Hear Hours of Lectures by Michel Foucault: Recorded in English & French Between 1961 and 1983

Tucked in the after­ward of the sec­ond, 1982 edi­tion of Hubert Drey­fus and Paul Rabinow’s Michel Fou­cault: Beyond Struc­tural­ism and Hermeneu­tics, we find an impor­tant, but lit­tle-known essay by Fou­cault him­self titled “The Sub­ject and Pow­er.” Here, the French the­o­rist offers what he con­strues as a sum­ma­ry of his life’s work: span­ning 1961’s Mad­ness and Civ­i­liza­tion up to his three-vol­ume, unfin­ished His­to­ry of Sex­u­al­i­ty, still in progress at the time of his death in 1984. He begins by telling us that he has not been, pri­mar­i­ly, con­cerned with pow­er, despite the word’s appear­ance in his essay’s title, its argu­ments, and in near­ly every­thing else he has writ­ten. Instead, he has sought to dis­cov­er the “modes of objec­ti­fi­ca­tion which trans­form human beings into sub­jects.”

This dis­tinc­tion may seem abstruse, a need­less­ly wordy mat­ter of seman­tics. It is not so for Fou­cault. In key crit­i­cal dif­fer­ence lies the orig­i­nal­i­ty of his project, in all its var­i­ous stages of devel­op­ment. “Pow­er,” as an abstrac­tion, an objec­tive rela­tion of dom­i­nance, is sta­t­ic and con­cep­tu­al, the image of a tyrant on a coin, of Thomas Hobbes’ Leviathan seat­ed on his throne.

Sub­jec­tion, sub­jec­ti­fi­ca­tion, objec­tiviz­ing, indi­vid­u­al­iz­ing, on the oth­er hand—critical terms in Foucault’s vocabulary—are active process­es, dis­ci­plines and prac­tices, rela­tion­ships between indi­vid­u­als and insti­tu­tions that deter­mine the char­ac­ter of both. These rela­tion­ships can be locat­ed in his­to­ry, as Fou­cault does in exam­ple after exam­ple, and they can also be crit­i­cal­ly stud­ied in the present, and thus, per­haps, resist­ed and changed in what he terms “anar­chis­tic strug­gles.”

Fou­cault calls for a “new econ­o­my of pow­er rela­tions,” and a crit­i­cal the­o­ry that takes “forms of resis­tance against dif­fer­ent forms of pow­er as a start­ing point.” For exam­ple, in approach­ing the carcer­al state, we must exam­ine the process­es that divide “the crim­i­nals and the ‘good boys,’” process­es that func­tion inde­pen­dent­ly of rea­son. How is it that a sys­tem can cre­ate class­es of peo­ple who belong in cages and peo­ple who don’t, when the stan­dard ratio­nal justification—the pro­tec­tion of soci­ety from violence—fails spec­tac­u­lar­ly to apply in mil­lions of cas­es? From such excess­es, Fou­cault writes, come two “’dis­eases of power’—fascism and Stal­in­ism.” Despite the “inner mad­ness” of these “patho­log­i­cal forms” of state pow­er, “they used to a large extent the ideas and the devices of our polit­i­cal ratio­nal­i­ty.”

Peo­ple come to accept that mass incar­cer­a­tion, or inva­sive med­ical tech­nolo­gies, or eco­nom­ic depri­va­tion, or mass sur­veil­lance and over-polic­ing, are nec­es­sary and ratio­nal. They do so through the agency of what Fou­cault calls “pas­toral pow­er,” the sec­u­lar­iza­tion of reli­gious author­i­ty as inte­gral to the West­ern state.

This form of pow­er can­not be exer­cised with­out know­ing the inside of people’s minds, with­out explor­ing their souls, with­out mak­ing them reveal their inner­most secrets. It implies a knowl­edge of the con­science and an abil­i­ty to direct it.

In the last years of Foucault’s life, he shift­ed his focus from insti­tu­tion­al dis­cours­es and mechanisms—psychiatric, carcer­al, medical—to dis­ci­pli­nary prac­tices of self-con­trol and the gov­ern­ing of oth­ers by “pas­toral” means. Rather than ignor­ing indi­vid­u­al­i­ty, the mod­ern state, he writes, devel­oped “as a very sophis­ti­cat­ed struc­ture, in which indi­vid­u­als can be inte­grat­ed, under one con­di­tion: that this indi­vid­u­al­i­ty would be shaped in a new form and sub­mit­ted to a set of very spe­cif­ic pat­terns.” While writ­ing his mon­u­men­tal His­to­ry of Sex­u­al­i­ty, he gave a series of lec­tures at Berke­ley that explore the mod­ern polic­ing of the self.

In his lec­tures on “Truth and Sub­jec­tiv­i­ty” (1980), Fou­cault looks at forms of inter­ro­ga­tion and var­i­ous “truth ther­a­pies” that func­tion as sub­tle forms of coer­cion. Fou­cault returned to Berke­ley in 1983 and deliv­ered the lec­ture “Dis­course and Truth,” which explores the con­cept of par­rhe­sia, the Greek term mean­ing “free speech,” or as he calls it, “truth-telling as an activ­i­ty.” Through analy­sis of the tragedies of Euripi­des and con­tem­po­rary demo­c­ra­t­ic crises, he reveals the prac­tice of speak­ing truth to pow­er as a kind of tight­ly con­trolled per­for­mance. Final­ly, in his lec­ture series “The Cul­ture of the Self,” Fou­cault dis­cuss­es ancient and mod­ern prac­tices of “self care” or “the care of the self” as tech­nolo­gies designed to pro­duce cer­tain kinds of tight­ly bound­ed sub­jec­tiv­i­ties.

You can hear parts of these lec­tures above or vis­it our posts with full audio above. Also, over at Ubuweb, down­load the lec­tures as mp3s, and hear sev­er­al ear­li­er talks from Fou­cault in French, dat­ing all the way back to 1961.

When he began his final series of talks in 1980, the philoso­pher was asked in an inter­view with the Dai­ly Cal­i­forn­ian about the moti­va­tions for his crit­i­cal exam­i­na­tions of pow­er and sub­jec­tiv­i­ty. His reply speaks to both his prac­ti­cal con­cern for resis­tance and his almost utopi­an belief in the lim­it­less poten­tial for human free­dom. “No aspect of real­i­ty should be allowed to become a defin­i­tive and inhu­man law for us,” Fou­cault says.

We have to rise up against all forms of power—but not just pow­er in the nar­row sense of the word, refer­ring to the pow­er of a gov­ern­ment or of one social group over anoth­er: these are only a few par­tic­u­lar instances of pow­er.

Pow­er is any­thing that tends to ren­der immo­bile and untouch­able those things that are offered to us as real, as true, as good.

Read Foucault’s state­ment of intent, his essay “The Sub­ject and Pow­er,” and learn more about his life and work in the 1993 doc­u­men­tary below.

Fou­cault’s lec­ture series will be added to our col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Relat­ed Con­tent:

Watch a “Lost Inter­view” With Michel Fou­cault: Miss­ing for 30 Years But Now Recov­ered

Michel Fou­cault and Alain Badiou Dis­cuss “Phi­los­o­phy and Psy­chol­o­gy” on French TV (1965)

Clash of the Titans: Noam Chom­sky & Michel Fou­cault Debate Human Nature & Pow­er on Dutch TV, 1971

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Martin Luther King, Jr.‘s Handwritten Syllabus & Final Exam for the Philosophy Course He Taught at Morehouse College (1962)

On his way to saint­hood as an avatar of love and jus­tice, Mar­tin Luther King, Jr. lost too much of his com­plex­i­ty. Whether delib­er­ate­ly san­i­tized or just drawn in broad strokes for easy con­sump­tion, the Civ­il Rights leader we think we know, we may not know well at all. King him­self rue­ful­ly not­ed the ten­den­cy of his audi­ences to box him in when he began pub­licly and force­ful­ly to chal­lenge U.S. involve­ment in the Viet­nam War and the per­pet­u­a­tion of wide­spread pover­ty in the wealth­i­est coun­try on earth. “I am nev­er­the­less great­ly sad­dened,” he remarked in 1967, “that the inquir­ers have not real­ly known me, my com­mit­ment, or my call­ing.”

As WBUR notes in its intro­duc­tion to a dis­cus­sion on King’s polit­i­cal phi­los­o­phy, the “specifics of his rad­i­cal pol­i­tics often go unex­am­ined when cel­e­brat­ing his lega­cy…. His polit­i­cal and eco­nom­ic ideas are clear in his speech­es against the Viet­nam War and his call to work toward eco­nom­ic equal­i­ty.”

His rad­i­cal stances did not sit well with the FBI, nor with many of his for­mer sup­port­ers, but their roots are evi­dent in his most-pub­lished work, the 1963 “Let­ter from Birm­ing­ham Jail,” in which he coined the famous phrase, “injus­tice any­where is a threat to jus­tice every­where.”

We know of King’s indebt­ed­ness to the thought of Mahat­ma Gand­hi and Hen­ry David Thore­au, and of his the­o­log­i­cal edu­ca­tion. He was also steeped in the polit­i­cal phi­los­o­phy of the West, from Pla­to to John Stu­art Mill. In his grad­u­ate work at Boston Uni­ver­si­ty and Har­vard in the 50s, he read and wrote on Hegel, Kant, Marx, and oth­er philoso­phers. And as a vis­it­ing pro­fes­sor at More­house Col­lege—one year before his arrest in Birm­ing­ham and the com­po­si­tion of his letter—King taught a sem­i­nar in “Social Phi­los­o­phy,” exam­in­ing the ideas of Pla­to, Aris­to­tle, Augus­tine, Aquinas, Machi­avel­li, Hobbes, Locke, Rousseau, Kant, Hegel, Ben­tham, and Mill.

At the top of the post, you can see his hand­writ­ten syl­labus (view in a larg­er for­mat here), a sweep­ing sur­vey of the Euro­pean tra­di­tion in polit­i­cal phi­los­o­phy. Fur­ther up (or here in a larg­er for­mat) see a type­writ­ten exam with sev­en ques­tions from the read­ing (stu­dents were to answer any five). King not only asked his stu­dents to con­nect these thinkers in the abstract to present con­cerns for jus­tice, but, in ques­tion 3, he specif­i­cal­ly asks them to “appraise the Stu­dent Move­ment in its prac­tice of law-break­ing in light of Aquinas’ Doc­trine of Law” (refer­ring to the Catholic theologian/philosopher’s dis­tinc­tions between human and nat­ur­al law).

The syl­labus and exam give us a sense of how King sit­u­at­ed his own rad­i­cal pol­i­tics both with­in and against a long tra­di­tion of philo­soph­i­cal thought. For more on King’s polit­i­cal phi­los­o­phy, lis­ten to Har­vard pro­fes­sors Tom­mie Shel­by and Bran­don Ter­ry dis­cuss their new col­lec­tion of essays—To Shape a New World: Essays on the Polit­i­cal Phi­los­o­phy of Mar­tin Luther King, Jr.—in the WBUR inter­view above.

via Dai­ly Nous/The King Cen­ter

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

How Mar­tin Luther King, Jr. Used Niet­zsche, Hegel & Kant to Over­turn Seg­re­ga­tion in Amer­i­ca

Read Mar­tin Luther King and The Mont­gomery Sto­ry: The Influ­en­tial 1957 Civ­il Rights Com­ic Book

‘You Are Done’: The Chill­ing “Sui­cide Let­ter” Sent to Mar­tin Luther King by the F.B.I.

On the Pow­er of Teach­ing Phi­los­o­phy in Pris­ons

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

What is the Secret to Living a Long, Happy & Creatively Fulfilling Life?: Discover the Japanese Concept of Ikigai

Ikiru, one of sev­er­al Aki­ra Kuro­sawa films rou­tine­ly described as a mas­ter­piece, tells the sto­ry of Kan­ji Watan­abe, a mid­dle-aged wid­ow­er who, three decades into a dead-end bureau­crat­ic career, finds out he has just one year to live. This sends him on an urgent eleventh-hour quest to find some­thing to live for. The pic­ture’s The Death of Ivan Ilyich-inspired script orig­i­nal­ly bore the title The Life of Kan­ji Watan­abe, but Kuro­sawa chose to rename it for the Japan­ese verb mean­ing “to live” (生きる). And any­one who wants to tru­ly ikiru needs an iki­gai.

A com­bi­na­tion of char­ac­ters from the Japan­ese words for “liv­ing” and “effect” or “worth,” iki­gai (生き甲斐) as a con­cept has recent­ly come to atten­tion in the West, not least because of last year’s best­seller Iki­gai: The Japan­ese Secret to a Long and Hap­py Life by Héc­tor Gar­cía and‎ Francesc Miralles. (Note: You can get the best­seller as a free audio book if you sign up for Audi­ble’s 30-day free tri­al pro­gram. Get details on that here.)

Writer on health and longevi­ty Dan Buet­tner has also done his bit to pro­mote iki­gai, inter­pret­ing it as “the rea­son for which you wake up in the morn­ing” in a TED Talk based on his research in the places with the longest-lived pop­u­la­tions in the world, a group that includes the Japan­ese island of Oki­nawa.

“For this 102-year-old karate mas­ter, his iki­gai was car­ry­ing forth this mar­tial art,” Buet­tner says of one Oki­nawan in par­tic­u­lar. “For this hun­dred-year-old fish­er­man it was con­tin­u­ing to catch fish for his fam­i­ly three times a week.” He notes that “the two most dan­ger­ous years in your life are the year you’re born, because of infant mor­tal­i­ty, and the year you retire. These peo­ple know their sense of pur­pose, and they acti­vate it in their life, that’s worth about sev­en years of extra life expectan­cy.” This phe­nom­e­non has also come under sci­en­tif­ic study: one paper pub­lished in Psy­cho­so­mat­ic Med­i­cine found, track­ing a group of more than 40,000 Japan­ese adults over sev­en years, “sub­jects who did not find a sense of iki­gai were asso­ci­at­ed with an increased risk of all-cause mor­tal­i­ty.”

We in the West have long looked to the tra­di­tion­al con­cepts of oth­er cul­tures for guid­ance, but the Japan­ese them­selves, a pop­u­la­tion among whom dis­sat­is­fac­tion with life is not unknown, have long scru­ti­nized iki­gai to draw out use­ful lessons. “There are many books in Japan devot­ed to iki­gai, but one in par­tic­u­lar is con­sid­ered defin­i­tive: Iki­gai-ni-tsuite (About Iki­gai), pub­lished in 1966,” writes the BBC’s Yukari Mit­suhashi. “The book’s author, psy­chi­a­trist Mieko Kamiya, explains that as a word, iki­gai is sim­i­lar to ‘hap­pi­ness’ but has a sub­tle dif­fer­ence in its nuance. Iki­gai is what allows you to look for­ward to the future even if you’re mis­er­able right now.”

Aki­ra Kuro­sawa, who paint­ed his movies when he could­n’t find the mon­ey to shoot them, stands as a tow­er­ing exam­ple of some­one who found his iki­gai in film­mak­ing, which he kept on doing it into his eight­ies. In Ikiru, he guides the bewil­dered Watan­abe into an encounter with iki­gai in the form of a young lady who quits her job in his office to make toy rab­bits: more ardu­ous work than the civ­il ser­vice, she admits, but it gives her a sense of sat­is­fac­tion that feels like play­ing with every child in Japan. This inspires Watan­abe to return to find his own iki­gai, if only at the very end of his life, in cam­paign­ing for the con­struc­tion of a neigh­bor­hood play­ground. But one year with iki­gai, if you believe in the pow­er of the con­cept, beats a cen­tu­ry with­out it.

Relat­ed Con­tent:

“Inemuri,” the Japan­ese Art of Tak­ing Pow­er Naps at Work, on the Sub­way, and Oth­er Pub­lic Places

Wabi-Sabi: A Short Film on the Beau­ty of Tra­di­tion­al Japan

How a Kore­an Pot­ter Found a “Beau­ti­ful Life” Through His Art: A Short, Life-Affirm­ing Doc­u­men­tary

Change Your Life! Learn the Japan­ese Art of Declut­ter­ing, Orga­niz­ing & Tidy­ing Things Up

How the Japan­ese Prac­tice of “For­est Bathing”—Or Just Hang­ing Out in the Woods—Can Low­er Stress Lev­els and Fight Dis­ease

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

An Animated Introduction to Friedrich Nietzsche’s Philosophical Recipe for Getting Over the Sources of Regret, Disappointment and Suffering in Our Lives

The idea of accep­tance has found much, well… accep­tance in our ther­a­peu­tic cul­ture, by way of Elis­a­beth Kübler-Ross’ five stages of grief, 12-step pro­grams, the wave of sec­u­lar mind­ful­ness prac­tices, the body-accep­tance move­ment, etc. All of these inter­ven­tions into depressed, bereaved, guilt-rid­den, and/or anx­ious states of mind have their own aims and meth­ods, which some­times over­lap, some­times do not. But what they all share, per­haps, for all the strug­gle involved, is a gen­er­al sense of opti­mism about accep­tance.

One can­not say this defin­i­tive­ly about the Sto­ic idea of amor fati—the instruc­tion to “love one’s fate”—though you might be per­suad­ed to think oth­er­wise if you google the term and come up with a cou­ple dozen pop­u­lar­iza­tions. Yes, there’s love in the name, but the fate we’re asked to embrace may just as well be painful and debil­i­tat­ing as plea­sur­able and uplift­ing. We can­not change what has hap­pened to us, or much con­trol what’s going to hap­pen, so we might as well just get used to it, so to speak.

If this isn’t exact­ly opti­mism in the sense of “it gets bet­ter,” it isn’t entire­ly pes­simism either. But it can become a grim and joy­less fatal­is­tic exer­cise. Yet, as Friedrich Niet­zsche used the term—and he used it with much rel­ish—amor fati means not only accept­ing loss, suf­fer­ing, mis­takes, addic­tions, appear­ances, or men­tal and emo­tion­al tur­bu­lence; it means accept­ing all of itevery­thing and every­one that caus­es both pain and plea­sure, as Alain de Bot­ton says above, “with strength and an all-embrac­ing atti­tude that bor­ders on a kind of enthu­si­as­tic affec­tion.”

“I do not want to wage war against what is ugly,” he wrote in The Gay Sci­ence, “I do not want to accuse; I do not even want to accuse those who accuse.” Read­ers of Niet­zsche may find them­selves pick­ing up any one of his books, includ­ing The Gay Sci­ence, to see him doing all of the above, con­stant­ly, on any ran­dom page. But his is nev­er a sys­tem­at­ic phi­los­o­phy, but an expres­sion of pas­sion and atti­tude, incon­sis­tent in its parts but, as a whole, sur­pris­ing­ly holis­tic. “My for­mu­la for great­ness in a human being,” he writes in Ecce Homo, “is amor fati

That one wants noth­ing to be dif­fer­ent, not for­ward, not back­ward, not in all eter­ni­ty. Not mere­ly bear what is nec­es­sary, still less con­ceal it… but love it.

Although the con­cept may remind us of Sto­ic phi­los­o­phy, and is very often dis­cussed in those terms, Niet­zsche saw such thought—as he under­stood it—as gloomy, ascetic, and life-deny­ing. His use of amor fati goes beyond mere res­ig­na­tion to some­thing more rad­i­cal, and very dif­fi­cult for the human mind to stom­ach, to use a some­what Niet­zschean fig­ure of speech. “It encom­pass­es the whole of world his­to­ry (includ­ing the most hor­rif­ic episodes),” notes a Lei­den Uni­ver­si­ty sum­ma­ry, “and Nietzsche’s own role in this his­to­ry.” Above all, he desired, he wrote, to be a “Yes-say­er.”

Is amor fati a rem­e­dy for regret, dis­sat­is­fac­tion, the end­less­ly rest­less desire for social and self-improve­ment? Can it ban­ish our agony over history’s night­mares and our per­son­al records of fail­ure? De Bot­ton thinks so, but one nev­er real­ly knows with Nietzsche—his often satir­i­cal exag­ger­a­tions can turn them­selves inside out, becom­ing exact­ly the oppo­site of what we expect. Yet above all, what he always turns away from are absolute ideals; we should nev­er take his amor fati as some kind of divine com­mand­ment. It works in dialec­ti­cal rela­tion to his more vig­or­ous crit­i­cal spir­it, and should be applied with a sit­u­a­tion­al and prag­mat­ic eye. In this sense, amor fati can be seen as instrumental—a tool to bring us out of the paral­y­sis of despair and con­dem­na­tion and into an active realm, guid­ed by a rad­i­cal­ly lov­ing embrace of it all.

Relat­ed Con­tent:

The Phi­los­o­phy of “Opti­mistic Nihilism,” Or How to Find Pur­pose in a Mean­ing­less Uni­verse

Niet­zsche Lays Out His Phi­los­o­phy of Edu­ca­tion and a Still-Time­ly Cri­tique of the Mod­ern Uni­ver­si­ty (1872)

An Ani­mat­ed Intro­duc­tion to Sto­icism, the Ancient Greek Phi­los­o­phy That Lets You Lead a Hap­py, Ful­fill­ing Life

The Dig­i­tal Niet­zsche: Down­load Nietzsche’s Major Works as Free eBooks

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

350 Animated Videos That Will Teach You Philosophy, from Ancient to Post-Modern

Phi­los­o­phy is not an idle pur­suit of leisured gen­tle­men and tenured pro­fes­sors, though the life cir­cum­stances of many a philoso­pher might make us think oth­er­wise. The fore­most exam­ple of a priv­i­leged philoso­pher is Mar­cus Aure­lius, famous expos­i­tor of Sto­icism, and also, inci­den­tal­ly, Emper­or of Rome. Yet we must also bear in mind that Epicte­tus, the oth­er most famous expos­i­tor of Sto­icism, whom Aure­lius quotes repeat­ed­ly in his Med­i­ta­tions, was born a slave.

Against cer­tain ten­den­cies of mod­ern think­ing, we might haz­ard to believe that both men shared enough com­mon human expe­ri­ence to arrive at some uni­ver­sal prin­ci­ples ful­ly applic­a­ble to every­day life. Sto­icism, after all, is noth­ing if not prac­ti­cal. Con­sid­er, for exam­ple, the emperor’s advice below—how chal­leng­ing it might be for any­one, and how ben­e­fi­cial, not only for the indi­vid­ual, but—as Aure­lius makes plain—for every­one.

Begin the morn­ing by say­ing to your­self, I shall meet with the busy­body, the ungrate­ful, arro­gant, deceit­ful, envi­ous, unso­cial. All these things hap­pen to them by rea­son of their igno­rance of what is good and evil. But I who have seen the nature of the good that it is beau­ti­ful, and of the bad that it is ugly, and the nature of him who does wrong, that it is akin to mine, not only of the same blood or seed, but that it par­tic­i­pates in the same intel­li­gence and the same por­tion of divin­i­ty, I can nei­ther be harmed by any of them, nor no one can fix on me what is ugly, nor can I be angry with my broth­er, nor hate him. For we are made for coop­er­a­tion, like feet, like hands, like eye­lids, like the rows of the upper and low­er teeth. To act against one anoth­er then is con­trary to nature; and it is act­ing against one anoth­er to be vexed and to turn away.

Yes, a pas­sage that might have come from the speech­es of Gand­hi, the Dalai Lama, or Mar­tin Luther King, Jr. also belongs to the philo­soph­i­cal tra­di­tions of ancient Rome, though in the mouth of an emper­or it may not sound to us as com­pelling­ly rad­i­cal.

Nowa­days, sev­er­al mil­lion more peo­ple have access to books, lit­er­a­cy, and leisure than in Mar­cus Aure­lius’ era (and one won­ders where even an emper­or found the time), though few of us, it’s true, have access to a nobleman’s edu­ca­tion. While cur­rent­ly under threat, the inter­net still pro­vides us with a wealth of free content—and many of us are much bet­ter posi­tioned than Epicte­tus was to edu­cate our­selves about philo­soph­i­cal tra­di­tions, schools, and ways of think­ing.

We can learn about the Sto­ics, for example—or get the gist, and hope­ful­ly a taste for more—with Alain de Botton’s video appe­tiz­er at the top, just one of 35 short ani­mat­ed videos on the phi­los­o­phy YouTube chan­nel of his School of Life.

We can cruise through a sum­ma­ry of Aristotle’s views on “flour­ish­ing” in the video above, nar­rat­ed by the always-affa­ble Stephen Fry as part of the BBC’s “His­to­ry of Ideas” series, cur­rent­ly up to 48 unique­ly ani­mat­ed videos fea­tur­ing oth­er smart-sound­ing celebri­ty nar­ra­tors like Har­ry Shear­er and Gillian Ander­son.

The Macat series of phi­los­o­phy explain­er videos (136 in total) may lack celebri­ty cred, but it makes up for it with some very thor­ough short sum­maries of impor­tant works in philosophy—as well as soci­ol­o­gy, psy­chol­o­gy, his­to­ry, pol­i­tics, eco­nom­ics, and lit­er­a­ture. “The essen­tial pur­pose of pol­i­tics is free­dom,” Han­nah Arendt wrote in her 1958 The Human Con­di­tion, we learn above, a work of hers that is not focused on mass mur­der and total­i­tar­i­an­ism. Arendt had much more to say, and in this book, she relies on a clas­si­cal dis­tinc­tion well known to the Greeks and Romans and all who came after them: the con­trast between two kinds of life—the vita acti­va and vita con­tem­pla­ti­va.

While phi­los­o­phy may have become much more acces­si­ble, it has also become less “open access”—in the sense of being a pub­lic affair, tak­ing place in city squares and active­ly encour­aged by states­men and ordi­nary loi­ter­ers alike. For all its possibilities—and we hope they can remain—the inter­net has nev­er been able to recre­ate the Athen­ian ide­al of the philo­soph­i­cal pub­lic square, if such a thing ever real­ly exist­ed. But projects like Wire­less Phi­los­o­phy—spon­sored by Yale, MIT, Duke, and oth­er elite institutions—have sought for years to intro­duce peo­ple from every walk of life to the kinds of ideas that Athe­ni­ans sup­pos­ed­ly threw around like fris­bees in their spare time, includ­ing Plato’s notion (via his mouth­piece, Socrates) of “the good life,” which Uni­ver­si­ty of New Orleans pro­fes­sor Chris Sur­pre­nent, sum­ma­rizes above. See all of Wire­less Phi­los­o­phy’s 130 ani­ma­tions here.

The mate­r­i­al is out there. We’ve high­light­ed 350 philo­soph­i­cal ani­ma­tions above, and also sep­a­rate­ly gath­ered 200+ Free Online Phi­los­o­phy Cours­es. And, if you’re read­ing this, it’s a good bet you’ve prob­a­bly got a lit­tle time to spare. If it’s an old-fash­ioned sales pitch you need to get going, con­sid­er that for just pen­nies, er, min­utes a day, you can become more knowl­edge­able about ancient Greek and Roman thought, Kant­ian ethics, 20th cen­tu­ry Crit­i­cal The­o­ry, Niet­zsche, crit­i­cal think­ing skills, Scholas­tic the­o­log­i­cal thought, Bud­dhism, Wittgen­stein, Sartre, etc., etc, etc., etc. That said, how­ev­er, acquir­ing the con­cen­tra­tion, dis­ci­pline, and will to do your own think­ing about what you’ve learned, and to apply it, has nev­er been so free and easy to come by for any­one at any time in his­to­ry.

Relat­ed Con­tent:

48 Ani­mat­ed Videos Explain the His­to­ry of Ideas: From Aris­to­tle to Sartre

Watch Ani­mat­ed Intro­duc­tions to 25 Philoso­phers by The School of Life: From Pla­to to Kant and Fou­cault

105 Ani­mat­ed Phi­los­o­phy Videos from Wire­less Phi­los­o­phy: A Project Spon­sored by Yale, MIT, Duke & More

135 Free Phi­los­o­phy eBooks 

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

What Books Did Wunderkind Philosopher J.S. Mill Read Between Ages 3 and 7?: Plato’s Apology (in Ancient Greek), Cervantes’ Don Quixote & Much More

I left much of my read­ing of C.S. Lewis behind, but one quote of his will stay with me for life: “It is a good rule,” he advised, “after read­ing a new book, nev­er to allow your­self anoth­er new one till you have read an old one in between.” I believe his advice is invalu­able for main­tain­ing a bal­anced per­spec­tive and achiev­ing a healthy crit­i­cal dis­tance from the tumult of the present.

Read­ing works of ancient writ­ers shows us how alike the mores and the crises of the ancients were to ours, and how vast­ly dif­fer­ent. Those sim­i­lar­i­ties and dif­fer­ences can help us eval­u­ate cer­tain cur­rent ortho­dox­ies with greater wis­dom. And that’s not to men­tion count­less his­to­ri­ans, nov­el­ists, poets, play­wrights, crit­ics, and philoso­phers from the past few hun­dred years, or sev­er­al decades, who have much to teach us about where our mod­ern ideas came from and how much they’ve devi­at­ed from their prece­dents.

For exam­ple, 19th cen­tu­ry lib­er­al polit­i­cal philoso­pher John Stu­art Mill is now wide­ly admired by con­ser­v­a­tive and lib­er­tar­i­an writ­ers and aca­d­e­mics as a pro­po­nent of indi­vid­ual eco­nom­ic lib­er­ty, the free mar­ket, and a flat tax. And they are not wrong, he was all of that, in his ear­ly thought. (Mill lat­er sup­port­ed sev­er­al social­ist caus­es.) Many of his oth­er polit­i­cal views might be denounced by quite a few as the excess­es of cam­pus activist left­ism. Adam Gop­nik sum­ma­rizes the Vic­to­ri­an philosopher’s gen­er­ous slate of posi­tions:

Mill believed in com­plete equal­i­ty between the sex­es, not just women’s col­leges and, some­day, female suf­frage but absolute par­i­ty; he believed in equal process for all, the end of slav­ery, votes for the work­ing class­es, and the right to birth con­trol (he was arrest­ed at sev­en­teen for help­ing poor peo­ple obtain con­tra­cep­tion), and in the com­mon intel­li­gence of all the races of mankind. He led the fight for due process for detainees accused of ter­ror­ism; argued for teach­ing Ara­bic, in order not to alien­ate poten­tial native rad­i­cals.…

Can peo­ple to Mill’s left on eco­nom­ics learn some­thing from him? Sure. Can peo­ple to his right on near­ly every­thing else learn a thing or two? It’s worth a shot. Mill cham­pi­oned engag­ing those with whom we dis­agree (he great­ly admired Thomas Car­lyle; the two could­n’t have been more dif­fer­ent in many respects). He also argued vig­or­ous­ly for “’lib­er­ty of the press’ as one of the secu­ri­ties against cor­rupt or tyran­ni­cal gov­ern­ment.” Before nod­ding your head in agree­ment—read Mill’s argu­ments. He might not agree with you.

And what did John Stu­art Mill read? In Chap­ter One of his auto­bi­og­ra­phy, Mill gives a detailed account of his clas­si­cal edu­ca­tion from ages 3–7, dur­ing which time he read “the whole of Herodotus,” “the first six dia­logues of Pla­to,” “part of Lucian,” all in their orig­i­nal Greek, of course, as any young gen­tle­man of the time would. Mil­l’s father, Scot­tish philoso­pher James Mill, inten­tion­al­ly set out to cre­ate a genius with this advanced course of study.

Lapham’s Quar­ter­ly excerpt­ed the pas­sage, and turned the many books Mill men­tions into a list called “Ear­ly Edu­ca­tion.” You can find all of the titles below, includ­ing the ancients men­tioned and over two dozen “mod­ern” works (that is, since the time of the Renais­sance) Mill read as a child in Eng­lish, includ­ing Cer­vantes’ mam­moth Don Quixote. Most of us will have to make do with trans­la­tions of the Greek texts, but take heart, even Mill “learnt no Latin until my eighth year.” The list shows not only Mill’s daunt­ing pre­coc­i­ty, but also how essen­tial clas­si­cal texts were to well-edu­cat­ed Euro­peans of any age.

It also high­lights what kinds of texts were val­ued by Mil­l’s soci­ety, or at least by his father. All of the authors but one are men, all of them are Euro­peans, most of the works are his­to­ries and biogra­phies. Giv­en Mill’s broad views, his own rec­om­mend­ed read­ing list might look dif­fer­ent. Nonethe­less, Mil­l’s account of his extra­or­di­nary ear­ly years gives us a fas­ci­nat­ing look at the rel­a­tive breadth of a lib­er­al edu­ca­tion in 19th cen­tu­ry Britain. What ancient authors did you read as a young stu­dent? Or do you read now, between books, essays, arti­cles, or Twit­ter­storms du jour?

 

In Greek

Aesop–The Fables

Xenophon–The Anaba­sis, Memo­ri­als of Socrates, The Cry­opadeia 

Herodotus–The His­to­ries

Dio­genes Laer­tius–some of The Lives of Philoso­phers

Lucian–various works

Isocrates–parts of To Demon­i­cus and To Nic­o­cles 

Pla­to--Euthy­phro, Apol­o­gy, Crito, Phae­do, Craty­lus, Theaete­tus

 

In Eng­lish

William Robert­son–The His­to­ry of Amer­i­ca, The His­to­ry of the Reign of the Emper­or Charles V, The His­to­ry of Scot­land Dur­ing the Reigns of Queen Mary and King James VI

David Hume–The His­to­ry of Eng­land

Edward Gib­bon–The His­to­ry of the Decline and Fall of the Roman Empire

Robert Watson–The His­to­ry of the Reign of Philip II, King of Spain

Robert Wat­son and William Thomp­son–The His­to­ry of the Reign of Philip III, King of Spain

Nathaniel Hooke–The Roman His­to­ry, from the Build­ing of Rome to the Ruin of the Com­mon­wealth 

Charles Rollin–The Ancient His­to­ry of the Egyp­tians, Carthagini­ans, Assyr­i­ans, Baby­lo­ni­ans, Medes and Per­sians, Mace­do­nians and Gre­cians

Plutarch–Par­al­lel Lives

Gilbert Bur­net--Bish­op Bur­net’s His­to­ry of His Own Time

The Annu­al Reg­is­ter of World Events, A Review of the Year (1758–1788)

John Mil­lar–An His­tor­i­cal View of the Eng­lish Gov­ern­ment

Johann Lorenz von Mosheim–An Eccle­si­as­ti­cal His­to­ry

Thomas McCrie–The Life of John Knox

William Sewell–The His­to­ry of the Rise, Increase, and Progress of the Chris­t­ian Peo­ple Called Quak­ers 

Thomas Wight and John Rut­ty–A His­to­ry of the Rise and Progress of Peo­ple Called Quak­ers in Ire­land

Philip Beaver–African Mem­o­ran­da

David Collins–An Account of the Eng­lish Colony in New South Wales

George Anson–A Voy­age Round the World

Daniel Defoe–Robin­son Cru­soe

The Ara­bi­an Nights and Ara­bi­an Tales

Miguel de Cer­vantes–Don Quixote

Maria Edge­worth–Pop­u­lar Tales

Hen­ry Brooke–The Fool of Qual­i­ty; or the His­to­ry of Hen­ry, Earl of More­land

via Lapham’s Quar­ter­ly

Relat­ed Con­tent:

Noam Chom­sky Defines What It Means to Be a Tru­ly Edu­cat­ed Per­son

Harold Bloom Cre­ates a Mas­sive List of Works in The “West­ern Canon”: Read Many of the Books Free Online

Intro­duc­tion to Polit­i­cal Phi­los­o­phy: A Free Yale Course

Leo Strauss: 15 Polit­i­cal Phi­los­o­phy Cours­es Online

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Research Finds That Intellectual Humility Can Make Us Better Thinkers & People; Good Thing There’s a Free Course on Intellectual Humility

We may have grown used to hear­ing about the impor­tance of crit­i­cal think­ing, and stowed away knowl­edge of log­i­cal fal­lac­i­es and cog­ni­tive bias­es in our argu­men­ta­tive toolk­it. But were we to return to the philo­soph­i­cal sources of infor­mal log­ic, we would find that we only grasped at some of the prin­ci­ples of rea­son. The oth­ers involve ques­tions of what we might call virtue or character—what for the Greeks fell into the cat­e­gories of ethos and pathos. The prin­ci­ple of char­i­ty, for exam­ple, in which we give our oppo­nents a fair hear­ing and respond to the best ver­sion of their argu­ments as we under­stand them. And the prin­ci­ple, exem­pli­fied by Plato’s Socrates, of intel­lec­tu­al humil­i­ty. Or as one punk band put it in their Socrat­ic trib­ute. “All I know is that I don’t know. All I know is that I don’t know noth­ing.”

Intel­lec­tu­al humil­i­ty is not, con­trary to most pop­u­lar appear­ances, reflex­ive­ly accord­ing equal weight to “both sides” of every argu­ment or assum­ing that everyone’s opin­ion is equal­ly valid. These are forms of men­tal lazi­ness and eth­i­cal abdi­ca­tion. It is, how­ev­er, believ­ing in our own fal­li­bil­i­ty and open­ing our­selves up to hear­ing argu­ments with­out imme­di­ate­ly form­ing a judg­ment about them or the peo­ple who make them. We do not aban­don our rea­son and val­ues, we strength­en them, argues Mark Leary, by “not being afraid of being wrong.” Leary, pro­fes­sor of psy­chol­o­gy and neu­ro­science at Duke Uni­ver­si­ty, is the lead author of a new study on intel­lec­tu­al humil­i­ty that found “essen­tial­ly no dif­fer­ence between lib­er­als and con­ser­v­a­tives or between reli­gious and non­re­li­gious peo­ple” when it comes to intel­lec­tu­al humil­i­ty.

The study chal­lenges many ideas that can pre­vent dia­logue. “There are stereo­types about con­ser­v­a­tives and reli­gious­ly con­ser­v­a­tive peo­ple being less intel­lec­tu­al­ly hum­ble about their beliefs,” says Leary. But he and his col­leagues “didn’t find a shred of evi­dence to sup­port that.” This doesn’t nec­es­sar­i­ly mean that such peo­ple have high degrees of intel­lec­tu­al humil­i­ty, only that all of us, per­haps equal­ly, pos­sess fair­ly low lev­els of the trait. I’ll be the first to admit that it is not an easy one to devel­op, espe­cial­ly when we’re on the defen­sive for some seem­ing­ly good reasons—and when we live in a cul­ture that encour­ages us to make deci­sions and take actions on the strength of an image, some min­i­mal text, and a few but­tons that lead us right to our bank accounts. (To quote Oper­a­tion Ivy again, “We get told to decide. Just like as if I’m not gonna change my mind.”)

But in the Duke study, reports Ali­son Jones at Duke Today, “those who dis­played intel­lec­tu­al humil­i­ty did a bet­ter job of eval­u­at­ing the qual­i­ty of evi­dence.” They took their time to make care­ful con­sid­er­a­tions. And they were gen­er­al­ly more char­i­ta­ble and “less like­ly to judge a writer’s char­ac­ter based on his or her views.” By con­trast, “intel­lec­tu­al­ly arro­gant” peo­ple gave writ­ers with whom they dis­agreed “low scores in moral­i­ty, hon­esty, com­pe­tence, and warmth.” As a for­mer teacher of rhetoric, I won­der whether the researchers account­ed for the qual­i­ty and per­sua­sive­ness of the writ­ing itself. Nonethe­less, this obser­va­tion under­scores the prob­lem of con­flat­ing an author’s work with his or her char­ac­ter. Moral judg­ment can inhib­it intel­lec­tu­al curios­i­ty and open-mind­ed­ness. Intel­lec­tu­al­ly arro­gant peo­ple often resort to insults and per­son­al attacks over thought­ful analy­sis.

The enor­mous num­ber of assump­tions we bring to almost every con­ver­sa­tion with peo­ple who dif­fer from us can blind us to our own faults and to oth­er people’s strengths. But intel­lec­tu­al humil­i­ty is not genet­i­cal­ly determined—it is a skill that can be learned, Leary believes. Big Think rec­om­mends a free MOOC from the Uni­ver­si­ty of Edin­burgh on intel­lec­tu­al humil­i­ty (see an intro­duc­tion to the con­cept at the top and a series of lec­tures here). “Faced with dif­fi­cult ques­tions,” explains course lec­tur­er Dr. Ian Church, “peo­ple often tend to dis­miss and mar­gin­al­ize dis­sent…. The world needs more peo­ple who are sen­si­tive to rea­sons both for and against their beliefs, and are will­ing to con­sid­er the pos­si­bil­i­ty that their polit­i­cal, reli­gious and moral beliefs might be mis­tak­en.” The course offers three dif­fer­ent lev­els of engage­ment, from casu­al to quite involved, and three sep­a­rate class sec­tions at Cours­era: The­o­ry, Prac­tice, and Sci­ence.

It’s like­ly that many of us need some seri­ous prepa­ra­tion before we’re will­ing to lis­ten to those who hold cer­tain views. And per­haps cer­tain views don’t actu­al­ly deserve a hear­ing. But in most cas­es, if we can let our guard down, set aside feel­ings of hos­til­i­ty, and become will­ing to learn some­thing even from those with whom we dis­agree, we might be able to do what so many psy­chol­o­gists con­tin­ue to rec­om­mend. As Cindy Lamothe writes at New York Mag­a­zine’s Sci­ence of Us blog, “we have to be will­ing to expose our­selves to oppos­ing per­spec­tives in the first place—which means that, as daunt­ing as it may seem, lis­ten­ing to friends and fam­i­ly with rad­i­cal­ly dif­fer­ent views can be ben­e­fi­cial to our long-term intel­lec­tu­al progress.” The hol­i­days are soon upon us. Let the healing—or at least the char­i­ta­ble tol­er­ance if you can man­age it—begin.

via Big Think

Relat­ed Con­tent:

Stephen Fry Iden­ti­fies the Cog­ni­tive Bias­es That Make Trump Tick       

32 Ani­mat­ed Videos by Wire­less Phi­los­o­phy Teach You the Essen­tials of Crit­i­cal Think­ing

Why We Need to Teach Kids Phi­los­o­phy & Safe­guard Soci­ety from Author­i­tar­i­an Con­trol

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

The Philosophy of Rick and Morty: What Everyone’s New Favorite Cartoon Has in Common with Albert Camus

“Nobody exists on pur­pose, nobody belongs any­where, every­body’s gonna die.” So, in one episode of Rick and Morty, says the four­teen-year-old Morty Smith, one of the show’s tit­u­lar co-pro­tag­o­nists. With the oth­er, a mad sci­en­tist by the name of Rick Sanchez, who also hap­pens to be Morty’s grand­fa­ther, he con­sti­tutes the ani­mat­ed team that has enter­tained thou­sands and thou­sands of view­ers — and made insa­tiable fans of seem­ing­ly all of them — over the past four years. To those few who haven’t yet seen the show, it may just look like a sil­ly car­toon, but the true fans under­stand that under­neath all of the mem­o­rable gags and quotable lines lies an unusu­al philo­soph­i­cal depth.

“The human desire to ful­fill some spe­cial exis­ten­tial pur­pose has exist­ed through­out his­to­ry,” says video essay­ist Will Schoder in his analy­sis of the phi­los­o­phy of Rick and Morty. But the tit­u­lar duo’s adven­tures through all pos­si­ble real­i­ties of the “mul­ti­verse” ensure that they expe­ri­ence first­hand the utter mean­ing­less­ness of each indi­vid­ual real­i­ty.

When Morty breaks that bleak-sound­ing news to his sis­ter Sum­mer with the now oft-quot­ed line above, he actu­al­ly deliv­ers a “com­fort­ing mes­sage”: once you con­front the ran­dom­ness of the uni­verse, as Rick and Morty con­stant­ly do, “the only option is to find impor­tance in the stuff right in front of you,” and their adven­tures show that “friends, fam­i­ly, and doing what we enjoy are far more impor­tant than any unsolv­able ques­tions about exis­tence.”

Schoder, also the author of a video essay on Rick and Morty co-cre­ator Dan Har­mon’s mytho­log­i­cal sto­ry­telling tech­nique as well as one we’ve pre­vi­ous­ly fea­tured about David Fos­ter Wal­lace’s cri­tique of post­mod­ernism, makes the clear philo­soph­i­cal con­nec­tion to Albert Camus. The philoso­pher and author of The Stranger wrote and thought a great deal about the “con­tra­dic­tion between humans’ desire to find mean­ing in life and the mean­ing­less­ness of the uni­verse,” and the absur­di­ty that results, a notion the car­toon has dra­ma­tized over and over again, with an ever-height­en­ing absur­di­ty. We must, like Sisy­phus eter­nal­ly push­ing his rock uphill, rec­og­nize the true nature of our sit­u­a­tion yet defi­ant­ly con­tin­ue “to explore and search for mean­ing.” Morty, as any fan well knows, offers Sum­mer anoth­er solu­tion to her despair: “Come watch TV.”

Relat­ed Con­tent:

Albert Camus: The Mad­ness of Sin­cer­i­ty — 1997 Doc­u­men­tary Revis­its the Philosopher’s Life & Work

David Fos­ter Wal­lace on What’s Wrong with Post­mod­ernism: A Video Essay

The Phi­los­o­phy of The Matrix: From Pla­to and Descartes, to East­ern Phi­los­o­phy

The Phi­los­o­phy of Bill Mur­ray: The Intel­lec­tu­al Foun­da­tions of His Comedic Per­sona

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

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