Famae Volent: A Personal History

For a few years I have been thinking about an article I would like to read in the New Yorker or the Baffler. It would really be about the desperation of the academic job market and a lost generation of would-be professors across the humanities, but it would tell this story as it is embedded in the digital record of academic wikis and discussion boards. So, it would be a zeitgeisty piece that explored the relationship between the information age’s revolution and the concurrent collapse of the industrial age’s systems of learning.

This imagined article would also explore the interrelationship between the transformation of information, the rise of the internet and the polarization of politics, all the while integrating theories about the narcissism of social media with the solipsism of our individual information bubbles. And it would do all of this without claiming simple causes or clear relationships, without apportioning blame but instead leaving it for the well-informed reader to consider which great ideas were the first of the paving stones to our current hell.

The centerpiece of this discussion? The decades-old Classics water-cooler/cesspool: Famae Volent. Don’t worry, I don’t have the knowledge, the skills, or the time to write this article. I don’t know who the blog administrators are; I don’t know if I would recover from reading the comments in the entirety again; and I don’t actually think the world-at-large would be so terribly interested in what is essentially a minor metonym for a major metamorphosis.

But the past few weeks have made me think a little too much about Famae Volent (FV). I can confess directly now what I was once embarrassed to admit: I have read the comments on FV nearly every day for the past decade. I have commented myself only 6 or 7 times, which qualifies me as some kind of lurker. I write this to try to figure out why I am so drawn to it, to claim hyperbolically that it has been the most important forum in Classics for the past decade, to lament that it has turned a bit darker this year, and to try to make some sense of this darkness. For the regular readers of this blog who don’t know about FV, it might be better not to click the ‘more’ button below. For those who know about the site, I cannot promise to say anything agreeable about it.

FV cannot be understood from the perspective of Classics alone–it is, I think, a product of the intersection of new technologies, old worlds, changing/dying disciplines, the desperation produced by economic upheaval, and the discord produced by current standards of dissent (supercharged by the ‘safety’ afforded by anonymity). But at the same time, FV is a phenomenon within a particular and bounded community. One could argue that it was the only new community mechanism created in classics in over a generation. And, in addition, before the coalescence of classics twitter as a force or the emergence of other online fora FV was arguably the online center of Classics in that it was the only centralized forum available to everyone.

But over the past year the comments have turned darker in a harmful way. There have been more administrator deletions of comments that break community guidelines than ever before. There have been more personal attacks than I can remember. And, this is what really gets me, there has been more polarized language dismissing attempts to address the marginalization of women, people of color, and people from different classes than in previous years.

Almost everyone I talk to in Classics knows of FV and has read it but admits so the way you might admit you did drugs in college or once accidentally shoplifted and didn’t go back to confess your crime. What does it mean for something to be so central and universal yet kept at a distance? Or, more simply, what is FV really and what is it for?

So, to start again, I am trying to figure out what attracts me to something that so thoroughly confuses. Part of it is the garbage-fire warmth: sometimes we just want to watch the chaos and destruction unfold. But I need to know if there is more. I want to know if there is good to FV and, if there is, if it can possibly outweigh the bad. Can I separate its story from my story? Is it really representative of my field or our field?

Continue reading “Famae Volent: A Personal History”

“Nothing Taught Contributes to Wisdom”

Sextus Empiricus, Against the Professors 1.1-2

“The schools of Epicurus and Pyrrho seem to have set forth the indictment against the professors of learning (toùs apò tôn mathemátôn) in a cursory way, although not from the same perspective. The Epicureans argue that none of those things that are taught may contribute to wisdom—this is an argument Epicurus made, as some contend, in order to cover up his own lack of education (for Epicurus was criticized by many for his ignorance: he couldn’t even speak correctly in everyday conversation!). In addition, he also antagonistic in this towards Plato and Aristotle, and other similar men, who were versed in many different fields.”

Τὴν πρὸς τοὺς ἀπὸ τῶν μαθημάτων ἀντίρρησιν κοινότερον μὲν διατεθεῖσθαι δοκοῦσιν οἵ τε περὶ τὸν ᾿Επίκουρον καὶ οἱ ἀπὸ τοῦ Πύρρωνος, οὐκ ἀπὸ τῆς αὐτῆς δὲ διαθέσεως, ἀλλ’ οἱ μὲν περὶ τὸν ᾿Επίκουρον ὡς τῶν μαθημάτων μηδὲν συνεργούντων πρὸς σοφίας τελείωσιν, ἤ, ὥς τινες εἰκάζουσι, τοῦτο προκάλυμμα τῆς ἑαυτῶν ἀπαιδευσίας εἶναι νομίζοντες (ἐν πολλοῖς γὰρ ἀμαθὴς ᾿Επίκουρος ἐλέγχεται, οὐδὲ ἐν ταῖς κοιναῖς ὁμιλίαις καθαρεύων), τάχα δὲ καὶ διὰ τὴν πρὸς τοὺς περὶ Πλάτωνα καὶ ᾿Αριστοτέλη καὶ τοὺς ὁμοίους δυσμένειαν πολυμαθεῖς γεγονότας•

Some counterpoints from the Gnomologium Vaticanum.

50: “Aristotle said that education is a decoration for the lucky but a refuge for the unfortunate.”

῾Ο αὐτὸς ἔφη τὴν παιδείαν εὐτυχοῦσι μὲν εἶναι όσμον, ἀτυχοῦσι δὲ καταφύγιον.

259: “When Demetrios [of Phalerus] was asked what was the noblest of animals he said “A human adorned by education.”

῾Ο αὐτὸς ἐρωτηθεὶς τί τῶν ζώων κάλλιστόν ἐστιν εἶπεν· „ἄνθρωπος παιδείᾳ κεκοσμημένος”.

302: “[Zeno the Stoic] used to say that education was sufficient for happiness”

῾Ο αὐτὸς ἔφη τὴν παιδείαν πρὸς εὐδαιμονίαν αὐτάρκη.

314: “Heraclitus used to say that learning is a second sun for the educated”

῾Ηράκλειτος τὴν παιδείαν ἕτερον ἥλιον εἶναι τοῖς πεπαιδευμένοις ἔλεγεν.

439: [Plato] used to say that someone being educated needs three things: ability, practice and time.”

῾Ο αὐτὸς ἔλεγεν ὅτι ὁ παιδευόμενος τριῶν τούτων χρῄζει· φύσεως, μελέτης, χρόνου.

469: “[Protagoras] used to say “knowing a lot helps a lot and hurts a lot.”

῾Ο αὐτὸς ἔφη· „πολυμαθίη κάρτα μὲν ὠφελέει, κάρτα δὲ βλάπτει”.

Seneca, Moral Epistles 88.20

“Why do we train our children in the liberal arts? It is not because these studies can grant someone virtue, but because they prepare the soul for accepting it.”

“Quare ergo liberalibus studiis filios erudimus?” Non quia virtutem dare possunt, sed quia animum ad accipiendam virtutem praeparant.

Lactantius, Inst. Div. 3.7

“The highest good according to Herillus is knowledge; according to Zeno, to live congruously with nature, and according to some Stoics, to pursue virtue.”

Herilli summum bonum est scientia, Zenonis cum natura congruenter vivere, quorundam Stoicorum virtutem sequi.

Related image
Mosiac floor of The Hall of the Grain Measurers in Ostia (taken from Flickr)

Have You Seen My Special Chair?

A former dean of mine once sent an email to the faculty announcing a large grant to the college by a local business, providing for endowed chairs in the liberal arts. He had the temerity to announce in the very same email that he was giving himself one of these chairs. And he had a chair made with an inscription. The following is a slightly more humble epigraph.

 Constantinus of Sicily, Greek Anthology 15.13

“If you are wise, sit on me. But if you’ve tasted the muse
Only with the tip of your finger…..
Move far away and find a different seat.
I am a chair who bears the burden of men who seek wisdom.”

Εἰ μέν τις σοφὸς ἐσσί, ἐφέζεο· εἰ δέ γε Μούσης
δακτύλῳ ἀκροτάτῳ ἀπεγεύσαο, . . . .
πόρρω στῆθ᾿ ἀπ᾿ ἐμεῖο, καὶ ἄλλοθι δίζεο ἕδρην·
κλισμὸς ἐγὼ φορέων σοφίης ἐπιΐστορας ἄνδρας.

Image result for Ancient Greek chair scholar

Leadership, A Conference and Some Quotes

Starting next week a Virtual Conference “Teaching Leaders and Leadership Through Classics” is going live. This conference includes many interesting speakers (and friends) but it also comes at a time when we are nearly constantly thinking about how we choose our leaders and our assumptions about the purpose of education.

We will be posting more Greek and Roman material that reflects on the topic over the next few days as proverbial food for thought. One can register online to be part of the conversation: https://teachingleadershipthruclassics.wordpress.com/register/

 

Plutarch, Precepts of Statecraft 802 E

“Public leadership comes from persuading people through argument. But manipulating a mob in this way differs little from the capture and herding of stupid animals.”

δημαγωγία γὰρ ἡ διὰ λόγου πειθομένων ἐστίν, αἱ δὲ τοιαῦται τιθασεύσεις τῶν ὄχλων οὐδὲν ἀλόγων ζῴων ἄγρας καὶ βουκολήσεως διαφέρουσιν.

Image result for Ancient Roman Cyclops statue

Plutarch, Sayings of Kings and Commanders 181

“As he died, Demadês the politician was saying that because of its lack of a leader, the Macedonian army was like the Cyclops after he was blinded.”

Τελευτήσαντος δὲ αὐτοῦ Δημάδης ὁ ῥήτωρ ὅμοιον ἔφη διὰ τὴν ἀναρχίαν ὁρᾶσθαι τὸ στρατόπεδον τῶν Μακεδόνων ἐκτετυφλωμένῳ τῷ Κύκλωπι.

Isocrates, On the Peace 142-3

“I am now able to say the most important thing, upon which everything I have said is based and against which one must compare and judge the actions of the city. For if we truly wish to dispel these current slanders, we must stop these wars which were begun with no purpose and safeguard for our state a leadership for all time. We must hate every kind of tyrannical government because we remember and weigh the calamities they have borne. We must envy, even imitate, the Spartan kings: for it is less possible for them to commit injustice than the individual citizens, but they happen to be that much more worthy of envy than men who wield tyranny by force. Men who kill tyrants among them have a greater amount of honor equal to the difference between those who are willing to die in battle and those who flee the ranks and abandon their shield.

This kind of leadership is a worthy goal. We can earn the kind honor the Spartan Kings have among their citizens from the rest of the Greeks if they believe that our power will not cause their servitude but instead their liberation.”

Κεφάλαιον δὲ τούτων ἐκεῖν᾿ ἔχω λέγειν, εἰς ὃ πάντα τὰ προειρημένα συντείνει καὶ πρὸς ὃ χρὴ βλέποντας τὰς πράξεις τὰς τῆς πόλεως δοκιμάζειν. δεῖ γὰρ ἡμᾶς, εἴπερ βουλόμεθα διαλύσασθαι μὲν τὰς διαβολὰς ἃς ἔχομεν ἐν τῷ παρόντι, παύσασθαι δὲ τῶν πολέμων τῶν μάτην γιγνομένων, κτήσασθαι δὲ τῇ πόλει τὴν ἡγεμονίαν εἰς τὸν ἅπαντα χρόνον, μισῆσαι μὲν ἁπάσας τὰς τυραννικὰς ἀρχὰς καὶ τὰς δυναστείας, ἀναλογισαμένους τὰς συμφορὰς τὰς ἐξ αὐτῶν γεγενημένας, ζηλῶσαι δὲ καὶ μιμήσασθαι τὰς ἐν Λακεδαίμονι βασιλείας. ἐκείνοις γὰρ ἀδικεῖν μὲν ἧττον ἔξεστιν ἢ τοῖς ἰδιώταις, τοσούτῳ δὲ μακαριστότεροι τυγχάνουσιν ὄντες τῶν βίᾳ τὰς τυραννίδας κατεχόντων, ὅσον οἱ μὲν τοὺς τοιούτους ἀποκτείναντες τὰς μεγίστας δωρεὰς παρὰ τῶν τολμῶντες ἐν ταῖς μάχαις ἀποθνήσκειν ἀτιμότεροι γίγνονται τῶν τὰς τάξεις λειπόντων καὶ τὰς ἀσπίδας ἀποβαλλόντων. ἄξιον οὖν ὀρέγεσθαι τῆς τοιαύτης ἡγεμονίας. ἔνεστι δὲ τοῖς πράγμασιν ἡμῶν τυχεῖν παρὰ τῶν Ἑλλήνων τῆς τιμῆς ταύτης, ἥνπερ ἐκεῖνοι παρὰ τῶν πολιτῶν ἔχουσιν, ἢν ὑπολάβωσι τὴν δύναμιν τὴν ἡμετέραν μὴ δουλείας ἀλλὰ σωτηρίας αἰτίαν αὑτοῖς ἔσεσθαι.

On the Importance of Reading and Writing in Turns

 

Seneca, Moral Epistles 84

“I believe that these journeys which remove my languor are good for both my strength and my researches. How they profit my health is clear: my love of literature makes me lazy, neglectful of my body. On a journey, I may exercise incidentally.

I can show you how this helps my research too. But I in no way take a break from reading. My reading, I believe, is necessary: first, it ensures I will not be satisfied with myself as I am; second, once I have understood what others have learned, I may judge what has been discovered and what still must be thought out.

Reading feeds the mind and replenishes it when it is worn from studying—even though it is not without work itself. We should not restrict ourselves to writing or to reading:  endless writing saps our strength and then exhausts it. Too much reading can puff up or dilute our ability. Most commendable is to take them in their turn, to mix one with the other, so that the seeds of one’s reading may be grown anew with the pen.”

Itinera ista, quae segnitiam mihi excutiunt, et valitudini meae prodesse iudico et studiis. Quare valitudinem adiuvent, vides: cum pigrum me et neglegentem corporis litterarum amor faciat, aliena opera exerceor; studio quare prosint, indicabo: a lectionibus nihil recessi. Sunt autem, ut existimo, necessariae, primum ne sim me uno contentus; deinde ut, cum ab aliis quaesita cognovero, tum et de inventis iudicem et cogitem de inveniendis. Alit lectio ingenium et studio fatigatum, non sine studio tamen, reficit. Nec scribere tantum nec tantum legere debemus; altera res contristabit vires et exhauriet, de stilo dico, altera solvet ac diluet. Invicem hoc et illo commeandum est et alterum altero temperandum, ut quicquid lectione collectum est, stilus redigat in corpus.

I was reminded of this passage while contemplating Paul Holdengraber’s regular injunction not to read bad writing:

As we have mentioned before, this resonates with Leonardo de Bruni’s warning about reading trash. Of course, the statement should probably be tempered by Pliny the Elder’s suggestion that “no book is so bad it doesn’t have something to offer”.

I feel that Seneca offers good advice for anyone working on a long project, but especially for graduate students or anyone working on a thesis.  I know that the last line above is translated a little freely, but I have the following in my head. It is important to grow ideas in the garden of your mind.

Academics Against Academia!

The semester’s recent end has me rereading this:

Sextus Empiricus, Against the Professors 1.1-2:

“The schools of Epicurus and Pyrrho seem to have set forth the indictment against the professors of learning (toùs apò tôn mathemátôn) in a cursory way, although not from the same perspective. The Epicureans argue that none of those things that are taught may contribute to wisdom—this is an argument Epicurus made, as some contend, in order to cover up his own lack of education (for Epicurus was criticized by many for his ignorance: he couldn’t even speak correctly in everyday conversation!). In addition, he is also antagonistic in this towards Plato and Aristotle, and other similar men, who were versed in many different fields.”

Τὴν πρὸς τοὺς ἀπὸ τῶν μαθημάτων ἀντίρρησιν κοινότερον μὲν διατεθεῖσθαι δοκοῦσιν οἵ τε περὶ τὸν ᾿Επίκουρον καὶ οἱ ἀπὸ τοῦ Πύρρωνος, οὐκ ἀπὸ τῆς αὐτῆς δὲ διαθέσεως, ἀλλ’ οἱ μὲν περὶ τὸν ᾿Επίκουρον ὡς τῶν μαθημάτων μηδὲν συνεργούντων πρὸς σοφίας τελείωσιν, ἤ, ὥς τινες εἰκάζουσι, τοῦτο προκάλυμμα τῆς ἑαυτῶν ἀπαιδευσίας εἶναι νομίζοντες (ἐν πολλοῖς γὰρ ἀμαθὴς ᾿Επίκουρος ἐλέγχεται, οὐδὲ ἐν ταῖς κοιναῖς ὁμιλίαις καθαρεύων), τάχα δὲ καὶ διὰ τὴν πρὸς τοὺς περὶ Πλάτωνα καὶ ᾿Αριστοτέλη καὶ τοὺς ὁμοίους δυσμένειαν πολυμαθεῖς γεγονότας•

Lucian, The Eunuch 13: On the Hidden Dangers of Practicing Philosophy

 

“For this reason, I pray that my son—for he is still very young—would be fit for philosophy with something more “private” than judgment or tongue.”

 

ὥστε καὶ τὸν υἱὸν—ἔτι δέ μοι κομιδῇ νέος ἐστίν —εὐξαίμην ἂν οὐ τὴν γνώμην οὐδὲ τὴν γλῶτταν ἀλλὰ τὸ αἰδοῖον ἕτοιμον ἐς φιλοσοφίαν ἔχειν.

 

In this satirical dialogue, Lucian’s interlocutors discuss how the fierceness of a competition for a chair in philosophy in Athens (essentially an ancient professorship) was affected by a man’s status as a eunuch (who could claim greater independence from corruptible impulses because of his ‘lack’).