Take an Intellectual Odyssey with a Free MIT Course on Douglas Hofstadter’s Pulitzer Prize-Winning Book Gödel, Escher, Bach: An Eternal Golden Braid

In 1979, math­e­mati­cian Kurt Gödel, artist M.C. Esch­er, and com­pos­er J.S. Bach walked into a book title, and you may well know the rest. Dou­glas R. Hof­s­tadter won a Pulitzer Prize for Gödel, Esch­er, Bach: an Eter­nal Gold­en Braid, his first book, thence­forth (and hence­forth) known as GEB. The extra­or­di­nary work is not a trea­tise on math­e­mat­ics, art, or music, but an essay on cog­ni­tion through an explo­ration of all three — and of for­mal sys­tems, recur­sion, self-ref­er­ence, arti­fi­cial intel­li­gence, etc. Its pub­lish­er set­tled on the pithy descrip­tion, “a metaphor­i­cal fugue on minds and machines in the spir­it of Lewis Car­roll.”

GEB attempt­ed to reveal the mind at work; the minds of extra­or­di­nary indi­vid­u­als, for sure, but also all human minds, which behave in sim­i­lar­ly unfath­omable ways. One might also describe the book as oper­at­ing in the spir­it — and the prac­tice — of Her­man Hesse’s Glass Bead Game, a nov­el Hesse wrote in response to the data-dri­ven machi­na­tions of fas­cism and their threat to an intel­lec­tu­al tra­di­tion he held par­tic­u­lar­ly dear. An alter­nate title (and key phrase in the book) Mag­is­ter Ludi, puns on both “game” and “school,” and alludes to the impor­tance of play and free asso­ci­a­tion in the life of the mind.

Hesse’s eso­teric game, writes his biog­ra­ph­er Ralph Freed­man, con­sists of “con­tem­pla­tion, the secrets of the Chi­nese I Ching and West­ern math­e­mat­ics and music” and seems sim­i­lar enough to Hof­s­tadter’s approach and that of the instruc­tors of MIT’s open course, Gödel, Esch­er, Bach: A Men­tal Space Odyssey. Offered through the High School Stud­ies Pro­gram as a non-cred­it enrich­ment course, it promis­es “an intel­lec­tu­al vaca­tion” through “Zen Bud­dhism, Log­ic, Meta­math­e­mat­ics, Com­put­er Sci­ence, Arti­fi­cial Intel­li­gence, Recur­sion, Com­plex Sys­tems, Con­scious­ness, Music and Art.”

Stu­dents will not study direct­ly the work of Gödel, Esch­er, and Bach but rather “find their spir­its aboard our men­tal ship,” the course descrip­tion notes, through con­tem­pla­tions of canons, fugues, strange loops, and tan­gled hier­ar­chies. How do mean­ing and form arise in sys­tems like math and music? What is the rela­tion­ship of fig­ure to ground in art? “Can recur­sion explain cre­ativ­i­ty,” as one of the course notes asks. Hof­s­tadter him­self has pur­sued the ques­tion beyond the entrench­ment of AI research in big data and brute force machine learn­ing. For all his daunt­ing eru­di­tion and chal­leng­ing syn­the­ses, we must remem­ber that he is play­ing a high­ly intel­lec­tu­al game, one that repli­cates his own expe­ri­ence of think­ing.

Hof­s­tadter sug­gests that before we can under­stand intel­li­gence, we must first under­stand cre­ativ­i­ty. It may reveal its secrets in com­par­a­tive analy­ses of the high­est forms of intel­lec­tu­al play, where we see the clever for­mal rules that gov­ern the mind’s oper­a­tions; the blind alleys that explain its fail­ures and lim­i­ta­tions; and the pos­si­bil­i­ty of ever actu­al­ly repro­duc­ing work­ings in a machine. Watch the lec­tures above, grab a copy of Hofstadter’s book, and find course notes, read­ings, and oth­er resources for the fas­ci­nat­ing course Gödel, Esch­er, Bach: A Men­tal Space Odyssey archived here. The course will be added to our list, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Relat­ed Con­tent: 

How a Bach Canon Works. Bril­liant.

Math­e­mat­ics Made Vis­i­ble: The Extra­or­di­nary Math­e­mat­i­cal Art of M.C. Esch­er

The Mir­ror­ing Mind: An Espres­so-Fueled Inter­pre­ta­tion of Dou­glas Hofstadter’s Ground­break­ing Ideas

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

Eastern Philosophy Explained: From the Buddha to Confucius and Haiku to the Tea Ceremony

There was a time, not so long ago in human his­to­ry, when prac­ti­cal­ly no West­ern­ers looked to the East for wis­dom. But from our per­spec­tive today, this kind of philo­soph­i­cal seek­ing has been going on long enough to feel nat­ur­al. When times get try­ing, you might turn to the Bud­dha, Lao Tzu, or even Con­fu­cius for wis­dom as soon as you would to any oth­er fig­ure, no mat­ter your cul­ture of ori­gin. And here in the 21st cen­tu­ry, intro­duc­tions to their thought lie clos­er than ever to hand: on The School of Life’s “East­ern phi­los­o­phy” Youtube playlist, you’ll find primers on these influ­en­tial sages and oth­ers besides, all play­ful­ly ani­mat­ed and nar­rat­ed by Alain de Bot­ton.

De Bot­ton him­self has writ­ten on many sub­jects, but has found some of his great­est suc­cess in one par­tic­u­lar area: pre­sent­ing the work of writ­ers and thinkers from bygone eras in a man­ner help­ful to mod­ern-day audi­ences. That his best-known books include The Con­so­la­tions of Phi­los­o­phy and How Proust Can Change Your Life sug­gests a per­son­al incli­na­tion toward the West­ern, but through­out sub­se­quent projects his purview has widened.

With the School of Life’s Youtube chan­nel he’s cast an espe­cial­ly wide cul­tur­al and intel­lec­tu­al net, which has pulled in not just the ideas of Pla­to, Kant, and Fou­cault but the prin­ci­ples of rock appre­ci­a­tion, kintsu­gi, and wu wei as well.

Who among us could­n’t stand to cul­ti­vate a lit­tle more appre­ci­a­tion for rocks, or indeed for the oth­er seem­ing­ly mun­dane ele­ments of the world we pass our days ignor­ing? And sure­ly we could all use a bit of the world­view behind kintsu­gi, the art of repair­ing bro­ken pot­tery in such a way as to bril­liant­ly high­light the cracks rather than hide them, or wu wei, a kind of flex­i­bil­i­ty of being com­pa­ra­ble to slight drunk­en­ness.

If these con­cepts appeal to you, you can go slight­ly deep­er with the School of Life’s intro­duc­tions to such his­tor­i­cal per­son­ages as Zen poet Mat­suo Bashō, acknowl­edged as the mas­ter of haiku, and Sen no Rikyū, who devel­oped the Japan­ese “way of tea.” These would once have seemed unlike­ly sub­jects to inter­est peo­ple from the oth­er side of the world; but as the pop­u­lar­i­ty of these videos under­scores, that era has passed. And as the School of Life expands, might it not find an even more robust audi­ence of East­ern­ers get­ting into West­ern phi­los­o­phy?

Watch nine videos here.

Relat­ed Con­tent:

“The Phi­los­o­phy of “Flow”: A Brief Intro­duc­tion to Tao­ism

In Basho’s Foot­steps: Hik­ing the Nar­row Road to the Deep North Three Cen­turies Lat­er

Bud­dhism 101: A Short Intro­duc­to­ry Lec­ture by Jorge Luis Borges

What Ancient Chi­nese Phi­los­o­phy Can Teach Us About Liv­ing the Good Life Today: Lessons from Harvard’s Pop­u­lar Pro­fes­sor, Michael Puett

A Visu­al Intro­duc­tion to Kintsu­gi, the Japan­ese Art of Repair­ing Bro­ken Pot­tery and Find­ing Beau­ty in Imper­fec­tion

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

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the Sub­stack newslet­ter Books on Cities, 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.

Søren Kierkegaard – Subjectivity, Irony and the Crisis of Modernity: A Free Online Course from the University of Copenhagen

The Uni­ver­si­ty of Copen­hagen and Jon Stew­art, PhD present Søren Kierkegaard – Sub­jec­tiv­i­ty, Irony and the Cri­sis of Moder­ni­ty, a course explor­ing the work of Den­mark’s great philoso­pher. The course descrip­tion reads as fol­lows:

It is often claimed that rel­a­tivism, sub­jec­tivism and nihilism are typ­i­cal­ly mod­ern philo­soph­i­cal prob­lems that emerge with the break­down of tra­di­tion­al val­ues, cus­toms and ways of life. The result is the absence of mean­ing, the lapse of reli­gious faith, and feel­ing of alien­ation that is so wide­spread in moder­ni­ty.

The Dan­ish thinker Søren Kierkegaard (1813–55) gave one of the most pen­e­trat­ing analy­ses of this com­plex phe­nom­e­non of moder­ni­ty. But some­what sur­pris­ing­ly he seeks insight into it not in any mod­ern thinker but rather in an ancient one, the Greek philoso­pher Socrates.

In this course cre­at­ed by for­mer asso­ciate pro­fes­sor at the Søren Kierkegaard Research Cen­tre, Jon Stew­art, we will explore how Kierkegaard deals with the prob­lems asso­ci­at­ed with rel­a­tivism, the lack of mean­ing and the under­min­ing of reli­gious faith that are typ­i­cal of mod­ern life. His pen­e­trat­ing analy­ses are still high­ly rel­e­vant today and have been seen as insight­ful for the lead­ing fig­ures of Exis­ten­tial­ism, Post-Struc­tural­ism and Post-Mod­ernism.

You can take Søren Kierkegaard for free by select­ing the audit option upon enrolling. If you want to take the course for a cer­tifi­cate, you will need to pay a fee.

Søren Kierkegaard has been added to our list of Free Phi­los­o­phy Cours­es, a sub­set of our col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Relat­ed Con­tent

The Phi­los­o­phy of Kierkegaard, the First Exis­ten­tial­ist Philoso­pher, Revis­it­ed in 1984 Doc­u­men­tary

An Ani­mat­ed, Mon­ty Python-Style Intro­duc­tion to the Søren Kierkegaard, the First Exis­ten­tial­ist

Exis­ten­tial Phi­los­o­phy of Kierkegaard, Sartre, Camus Explained with 8‑Bit Video Games

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Ancient Philosophy: Free Online Course from the University of Pennsylvania

This two part course from the Uni­ver­si­ty of Penn­syl­va­nia (Part 1 herePart 2 here) “traces the ori­gins of phi­los­o­phy in the West­ern tra­di­tion in the thinkers of Ancient Greece,” begin­ning with “the Pre­so­crat­ic nat­ur­al philoso­phers who were active in Ionia in the 6th cen­tu­ry BCE and are also cred­it­ed with being the first sci­en­tists.” The course descrip­tion con­tin­ues:

Thales, Anax­i­man­der, and Anax­imines made bold pro­pos­als about the ulti­mate con­stituents of real­i­ty, while Her­a­cli­tus insist­ed that there is an under­ly­ing order to the chang­ing world. Par­menides of Elea for­mu­lat­ed a pow­er­ful objec­tion to all these pro­pos­als, while lat­er Greek the­o­rists (such as Anaxago­ras and the atom­ist Dem­ocri­tus) attempt­ed to answer that objec­tion. In fifth-cen­tu­ry Athens, Socrates insist­ed on the impor­tance of the fun­da­men­tal eth­i­cal question—“How shall I live?”—and his pupil, Pla­to, and Plato’s pupil, Aris­to­tle, devel­oped elab­o­rate philo­soph­i­cal sys­tems to explain the nature of real­i­ty, knowl­edge, and human hap­pi­ness. After the death of Aris­to­tle, in the Hel­lenis­tic peri­od, Epi­cure­ans and Sto­ics devel­oped and trans­formed that ear­li­er tra­di­tion.

Part I cov­ers Pla­to and his pre­de­ces­sors. Part II cov­ers Aris­to­tle and his suc­ces­sors. Both cours­es are taught by pro­fes­sor Susan Sauvé Mey­er.

You can take these cours­es for free by select­ing the audit option upon enrolling. If you want to take the cours­es for a cer­tifi­cate, you will need to pay a fee.

Both cours­es will be added to our list of Free Phi­los­o­phy Cours­es, a sub­set of our larg­er col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

Relat­ed Con­tent:

A His­to­ry of Phi­los­o­phy in 81 Video Lec­tures: A Free Course That Explores Phi­los­o­phy from Ancient Greece to Mod­ern

Free Clas­sics Cours­es

The His­to­ry of Phi­los­o­phy With­out Any Gaps Pod­cast, Now at 370 Episodes, Expands into East­ern Phi­los­o­phy

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An Interactive Visualization of the Stanford Encyclopedia of Philosophy

2020 was “a year for the (record) books in pub­lish­ing,” wrote Jim Mil­liot in Publisher’s Week­ly this past Jan­u­ary, a surge con­tin­u­ing into 2021. Yet some kinds of print books have so declined in sales there may be no rea­son to keep pub­lish­ing them, or buy­ing them, since their equiv­a­lents online are supe­ri­or in almost every respect to any ver­sion on paper. As I final­ly con­ced­ed dur­ing a recent, aggres­sive spring clean­ing, I per­son­al­ly have no rea­son to store heavy, bulky, dusty ref­er­ence books, except in cas­es of extreme sen­ti­ment.

The online Stan­ford Ency­clo­pe­dia of Phi­los­o­phy, or the SEP, dis­pensed with the need for phi­los­o­phy ency­clo­pe­dias in print years ago. It’s “the most inter­est­ing web­site on the inter­net,” wrote Nikhail Son­nad at Quartz in 2015. “Not because of the con­tent — which includes fas­ci­nat­ing entries on every­thing from ambi­gu­i­ty to zom­bies—but because of the site itself. Its cre­ators have solved one of the internet’s fun­da­men­tal prob­lems: How to pro­vide author­i­ta­tive, rig­or­ous­ly accu­rate knowl­edge, at no cost to read­ers. It’s some­thing the ency­clo­pe­dia, or SEP, has man­aged to do for two decades.”

Start­ed in 1995 by Stan­ford philoso­pher Edward Zal­ta with only two entries, the SEP is “pos­i­tive­ly ancient in inter­net years,” but it is hard­ly “ossi­fied,” remain­ing an online source “‘com­pa­ra­ble in scope, depth and author­i­ty,’” the Amer­i­can Library Association’s Book­list review wrote, “to the biggest phi­los­o­phy ency­clo­pe­dias in print.”

I per­son­al­ly think the SEP is just as inter­est­ing for its con­tent as its achieve­ment, if not more so — and now, thanks to engi­neer and devel­op­er Joseph DiCas­tro, that con­tent is more acces­si­ble than ever, though an inter­ac­tive visu­al­iza­tion project and search engine called Visu­al­iz­ing SEP.

Visu­al­iz­ing SEP “pro­vides clear visu­al­iza­tions based on a philo­soph­i­cal tax­on­o­my that DiCas­tro adapt­ed from the one devel­oped by the Indi­ana Uni­ver­si­ty Phi­los­o­phy Ontol­ogy Project (InPhO),” Justin Wein­berg writes at Dai­ly Nous. “Type a term into the search box and sug­gest­ed SEP entries will be list­ed. Click on one of the entry titles, and a sim­ple visu­al­iza­tion will appear with your select­ed entry at the cen­ter and relat­ed entries sur­round­ing it.” At the top of the page, you can select from a series of “domains.” Each selec­tion pro­duces a sim­i­lar visu­al­iza­tion of var­i­ous-sized dots.

I found enough entries to keep me busy for hours in the very first domain graph, “Aes­thet­ics and Phi­los­o­phy of Art.” The last of these, sim­ply titled “Thinker,” links togeth­er all of the philoso­phers men­tioned in the Stan­ford Ency­clo­pe­dia of Phi­los­o­phy, from the most famous house­hold names to the most obscure and scholas­tic. Just skim­ming through these names and read­ing the brief biogra­phies at the left will leave read­ers with a broad­er con­tex­tu­al under­stand­ing than they could gain from a print ency­clo­pe­dia. (Click on the “Arti­cle Details” but­ton to expand the full arti­cle).

The visu­al­iz­er project car­ries forth into the data-obsessed 21st cen­tu­ry one of the best things about the Inter­net in its ear­li­est years: access to free, high qual­i­ty (and high­ly portable) infor­ma­tion with few bar­ri­ers for entry. Learn more about how to best nav­i­gate Visu­al­iz­ing SEP at Dai­ly Nous.

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

A Data Visu­al­iza­tion of Mod­ern Phi­los­o­phy, 1950–2018

The His­to­ry of Phi­los­o­phy Visu­al­ized in an Inter­ac­tive Time­line

“The Philosopher’s Web,” an Inter­ac­tive Data Visu­al­iza­tion Shows the Web of Influ­ences Con­nect­ing Ancient & Mod­ern Philoso­phers

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

What Karl Marx Meant by “Alienation”: Two Animated Videos Explain

A com­mon polit­i­cal dis­tor­tion claims that social­ists are lazy and want to live off oth­er people’s labor. Nev­er mind that this descrip­tion best applies to those who do not work but live off rents, div­i­dends, and tax breaks. A big­ger prob­lem with the idea lies in its def­i­n­i­tion of “work,” con­flat­ing labor-for-hire with labor for a pur­pose. In Karl Marx’s the­o­ries, work occu­pies a cen­tral posi­tion as a human val­ue. We all want to work, he thought. We are not born, how­ev­er, want­i­ng to max­i­mize share­hold­er val­ue.

Marx believed that “work, at its best, is what makes us human,” X‑Files star Gillian Ander­son tells us in the BBC Radio 4 ani­ma­tion above. “‘It ful­fills our species essence,’ as he put it. Work allows us “to live, to be cre­ative, to flour­ish.” Work in the indus­tri­al 19th cen­tu­ry, how­ev­er, did noth­ing of the kind. You only need to imag­ine for a moment the soot-filled fac­to­ries, child labor, com­plete lack of work­er pro­tec­tions and ben­e­fits to see the kinds of con­di­tions to which Marx wrote in response. “Work,” says Ander­son, in brief, “destroyed work­ers.”

Under cap­i­tal­ism, Marx main­tained, work­ers are “alien­at­ed” from their labor, a con­cept that does not just mean emo­tion­al­ly depressed or cre­ative­ly unful­filled. As ear­ly as 1844, over twen­ty years before the first vol­ume of Cap­i­tal appeared, Marx would elab­o­rate the con­cept of “estranged labor”  in an essay of the same name:

The work­er becomes all the poor­er the more wealth he pro­duces, the more his pro­duc­tion increas­es in pow­er and size. The work­er becomes an ever cheap­er com­mod­i­ty the more com­modi­ties he cre­ates. The deval­u­a­tion of the world of men is in direct pro­por­tion to the increas­ing val­ue of the world of things. Labor pro­duces not only com­modi­ties; it pro­duces itself and the work­er as a com­mod­i­ty.

In an econ­o­my where things mat­ter more than peo­ple, peo­ple become deval­ued things: the “real­iza­tion of labor appears as loss of real­iza­tion for the work­ers; objec­ti­fi­ca­tion as loss of the object and bondage to it; appro­pri­a­tion as estrange­ment, as alien­ation.” Work­ers are not only spir­i­tu­al­ly dis­sat­is­fied under cap­i­tal­ism, they are alien­at­ed from the fruit of their labor “to the point of starv­ing to death.” To be an alien­at­ed work­er means to be lit­er­al­ly kept from things one needs to live.

This is the kind of work Marx­ists and social­ists have opposed, that which gross­ly enrich­es a few at the expense of most every­one else. Whether or not we are con­tent with Marx­ist solu­tions or feel a need for new the­o­ries, every seri­ous stu­dent of his­to­ry, econ­o­my, and cul­ture has to come to grips with Marx’s for­mi­da­ble cri­tiques. In the video above, Alain de Botton’s School of Life, a self-described “pro-Cap­i­tal­ist insti­tu­tion,” attempts to do so in ten min­utes or less.

“Most peo­ple agree that we need to improve our eco­nom­ic sys­tem some­how,” says de Bot­ton. “It threat­ens our plan­et through exces­sive con­sump­tion, dis­tracts us with irrel­e­vant adver­tis­ing, leaves peo­ple hun­gry and with­out health­care, and fuels unnec­es­sary wars.” It per­pet­u­ates, in oth­er words, pro­found alien­ation on a mas­sive scale. Of course it does, Marx might respond. That’s exact­ly what the sys­tem is designed to do. Or as he actu­al­ly wrote, “the only wheels which polit­i­cal econ­o­my sets in motion are greed, and the war amongst the greedy — com­pe­ti­tion.”

Relat­ed Con­tent: 

Marx­ism by Ray­mond Geuss: A Free Online Course 

A Short Ani­mat­ed Intro­duc­tion to Karl Marx

5 Free Online Cours­es on Marx’s Cap­i­tal from Prof. David Har­vey

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

Introduction to Philosophy: A Free Online Course from the University of Edinburgh

Cre­at­ed by the Uni­ver­si­ty of Edin­burgh, the online course Intro­duc­tion to Phi­los­o­phy intro­duces stu­dents to “some of the main areas of research in con­tem­po­rary phi­los­o­phy. In each mod­ule, a dif­fer­ent philoso­pher will talk [stu­dents] through some of the most impor­tant ques­tions and issues in their area of exper­tise.” The course begins by ask­ing “what phi­los­o­phy is – what are its char­ac­ter­is­tic aims and meth­ods, and how does it dif­fer from oth­er sub­jects?” Then the online course (offered on the Cours­era plat­form) pro­vides an overview of sev­er­al dif­fer­ent areas of phi­los­o­phy, includ­ing: Epis­te­mol­o­gy, Phi­los­o­phy of Sci­ence, Phi­los­o­phy of Mind, Polit­i­cal Phi­los­o­phy, Moral Phi­los­o­phy, and Meta­physics.

UPDATE: In 2025, Cours­era removed the abil­i­ty to take/audit cours­es for free. We have removed links to the Cours­era plat­form on this page. And, instead we have added the video from the phi­los­o­phy course. They appear in the YouTube playlist above. You can also find more free phi­los­o­phy cours­es in the relat­eds sec­tion below.

Relat­ed Con­tent:

A His­to­ry of Phi­los­o­phy in 81 Video Lec­tures: A Free Course That Explores Phi­los­o­phy from Ancient Greece to Mod­ern Times

Oxford’s Free Course Crit­i­cal Rea­son­ing For Begin­ners Teach­es You to Think Like a Philoso­pher

Intro­duc­tion to Polit­i­cal Phi­los­o­phy: A Free Online Course from Yale Uni­ver­si­ty 

Michael Sandel’s Free Course on Jus­tice, the Most Pop­u­lar Course at Har­vard, Is Now Online

 

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Discover Ibn Sina (Avicenna), a Missing Pixel in Your Image of Philosophy: Partially Examined Life Episode #267 Featuring Peter Adamson

Most Amer­i­can stu­dents in phi­los­o­phy live on a diet of ancient Greek phi­los­o­phy on the one hand, and then “mod­ern” phi­los­o­phy, which starts around the time of Descartes (the 17th cen­tu­ry), with numer­ous schools and approach­es spilling into the present day. If you get any­thing from between those ancient days and moder­ni­ty, it’s prob­a­bly some church­men, i.e. Augus­tine (from the 4th cen­tu­ry) and Thomas Aquinas (the 13th cen­tu­ry), with per­haps a few Romans thrown in there and (if you’re Jew­ish) Mai­monides (12th cen­tu­ry).

But a key part of this lin­eage was the East­ward turn that the great works of Greek and Roman phi­los­o­phy took dur­ing the so-called Dark Ages, when they were pre­served and copied in the Islam­ic world, and this peri­od pro­duced a wealth of phi­los­o­phy includ­ing two fig­ures who became influ­en­tial enough in the West that their names were Latinized: Ibn Sīnā (980‑1037 C.E.) and Ibn Rushd, a.k.a. Aver­roes (1126–1198). Aquinas was very famil­iar with these fig­ures and incor­po­rat­ed them into his influ­en­tial works, and in the case of Ibn Sina, at least, impor­tant fig­ures like John Locke had def­i­nite­ly known at least about his views, if not his actu­al works.

On the Par­tial­ly Exam­ined Life Phi­los­o­phy Pod­cast, which has been going for 13 years now, we range wide­ly over the his­to­ry of phi­los­o­phy but had not actu­al­ly cracked the Islam­ic world. Luck­i­ly, Ibn Sīnā is one of the favorite philoso­phers of one of our favorite guests, Peter Adam­son of King’s Col­lege Lon­don. Peter runs his own pod­cast, The His­to­ry of Phi­los­o­phy (With­out Any Gaps), which as the name implies, cov­ers Medieval phi­los­o­phy with admirable thor­ough­ness, cov­er­ing not only Ibn Sīnā and Ibn Rushd, but also fig­ures like al-Rāzī, al-Fārābī, Al-Ghazālī, and many oth­ers.

Peter was good enough to rec­om­mend some read­ings to intro­duce us and our lis­ten­ers to this fig­ure, some of which he actu­al­ly wrote. Because of the vol­ume, redun­dan­cy, and style of Ibn Sīnā’s writ­ings, some sort of guide to col­lect and to some degree explain pas­sages is essen­tial for get­ting a han­dle on this idio­syn­crat­ic and bril­liant thinker. He wrote at least three dif­fer­ent ver­sions of his all-encom­pass­ing sys­tem, which was influ­enced by and meant to sup­plant Aris­totle’s. In addi­tion to philosophical/theological top­ics, it includ­ed math­e­mat­ics, sci­ence, psy­chol­o­gy, and more. So instead of try­ing to read a whole work cov­er­ing all that, it makes more sense to pick indi­vid­ual top­ics and then look at the var­i­ous for­mu­la­tions he gave about these.

Our two top­ics for this dis­cus­sion were a pecu­liar argu­ment for the exis­tence of God — with impor­tant impli­ca­tions for talk­ing about meta­physics more gen­er­al­ly — and an argu­ment for the imma­te­ri­al­i­ty of the soul, which like­wise tells us a lot about the way that Ibn Sīnā thought about knowl­edge and its rela­tion to the world.

The argu­ment for the exis­tence of God was lat­er called by Thomas Aquinas “the argu­ment from con­tin­gency.” It posits that things in the world don’t sim­ply exist, but that they require some­thing else to sup­port their exis­tence. This isn’t a cause is the chrono­log­i­cal sense that we talk about it: a pri­or event that gave rise to the thing. Rather, the mate­r­i­al com­po­nents of some­thing in a cer­tain arrange­ment make it con­tin­ue to exist as that thing right now; for exam­ple, a house exists because its com­po­nent wood parts exist, with nails and such hold­ing them in place. And the wood in turn has its char­ac­ter because of its physical/chemical com­po­nents, etc. If these com­po­nent caus­es weren’t in place, the thing would not exist; the thing is thus “con­tin­gent,” mean­ing it might well not have exist­ed were it not for those caus­es.

This pic­ture of the uni­verse thus includes a giant net­work of causal­i­ty, but does that net­work itself rest on any­thing? Accord­ing to Ibn Sīnā, there must be some­thing that is not con­tin­gent that holds every­thing else up. But is this thing God (in the sense that a good Mus­lim of his time would rec­og­nize it)? Ibn Sīnā then has a long series of argu­ments to show one by one that just by being “the nec­es­sary being,” this enti­ty also must be unique, must be all-pow­er­ful, gen­er­ous, and all the oth­er things one would expect God to be.

The argu­ment for the immor­tal­i­ty of the soul is per­haps Ibn Sīnā’s most famous argu­ment, often called the fly­ing or float­ing man argu­ment. It’s a thought exper­i­ment where­by you imag­ine you’ve just been cre­at­ed, but ful­ly mature, so you can think, but with no mem­o­ry, and your sens­es are inop­er­a­ble. You can’t even feel grav­i­ty or the ground under your feet (thus the “fly­ing” part). Accord­ing to Ibn Sīnā, you would still in such a sit­u­a­tion know that you exist. Since your appre­hen­sion of self did not include any part of your body (you could­n’t feel your body at all), that is sup­posed to prove that your body is not an essen­tial part of what you are.

Ibn Sīnā thought this argu­ment defin­i­tive because of his the­o­ry of knowl­edge by which if you know any­thing at all, then you know about the essen­tial com­po­nents of that thing. If you know what a tri­an­gle is, you know that it’s an abstract geo­met­ri­cal fig­ure with three straight sides. If you know what a horse is, you know that it’s a bio­log­i­cal ani­mal with a par­tic­u­lar char­ac­ter that you can iden­ti­fy. And to know what you are essen­tial­ly, you only need know that feel­ing of your own mind; any­thing else about that mind being asso­ci­at­ed with a par­tic­u­lar body that lives in a par­tic­u­lar part of the world and is just knowl­edge of con­tin­gent, rela­tion­al facts about your­self.

PEL hosts Mark Lin­sen­may­er and Dylan Casey grap­ple in detail with Peter about these argu­ments, both on this record­ing and on a sec­ond part of the dis­cus­sion for those that want to hear more. To read more about these argu­ments and get the cita­tions to the texts we read for this dis­cus­sion, see the essay for this episode at partiallyexaminedlife.com. The His­to­ry of Phi­los­o­phy pod­cast also fea­tures four mono­logues and an inter­view about Ibn Sīnā. Don’t let this gap in your knowl­edge of major fig­ures in intel­lec­tu­al his­to­ry remain unfilled!

Mark Lin­sen­may­er is the host of the Par­tial­ly Exam­ined Life, Pret­ty Much Pop, and Naked­ly Exam­ined Music pod­casts. He is a writer and musi­cian work­ing out of Madi­son, Wis­con­sin. Read more Open Cul­ture posts about The Par­tial­ly Exam­ined Life.

Image by Solomon Grundy.

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