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21 - The Philosophical Schools

from Part IV - Culture and Sport

Published online by Cambridge University Press:  10 March 2021

By
Geoffrey Bakewell
Edited by
Jenifer Neils  and
Dylan K. Rogers
Jenifer Neils
Affiliation:
American School of Classical Studies, Athens
Dylan K. Rogers
Affiliation:
University of Virginia
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Summary

Throughout the many centuries of their existence, the Academy, the Peripatos, the Garden, and the Stoa complemented and competed with each other in promoting distinctive ways of being in the world. The development of their philosophical thought amid the historical and topographical realities of ancient Athens turned their adherents into enduring models of how people should think, act, live, and die.

Keywords

AcademyPeripatosLyceumGardenStoa
Type
Chapter
Information
The Cambridge Companion to Ancient Athens , pp. 295 - 306
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Rihll 2003 discusses the general dynamics of teaching and learning in ancient Athens, while Natali 2003 and Haake 2010 offer short overviews of the philosophical schools’ topography and practices. On their various doctrines, see Long and Sedley 1987; on sculpted representations of philosophers, see Zanker 1995; on images of education on Athenian vases, see Oakley 2020, 103–112. For particulars regarding Plato’s Academy, consult Caruso 2013 and Kalligas et al. 2020; for Aristotle and the Lyceum, Natali 2013. Clay 2009 examines Epicurus’ Garden, and Kechagia 2010 the Stoa.

Bibliography

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Camp, J.M. 2015. “Excavations in the Athenian Agora: 2008–2012.” Hesperia 84: 467–513.Google Scholar
Caruso, A. 2013. Akademia: Archeologia di una scuola filosofica ad Atene da Platone a Proclo (387 a.C.–485 d.C.). Athens.Google Scholar
Clay, D. 2009. “The Athenian Garden.” In The Cambridge Companion to Epicureanism, ed. Warren, J., Cambridge, 9–28.Google Scholar
Dillon, J. 2003. The Heirs of Plato: A Study of the Old Academy. Oxford.Google Scholar
Haake, M. 2010. “Philosophical Schools in Athenian Society from the Fourth to the First Century bc: An Overview.” In Private Associations and the Public Sphere, eds. Gabrielsen, V. and Thomsen, C., Copenhagen, 57–91.Google Scholar
Jones, N.F. 1999. The Associations of Classical Athens: The Response of Democracy. Oxford.CrossRefGoogle Scholar
Kalligas, P., Balla, C., Baziotopoulou-Valavani, E., and Karasmanis, V., eds. 2020. Plato’s Academy: Its Workings and Its History. Cambridge.Google Scholar
Kechagia, E. 2010. “Rethinking a Professional Rivalry: Early Epicureans against the Stoa.” CQ 60: 132–155.CrossRefGoogle Scholar
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Natali, C. 2003. “Schools and Sites of Learning.” In The Greek Pursuit of Knowledge, eds. Brunschwig, J. and Lloyd, G.E.R., Cambridge, MA, 40–66.Google Scholar
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Oakley, J.H. 2020. A Guide to Scenes of Daily Life on Athenian Vases. Madison.Google Scholar
O’Sullivan, L. 2002. “The Law of Sophocles and the Beginnings of Permanent Philosophical Schools in Athens.” Rheinisches Museum für Philologie 145: 251–262.Google Scholar
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Ritchie, C.E. 1989. “The Lyceum, the Garden of Theophrastus, and the Garden of the Muses: A Topographical Re-Evaluation.” In Φίλια έπη εις Γεώργιον Ε. Μυκωνάν δια τα 60 έτη του ανασκαφικού του έργου, Τομος Γ’, Athens, 250–260.Google Scholar
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