Plutarch, Plato and Epictetus: Loving Exiles. Loving Learning. Living Awake.

Plutarch, On Exile 604a

But ‘exile’ is an insult. Indeed, it is such among fools who use as slander “poor man”, “bald”, “short”, and, by god, “foreigner” or “immigrant”. But, truly, those who are not obsessed by these insults find wonder in good people, whether they are poor, foreigners, or exiles.”

Ἀλλ᾿ ἐπονείδιστον ὁ φυγάς ἐστι. παρά γε τοῖς ἄφροσιν, οἳ καὶ “τὸν πτωχὸν” λοιδόρημα
ποιοῦνται καὶ “τὸν φαλακρὸν” καὶ “τὸν μικρὸν” καὶ νὴ Δία “τὸν ξένον” καὶ “τὸν μέτοικον.” ἀλλὰ μὴν οἱ μὴ τούτοις ὑποφερόμενοι θαυμάζουσι τοὺς ἀγαθούς, κἂν πένητες ὦσι, κἂν ξένοι, κἂν φυγάδες.

Plato, Republic 6 499e-500a

“Friend, I said, Don’t completely dismiss the majority of people in this way. The certainly have a different opinion, if instead of picking fights with them you would show them the people you say are philosophers by persuading them and working against their prejudice against loving learning—if you distinguish it so that they will know what their nature and business is so that they don’t mistakenly think you are talking about different people.

And even if they don’t see it this way, will you claim that they are going to take up a different answer and answer differently? Or do you think that someone who is calm and kind will get angry at someone who isn’t difficult or be jealous of someone who isn’t jealous? I will start out by saying that so harsh a nature develops in only a few people, not the majority.”

Ὦ μακάριε, ἦν δ’ ἐγώ, μὴ πάνυ οὕτω τῶν πολλῶν κατηγόρει. ἀλλοίαν τοι δόξαν ἕξουσιν, ἐὰν αὐτοῖς μὴ φιλονικῶν ἀλλὰ παραμυθούμενος καὶ ἀπολυόμενος τὴν τῆς φιλομαθίας διαβολὴν ἐνδεικνύῃ οὓς λέγεις 500τοὺς φιλοσόφους, καὶ διορίζῃ ὥσπερ ἄρτι τήν τε φύσιν αὐτῶν καὶ τὴν ἐπιτήδευσιν, ἵνα μὴ ἡγῶνταί σε λέγειν οὓς αὐτοὶ οἴονται. καὶ ἐὰν οὕτω θεῶνται, ἀλλοίαν τοι6 φήσεις αὐτοὺς δόξαν λήψεσθαι καὶ ἄλλα †ἀποκρίνεσθαι. ἢ οἴει τινὰ χαλεπαίνειν τῷ μὴ χαλεπῷ ἢ | φθονεῖν τῷ μὴ φθονερῷ ἄφθονόν τε καὶ πρᾷον ὄντα; ἐγὼ μὲν γάρ σε προφθάσας λέγω ὅτι ἐν ὀλίγοις τισὶν ἡγοῦμαι, ἀλλ’ οὐκ ἐν τῷ πλήθει, χαλεπὴν οὕτω φύσιν γίγνεσθαι.

Epictetus’ Dissertationes ad Arriano Digestae 1.5

“Epictetus said that if someone resists what is clearly true, then it is not easy to devise an argument to persuade him to change his mind. This is due neither to the man’s strength or the teacher’s weakness, but instead because once someone has been assailed and hardens to stone, how could anyone prevail upon him with reason?

Men are hardened to reason in two ways: one is the petrification of thought; the other comes from shame, whenever someone is deployed in battle to such a degree that he will not acknowledge what is obvious or depart from his fellow combatants. Most of us fear the necrosis of our bodies and we will do anything to avoid having this happen in anyway; but we don’t think at all about the mortification of our mind. By Zeus, if a man is disposed in such a way concerning the mind itself that he can’t follow any argument or understand anything, we believe that he is ill. But if shame or self-regard hardens a man, we still persist in calling this strength!

Do you sense that you are awake? “No”, he answers, “Not more than when I imagine that I am awake while I dream.” The fantasy of dreaming differs in no way from being awake? “Not at all.”

How do I have a conversation with this man? What kind of fire or iron can I take to him to make him perceive that he has turned to stone? Although he realizes it, he pretends he does not. He is even worse than a corpse. One man does not perceive the conflict—he is sick. The other perceives it and neither moves nor responds—he is even worse. His sense of shame and his self-regard have been amputated and his reason has not been excised but instead has been mutilated.

Should I call this strength? May it not be so, unless I should also it strength when perverts do and say everything that occurs to them in public.”

ε′. Πρὸς τοὺς ᾿Ακαδημαικούς.

῎Αν τις, φησίν, ἐνίστηται πρὸς τὰ ἄγαν ἐκφανῆ, πρὸς τοῦτον οὐ ῥᾴδιόν ἐστιν εὑ<ρεῖν λόγ>ον, δι’ οὗ μεταπείσει τις αὐτόν. τοῦτο δ’ οὔτε παρὰ <τὴν ἐκεί>νου γίνεται δύναμιν οὔτε παρὰ τὴν τοῦ διδάσκοντος ἀσθένειαν, ἀλλ’ ὅταν ἀπαχθεὶς ἀπολιθωθῇ, πῶς ἔτι χρήσηταί τις αὐτῷ διὰ λόγου;

᾿Απολιθώσεις δ’ εἰσὶ διτταί· ἡ μὲν τοῦ νοητικοῦ ἀπολίθωσις, ἡ δὲ τοῦ ἐντρεπτικοῦ, ὅταν τις παρατεταγμένος ᾖ μὴ ἐπινεύειν τοῖς ἐναργέσι μηδ’ ἀπὸ τῶν μαχομένων ἀφίστασθαι. οἱ δὲ πολλοὶ τὴν μὲν σωματικὴν ἀπονέκρωσιν φοβούμεθα καὶ πάντ’ <ἂν> μηχανησαίμεθα ὑπὲρ τοῦ μὴ περιπεσεῖν τοιούτῳ τινί, τῆς ψυχῆς δ’ ἀπονεκρουμένης οὐδὲν ἡμῖν μέλει. καὶ νὴ Δία ἐπὶ αὐτῆς τῆς ψυχῆς ἂν μὲν ᾖ οὕτως διακείμενος, ὥστε μηδεν<ὶ> παρακολουθεῖν μηδὲ συνιέναι μηδέν, καὶ τοῦτον κακῶς ἔχειν οἰόμεθα· ἂν δέ τινος τὸ ἐντρεπτικὸν καὶ αἰδῆμον ἀπονεκρωθῇ, τοῦτο ἔτι καὶ δύναμιν καλοῦμεν.

Καταλαμβάνεις ὅτι ἐγρήγορας; ‘οὔ’, φησίν· ‘οὐδὲ γάρ, ὅταν ἐν τοῖς ὕπνοις φαντάζωμαι, ὅτι ἐγρήγορα’. οὐδὲν οὖν διαφέρει αὕτη ἡ φαντασία ἐκείνης; ‘οὐδέν’. ἔτι τούτῳ διαλέγομαι; καὶ ποῖον αὐτῷ πῦρ ἢ ποῖον σίδηρον προσαγάγω, ἵν’ αἴσθηται ὅτι νενέκρωται; αἰσθανόμενος οὐ προσποιεῖται· ἔτι χείρων ἐστὶ τοῦ νεκροῦ. μάχην οὗτος οὐ συνορᾷ· κακῶς ἔχει. συνορῶν οὗτος οὐ  κινεῖται οὐδὲ προκόπτει· ἔτι ἀθλιώτερον ἔχει. ἐκτέτμηται τὸ αἰδῆμον αὐτοῦ καὶ ἐντρεπτικὸν καὶ τὸ λογικὸν οὐκ ἀποτέτμηται, ἀλλ’ ἀποτεθηρίωται. ταύτην ἐγὼ δύναμιν εἴπω; μὴ γένοιτο, εἰ μὴ καὶ τὴν τῶν κιναίδων, καθ’ ἣν πᾶν τὸ ἐπελθὸν ἐν μέσῳ καὶ ποιοῦσι καὶ λέγουσι.

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Heraclitus, fr. 73

“It is not right to act and speak like men who are sleeping”

οὐ δεῖ ὥσπερ καθεύδοντας ποιεῖν καὶ λέγειν·

“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.

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

Some Thoughts on Reflecting on Another Year Gone By

Heraclitus, fr. 111

“Sickness makes health sweet and good [just as] hunger makes fullness and fatigue makes rest.”

νοῦσος ὑγιείην ἐποίησεν ἡδὺ καὶ ἀγαθόν, λιμὸς κόρον, κάματος ἀνάπαυσιν.

Od. 15.398-401

“Now let us dine and drink in my home
And take pleasure while we recall to one another
Our grievous pains. For a man may take pleasure even in pain,
Later, when he has suffered and come through so many things.”

νῶϊ δ’ ἐνὶ κλισίῃ πίνοντέ τε δαινυμένω τε
κήδεσιν ἀλλήλων τερπώμεθα λευγαλέοισι
μνωομένω· μετὰ γάρ τε καὶ ἄλγεσι τέρπεται ἀνήρ,
ὅς τις δὴ μάλα πολλὰ πάθῃ καὶ πόλλ’ ἐπαληθῇ.

Euripides, Fr. 133

“It is certainly sweet to recall your struggles after you’ve been saved”

ἀλλ’ ἡδύ τοι σωθέντα μεμνῆσθαι πόνων.

Archippus, fr. 45

“Mother, it is sweet to see the sea from the land
when you don’t have to sail any longer.”

ὡς ἡδὺ τὴν θάλατταν ἀπὸ τῆς γῆς ὁρᾶν
ὦ μῆτερ ἐστι, μὴ πλέοντα μηδαμοῦ

Od. 12.212

“But when we escape from here thanks to my virtue,
my planning, and my mind, I think we will  recall these things, perhaps.”

ἀλλὰ καὶ ἔνθεν ἐμῇ ἀρετῇ βουλῇ τε νόῳ τε
ἐκφύγομεν, καί που τῶνδε μνήσεσθαι ὀΐω.

Vergil, Aeneid 1.203

“Perhaps one day it will be a joy to remember even these things”

forsan et haec olim meminisse iuvabit

AMPHORA DEPICTING ULYSSES, ATHENA

Plato, Hippias Minor 372a-c: Willingness to Learn is My Sole Good Quality

“Can you see, Hippias, that I am earnest when I say I am obsessed with questioning wise men? I probably have only this one good quality, since I exhibit others that are plainly wretched: for I stumble over facts and don’t know what they are. This is a sufficient sign of it for me, that whenever I meet one of the men famed for his wisdom or those all the Greeks recognize for their wisdom, I seem to know nothing…

And what greater sign of ignorance is there than differing from wise men? But I do have one wondrous quality that saves me: I am not ashamed to learn; no I investigate and ask questions and have much gratitude for anyone who answers—I have never deprived someone of thanks. For I have never denied that I learned something and pretended that the thing learned was some personal discovery. Instead, I praise the one who taught me because he is wise and I show off what I have learned from him.”

latin-teacher

ὁρᾷς, ὦ Ἱππία, ὅτι ἐγὼ ἀληθῆ λέγω, λέγων ὡς λιπαρής εἰμι πρὸς τὰς ἐρωτήσεις τῶν σοφῶν; καὶ κινδυνεύω ἓν μόνον ἔχειν τοῦτο ἀγαθόν, τἆλλα ἔχων πάνυ φαῦλα: τῶν μὲν γὰρ πραγμάτων ᾗ ἔχει ἔσφαλμαι, καὶ οὐκ οἶδ᾽ ὅπῃ ἐστί. τεκμήριον δέ μοι τούτου ἱκανόν, ὅτι ἐπειδὰν συγγένωμαί τῳ ὑμῶν τῶν εὐδοκιμούντων ἐπὶ σοφίᾳ καὶ οἷς οἱ Ἕλληνες πάντες μάρτυρές εἰσι τῆς σοφίας, φαίνομαι οὐδὲν εἰδώς:…

καίτοι τί μεῖζον ἀμαθίας τεκμήριον ἢ ἐπειδάν τις σοφοῖς ἀνδράσι διαφέρηται; ἓν δὲ τοῦτο θαυμάσιον ἔχω ἀγαθόν, ὅ με σῴζει: οὐ γὰρ αἰσχύνομαι μανθάνων, ἀλλὰ πυνθάνομαι καὶ ἐρωτῶ καὶ χάριν πολλὴν ἔχω τῷ ἀποκρινομένῳ, καὶ οὐδένα πώποτε ἀπεστέρησα χάριτος. οὐ γὰρ πώποτε ἔξαρνος ἐγενόμην μαθών τι, ἐμαυτοῦ ποιούμενος τὸ μάθημα εἶναι ὡς εὕρημα: ἀλλ᾽ ἐγκωμιάζω τὸν διδάξαντά με ὡς σοφὸν ὄντα, ἀποφαίνων ἃ ἔμαθον παρ᾽ αὐτοῦ

Keep It Simple! Quintilian on Textbooks and Teaching

Quintilian, Inst. Orat. 8.1-3

“The order of the material which was collected in the previous five books introduces the concepts of Invention and Disposition. While it is necessary to understand these completely and deeply to obtain the highest level of learning, it is advantageous for those just beginning to be exposed to them rather briefly and directly.

Beginners are often deterred by the difficulty of such a complex and perplexing course of study or, at the very moment when their intelligences require nourishing and cultivation with some indulgence, they are exhausted by the handling of rather obscure material. They also may think they if they have learned these things enough they can consider themselves prepared for eloquence or, because they are addicted to some other fast rules of speaking, they resist any new attempt.

This is why it is the case that those who are the best writers of textbooks diverge the most from eloquence. Beginners need a path to guide them, but it should be clearly laid out, walkable, and easy to see. The talented teacher, then, should choose the best things from all sources and convey those things in the present which are effective without introducing delay by disputing contrary views.”

His fere, quae in proximos quinque libros conlata sunt, ratio inveniendi atque inventa disponendi continetur, quam ut per omnis numeros penitus cognoscere ad summam scientiae necessarium est, ita incipientibus brevius ac simplicius tradi magis convenit. Aut enim difficultate institutionis tam numerosae atque perplexae deterreri solent, aut eo tempore quo praecipue alenda ingenia atque indulgentia quadam enutrienda sunt asperiorum tractatu rerum atteruntur, aut si haec sola didicerunt satis se ad eloquentiam instructos arbitrantur, aut quasi ad certas quasdam dicendi leges alligati conatum omnem reformidant. Unde existimant accidisse ut qui diligentissimi artium scriptores extiterint ab eloquentia longissime fuerint. Via tamen opus est incipientibus, sed ea plana et cum ad ingrediendum tum ad demonstrandum expedita. Eligat itaque peritus ille praeceptor ex omnibus optima et tradat ea demum in praesentia quae placet, remota refutandi cetera mora.

 

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Virtue and the Arts: Some Aristotle to Start Your Day

Before I got ready to shovel the snow from my driveway, I read some Aristotle this morning. I don’t think I actually believe the third point–because I suspect that insisting that human character is constant and consistent is actually (1) wrong and (2) impacts mental health negatively. But I like the beginning and the emphasis on that Aristotelian notion that doing something makes you something...

Aristotle, Nicomachean Ethics 2.2-4

“Or is this also true in the arts? For spelling a word accidentally or with someone else guiding you is possible. Then, one will be a scholar if he spells something the way a scholar does, by which I mean according to the scholarly art itself. In addition, there is no real similarity between the arts and virtue. For the products of art are good in themselves—it suffices if they develop while having their own quality.

But acts of virtue don’t have their own intrinsic quality and are performed wisely or justly, but if the person who does them acts in a certain way. First, he must understand what he does. Second, he must choose to do it and for its own nature. And, third, he must act from a fixed and constant character. None of these conditions are necessary for the other arts apart from understanding the act. But knowledge is of little or no importance for the virtues while the other conditions are not minor but rather everything, if truly [virtue] emerges from repeatedly doing just and wise things.”

ἢ οὐδ᾿ ἐπὶ τῶν τεχνῶν οὕτως ἔχει; ἐνδέχεται γὰρ γραμματικόν τι ποιῆσαι καὶ ἀπὸ τύχης καὶ ἄλλου ὑποθεμένου· τότε οὖν ἔσται γραμματικός, ἐὰν καὶ γραμματικόν τι ποιήσῃ καὶ γραμματικῶς, τοῦτο δ᾿ ἐστὶ [τὸ] κατὰ τὴν ἐν αὑτῷ γραμματικήν. ἔτι οὐδ᾿ ὅμοιόν ἐστιν ἐπὶ τῶν τεχνῶν καὶ τῶν ἀρετῶν· τὰ μὲν γὰρ ὑπὸ τῶν τεχνῶν γινόμενα τὸ εὖ ἔχει ἐν αὑτοῖς, ἀρκεῖ οὖν αὐτά πως ἔχοντα γενέσθαι· τὰ δὲ κατὰ τὰς ἀρετὰς γινόμενα οὐκ ἐὰν αὐτά πως ἔχῃ, δικαίως ἢ σωφρόνως πράττεται, ἀλλὰ καὶ ἐὰν ὁ πράττων πως ἔχων πράττῃ, πρῶτον μὲν ἐὰν εἰδώς, ἔπειτ᾿ ἐὰν προαιρούμενος, καὶ προαιρούμενος δι᾿ αὐτά, τὸ δὲ τρίτον καὶ ἐὰν βεβαίως καὶ ἀμετακινήτως ἔχων πράττῃ. ταῦτα δὲ πρὸς μὲν τὸ τὰς ἄλλας τέχνας ἔχειν οὐ συναριθμεῖται, πλὴν αὐτὸ τὸ εἰδέναι· πρὸς δὲ τὸ τὰς ἀρετὰς τὸ μὲν εἰδέναι μικρὸν ἢ οὐδὲν ἰσχύει, τὰ δ᾿ ἄλλα οὐ μικρὸν ἀλλὰ τὸ πᾶν δύναται, εἴπερ ἐκ τοῦ πολλάκις πράττειν τὰ δίκαια καὶ σώφρονα περιγίνεται.

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Brtitish Library, Constitution of the Athenians

Teaching–“the most rigorous form of learning”

Solon, fr. 18

“I grow old, always learning many things.”

γηράσκω δ’ αἰεὶ πολλὰ διδασκόμενος·

Kim Stanley Robinson The Years of Rice and Salt (2003: 758)

“Over time, Bao came to understand that teaching too was a kind of reincarnation, in that years passed and students came and went, new young people all the time, but always the same age, taking the same class; the class under the oak trees, reincarnated. He began to enjoy that aspect of it. He would start the first class by saying, “Look, here we are again.” They never knew what to make of it; same response, every time.

He learned, among other things, that teaching was the most rigorous form of learning. He learned to learn more from his students than they did from him; like so many other things, it was the reverse from what it seemed to be, and colleges existed to bring together groups of young people to teach some chosen few of their elders the things that they knew about life, that the old teachers had been in danger of forgetting.”

Kim Stanley Robinson is great-souled. This book is beyond simple description. Try it.

Thinking about aging today? Here is another great reflection on aging, teaching, and changing roles in life by Stephanie McCarter.

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Learning Requires Memory and Experience

Aristotle, Metaphysics 980a22-981

“All people naturally yearn for knowledge. A sign of this our delight in our senses: for we take pleasure in them beyond their use—especially in the use of our eyes. This is not only so we may act but also when we are about to do nothing we choose seeing before all of the other senses, in general. The cause of this is that this sense especially helps us learn and clarifies many differences.

Animals too are born having senses, and from these some have memory and some do not. This is why some animals have more thoughts and may learn better than those who are not capable of memory. Some are clever but without the skill of learning, for example the bee or another other type of this kind of creature. However so many creatures have perception in addition to memory can learn. The rest of the animals live by images and instincts and have a small portion of experience.

The human race survives both by skill and reasoning. Experience comes to us from memory—for the many memories of the same matter results in the power of a single experience. Experience certainly seems similar to knowledge and skill, but knowledge and skill come to people from experience. For, “experience produces art,”  as Polus has rightly pronounced, “while inexperience makes good luck.”

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Πάντες ἄνθρωποι τοῦ εἰδέναι ὀρέγονται φύσει. σημεῖον δ᾿ ἡ τῶν αἰσθήσεων ἀγάπησις· καὶ γὰρ χωρὶς τῆς χρείας ἀγαπῶνται δι᾿ αὑτάς, καὶ μάλιστα τῶν ἄλλων ἡ διὰ τῶν ὀμμάτων. οὐ γὰρ μόνον ἵνα πράττωμεν ἀλλὰ καὶ μηθὲν μέλλοντες πράττειν τὸ ὁρᾶν αἱρούμεθα ἀντὶ πάντων ὡς εἰπεῖν τῶν ἄλλων. αἴτιον δ᾿ ὅτι μάλιστα ποιεῖ γνωρίζειν τι ἡμᾶς αὕτη τῶν αἰσθήσεων, καὶ πολλὰς δηλοῖ διαφοράς. Φύσει μὲν οὖν αἴσθησιν ἔχοντα γίγνεται τὰ ζῷα, ἐκ δὲ ταύτης τοῖς μὲν αὐτῶν οὐκ ἐγγίγνεται μνήμη τοῖς δ᾿ ἐγγίγνεται. καὶ διὰ τοῦτο ταῦτα φρονιμώτερα καὶ μαθητικώτερα τῶν μὴ δυναμένων μνημονεύειν ἐστί, φρόνιμα μὲν ἄνευ τοῦ μανθάνειν ὅσα μὴ δύναται τῶν ψόφων ἀκούειν, οἷον μέλιττα, καὶ εἴ τι τοιοῦτον ἄλλο γένος ζῴων ἔστι· μανθάνει δ᾿ ὅσα πρὸς τῇ μνήμῃ καὶ ταύτην ἔχει τὴν αἴσθησιν. Τὰ μὲν οὖν ἄλλα ταῖς φαντασίαις ζῇ καὶ ταῖς μνήμαις, ἐμπειρίας δὲ μετέχει μικρόν· τὸ δὲ τῶν ἀνθρώπων γένος καὶ τέχνῃ καὶ λογισμοῖς. γίγνεται δ᾿ ἐκ τῆς μνήμης ἐμπειρία τοῖς ἀνθρώποις αἱ γὰρ πολλαὶ μνῆμαι τοῦ αὐτοῦ πράγματος μιᾶς ἐμπειρίας δύναμιν ἀποτελοῦσιν. καὶ δοκεῖ σχεδὸν ἐπιστήμῃ καὶ τέχνῃ ὅμοιον εἶναι ἡ ἐμπειρία, ἀποβαίνει δ᾿ ἐπιστήμη καὶ τέχνη διὰ τῆς ἐμπειρίας τοῖς ἀνθρώποις· ἡ μὲν γὰρ ἐμπειρία τέχνην ἐποί- ησεν, ὡς φησὶ Πῶλος, ὀρθῶς λέγων, ἡ δ᾿ ἀπειρία τύχην.

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