypt was the place to seek education for Greek elites, and even in the greatest times of Athens many prominent Greeks such as Euclid and Pythagoras went to Egypt to become educated at the greatest centers of knowledge of their time.  Greeks clearly borrowed from Egyptian math, medicine, technology, use of chemicals and minerals, and study of animals and plants.  Our word ‘Chemistry’ means ‘Egypt Study’, as it comes from the Egyptian word for Egypt, ‘Kemer’, which means ‘The Dark/Black/Rich Land’ after the black Nile soil (note: while the Egyptians were a dark skinned people and should be understood as ‘black’, neither this nor the word ‘white’ was used in the ancient world to describe ethnicities).  Consider that the Egyptians were the preferred doctors of the Romans in the beginning of the Roman empire, but were replaced by Greek doctors toward its end.  The Egyptians were also the best at math and geometry, which they not only understood abstractly but used for the purposes of building the largest monuments of their day.  Much of cosmology that sets the background for Greek philosophy comes from building things, such as the pyramids (top lightest, balance of opposites, aligning lowest and highest elements).


Plato, a big fan of Egyptian education and hierarchy, says in his Republic (as Socrates) that his ideal state, which is designed for producing intellectual philosophers and placing them on top of society, is the same as the Egyptians.  Thus, Plato believed that Egypt was the most rational and beneficial society, that the Egyptian priests were comparable to Greek philosophers in their pursuit of knowledge and wisdom, and that Athens should copy Egypt.   Critics of Plato and his Republic at the time mocked Plato for ripping off Egypt.  In his Phaedrus, Plato (again, as Socrates) says that Thoth, the Egyptian god of knowledge, invented math, language and science.  Aristotle, like his teacher Plato, believed that Egypt was the most ancient of societies, was the birthplace of math and science, and that this was because the Egyptians had set the priests as a caste above everyone allowing them the leisure to study and discover.  While Aristotle was critical of parts of Plato’s theoretical republic, on this, the central defining and ruling structure of society, they are in complete agreement, as we will see when studying Plato’s Republic and Aristotle’s politics.


The Egyptians were excellent and influential in art and sculpture.  Some believe that Egyptian performances of heroic and tragic tales inspired the comedies and tragedies of Greek Drama.  While the Greeks, who were first known in the ancient world as excellent mercenaries and sculptors before they rose considerably in wealth and power, were indeed phenomenal at carving the human form, we can see that this in part comes from thousands of years of the Egyptians slowly developing sculpture in a more human, complex way from earlier representations.  One famous example is Akhenaten lounging with family, compared to more rigid formal human forms of earlier periods.  The world’s first colossal statues were Egyptian, and the celebrated Greek styles of columns derive from similar Egyptian styles.


Herodotos, wrongly called the ‘Father of History’, as other ancient Greek historians before him, wrote that the Egyptians colonized areas of Greece in the centuries before its golden age.  While this is disputed by scholars today, it was widely believed by the ancient Greeks themselves.



The Influence of Ancient Persia


Persia conquered Egypt in 525 BCE.  Before that, in the centuries just before the flourishing of ancient Greece and the compiling of the Old Testament, Egypt and Persia were fighting over alliances with and conquests of Greece and Israel.  The Persian Empire stretched from Greece to India, encompassing the crossroads of most of the world’s culture and trade.  Persian culture had a massive effect on everyday Greek life.  Persian dress and adornments were copied, as well as styles of plates and cups.  Greek warriors would even curl their hair like the Assyrians and Persians before battle to inspire awe.  Athenian nobles often had ties to Persia that including intermarriage and business ventures.


Phoenicia, a civilization in what is today Lebanon that was a powerful trade center before the rise of Persia, became a vital part of the Persian empire after their conquest.  The Phoenician navy was the most feared part of the Persian military.  We not only get the legend of the Phoenix, the bird that is reborn by fire, from Phoenicia, but also the Phoenician alphabet, the ancestor of the Greek alphabet and the Roman-European alphabet we use here today.  The finest togas worn in Athens were made of Asian silks, brought over the silk road to Phoenicia, where it was there patterned and died.  Far from being white bedsheets, Athenian nobles would show off by wearing the finest Phoenician cloth in the latest styles.


Cyrus, the first Persian great emperor, was venerated by many Greeks as a model king who benefited his subjects and helped them to flourish unlike a greedy tyrant.  Cyrus is also presented as the first messiah in the Old Testament, the liberator of the Jews from Babylon.  The New Testament, originally written in Greek, clearly presenting Jesus as the second, confirmed by the three Persian maji following the stars, and then later predicts an apocalyptic third messiah.  This puts the Bible in line with Persian Zoroastrianism, the world’s first great solar monotheism, spread by Cyrus’ empire, which predicted three saoshyants (messiah in hebrew), who would lead the forces of good to triumph over the forces of darkness.  Regardless of one’s beliefs, the Jews and Christians presented themselves as in agreement with Zoroastrianism (for Christians, as its fulfillment) during periods of Persian influence.  Christianity first spread in Syria and Greece, and from there to Rome, Egypt and elsewhere.


Unlike Cyrus, the Greeks were not known as benevolent conquerors.  In the brief period of Athenian empire,  several states including Cyprus rebelled and appealed to Persia as they had been treated better by the Persian empire.



The Idea of the West


Sadly, Europeans believed that the Egyptians and Persians were the great teachers of wisdom and philosophy to the Greeks for two thousand years after the golden age of Greek philosophy.  In the Renaissance, the two greatest philosophers, Ficino and Pico della Mirandola, both Neo-Platonists, believed that there was one true philosophy which was passed from the Egyptian priests and Persian maji to the Greek philosophers and Indian sages, and then that this wisdom was incarnated on earth as Jesus.  The Neo-Platonic academy of Florence, center of Renaissance art and philosophy, was modeled on Plato’s Republic under the assumption that this was a recreation of ancient Egyptian institutions.


It was only when Europe rose in power and wealth in the late 1600s and spoke of itself as unique and like no other culture on earth in terms of reason and freedom that the ancient Greeks were similarly said to be unique in reason and freedom and separate from the rest of the ancient world.  The idea that ‘The West’ is a unique and separate culture beginning in ancient Athens and resulting in the power of European nations today is clearly dominant in American and European scholarship.  This can be seen by reading the first paragraphs of most history and science textbooks.  


Roland Barthes, the french literary critic and theorist, warns us in his book Mythologies that we must beware of the modern mythology of History with a capital ‘H’ and Science with a capital ‘S’.  Our modern Greek mythology, not to be confused with the ancient Greek mythology we will be discussing next week, would have astounded the ancient Greeks themselves.  Considering the overwhelming majority of ancient Greek slaves came from the Germanic and Celtic tribes of Europe, and were considered a race of people incapable of reason and thus incapable of freedom, it would have astounded Plato and Aristotle to hear Europeans today say that the ancient Greeks invented civilization and that the Europeans receive civilization as their descendants.

Monday, August 12, 2013

Greek Philosophy: Fall 2013 Syllabus & Schedule

PHIL 20A Fall 2013                                        Instructor: Eric Gerlach
Fridays 1:30 pm - 4:20 pm                             Office Hours: Fri 12:30 - 1:30 pm @ K’s Coffee
Class Code: 42599                                         Email:  ericgerlach@gmail.com                  
Room: BCC 14                                              Blog:    ericgerlach.blogspot.com
                                                                                 

Course Description: This course introduces students to the history of ancient Greek philosophy and thought.  We will study the central figures and concepts of the period.


Required Texts: The only text for the class is the reader, available at Lazer Image, 61 Shattuck Square, Berkeley, (510) 644-3339.  A copy will be on reserve at the BCC Library.


Required Assignments: 4 In-class Responses (40%), MIDTERM Exam (30%) FINAL Exam (30%)


CLASS SCHEDULE


Aug 23              Introduction to the class & the Ancient Greek World
Aug 30                 Greek Mythology & Drama
Sept 6                Thales, Anaximander & Anaximenes
Sept 13         Pythagoras & Xenophanes
Sept 20                Heraclitus (1st Response Due on the 20th)
Sept 27           Parmenides & Zeno
Oct 4                   Anaxagoras & Empedocles
Oct 11                Democritus & Diogenes
Oct 18        MIDTERM EXAM (2nd Response Due)
Oct 25         Socrates, Plato’s Apology, Crito & Meno
Nov 1          Plato’s Symposium & Republic
Nov 8                Plato’s Timaeus & Parmenides  
Nov 15               Aristotle (3rd Response Due on the 15th)
Nov 22                Pyrrho & Skepticism
Dec 6           Epicureanism & Stoicism
Dec 13                 FINAL EXAM (4th Response Due)         


This class is acceptable for credit at UC and CSU. It counts towards GE AA/AS area 3; CSU area C2; and IGETC area 3. It can be used as an elective for the Liberal Arts with an Emphasis in Arts and Humanities, Associate in Arts Degree Program and the Liberal Arts: Intersegmental General Education Transfer (IGETC) Certificate of Achievement and the Global Studies AA Degree.


Student Learning Outcomes
Information Competency: understand philosophical concepts and systems
Critical Thinking: evaluate philosophical concepts and argue for and against viewpoints
Global Awareness & Valuing Diversity: understand and appreciate diverse cultures of thought


General Student Requirements
Students are expected to come to class prepared to ask questions and participate in discussions. All readings and assignments should be completed by the beginning of class on the day they are discussed. This class is run as a lecture/discussion course.  Students are responsible for all class material (even if they miss class). It is your responsibility to ask if you missed something; it is not the instructor’s responsibility to remind you. If a student has any extenuating circumstances which may affect full participation in the class, the student must speak to the instructor as far ahead of any due date as possible. All assignments must be completed and all requirements must be met in order to pass the class. You must turn in all assignments (even if they are late) in order to be eligible to receive a “C” grade or higher.  There are no exceptions, under any circumstance.


Plagiarism—“[t]o use another person’s ideas or expressions in your writing without acknowledging the source” (MLA Handbook,  5th ed., §1.8)—will not be tolerated. Plagiarists, intentional or inadvertent, will receive a zero on the assignment in question; repeat offenders will get an F for the course and will be subject to college disciplinary action. Students are encouraged to review plagiarism policies in the current Vista College catalog.


A Note on Disabled Student Program and Services (DSP&S)
DSP&S services are provided for any enrolled student who has a verified disability that creates an educational limitation that prevents the student from fully benefiting from classes without additional support services or instruction. Please let the instructor know if you require any support services or would like more information about DSP&S.


The syllabus is subject to change at the discretion of the instructor. Any changes will be announced in class. Additional handouts of required readings may also be added.