Panos Eliopoulos

Even though Heimarmene is the natural order of things, as it is claimed in the Laws; and although the human being has to participate in that order, as it is written in Timaeus; Plato, at times, tends to be willing to rupture that circle of necessity, that the "naturality" of Heimarmene enforces on man, by finding a potential escape. The human soul is the unambiguous vehicle of this effort. In the writings of the Stoic Seneca, the transcendence of Fate is a matter correlated with the human life and with moral responsibility. His philosophical aim is focused on overcoming the existential conditions which render man a subjugated as well as a non eudaimonistic being. In both philosophers we diagnose a common theoretical orientation: to break through the limitations that Fate imposes on man's freedom in the material world. Certainly there is a difference in the degree, frequency and depth that this is critically established in their thought. In our paper, we mean to: a) ascertain this, b) examine the role of the soul, and c) to recognize the ground where "Paideia" may initiate the transcendence of Fate by human means solely

Even though he generally agrees with Chrysippus on the matter of the ontology of passions, Seneca differentiates mainly in his emphasis that passions are the reason why man leads an inauthentic, unhappy and undignified life. Although Seneca is a very orthodox Stoic, in most of the cases where his stoic credibility is challenged, he resorts to a therapy plan that exceeds the usual stoic strictness on the absoluteness of the status of the sage. In this scheme, the Roman philosopher employs practical techniques that refer to the ordinary man, the man who rationally desires to change his merely-being into well-being. This shift of focus is partially explained through the social orientation of the moral context: man is not alone while achieving his perfection of character; there are others who need to be helped, so that the pursuit of wisdom becomes a pananthropic effort, not an act of alienation. Since moral success is connected with the other person in such a manner, it is not a paradox that it needs to start from within, from the nucleus of personhood. The role of individuality is particularly stressed, especially on the premises that man first ought to make this constant and conscious effort to help himself, to cure his own soul, often with the aid of others who share the same path, before he attempts to be engaged in the therapy of the passions of others. Under this prism, the senecan proposal for the therapy of passions leads to a practical culmination where man is not only bound to achieve his ontological excellence but also to relieve his soul from the traumas of passions and to connect himself with the moral and existential safety that the presence of “recta ratio” guarantees.

Epicurean physics elaborates on a system of universal kinetics as regards the creation of the world. One of the main principles is that there is no genesis without motion. The human being, as all other beings, is the product of the motion of atoms within the cosmic void. Due to a sudden swerve in the motion of some atoms, it can be upheld, according to the Epicureans and Lucretius, that there is no determinism in the universe and the human being is capable of free will. The atomic motions and the swerves also take place in the space of the human soul. Lucretius, in the De Rerum Natura, follows with precision the content of the Epicurean dogmas, and divides the soul into an irrational part, which he calls anima, and a rational one, animus, according to the distinction between ψυχή and διάνοια.

The word cosmopolitanism is derived from “cosmos” and “polites” . The cosmopolite is a citizen of the world. The Stoics elaborate on the theme, using the ideas of oikeiosis and sympathy as its basis, thus drawing from their physics. Particularly, Epictetus defends cosmopolitanism on the assumption that man is akin to God, whereas Marcus Aurelius highlights the common possession of mind and that man is by nature able for communal life. For the Stoics man is a social being who can be perfected only within the society of other human beings. The brotherhood of men is grounded on the indubitable axiom that the human soul is the source of the unique good, which is virtue. The distinctive parameter for creating a community is virtue, which is an objective for everyone but also an inherent and ecumenical capacity

In Charles Baudelaire’s poetry there is only one direct reference to Plato. The French poet juxtaposes the joy of the senses to the ascetic, as he perceives it, pursuit of the Platonic Good. This juxtaposition is taking place not only with the aid of ethical terms, but principally through their transformation into aesthetic ones. For Baudelaire, the absence of the metaphysical or symbolical light is tautological to beauty, but also a firm ground where the poet stands upon for his artistic creation. Human existence without light, although bordering to the cold safety of death, is also an affirmation of its emptiness when without pleasure and passion

This paper focuses on a specific area of interest within the philosophical system of Schopenhauer and Buddhism which is human rights, the concept of compassion and the issue of the pure motive behind human action. Both theories express pessimism regarding the transitoriness of life and the pain caused, and how this deprives man of inner peace. The common acknowledgment of the fact that human life entails great suffering guides the two philosophies into an awareness of the need for salvation. In their metaphysics, there is a number of similarities that conclude to the point that moral truthfulness is a principal virtue in human life, practically indispensable for right living. In this particular context, while compassion is highlighted as the main ethical factor, it is a question of paramount importance in these doctrines whether the motive behind the action is a motive concentrated on the Self or purely on the Other.

The Methodological seminar was conducted by the scientific journal “Philosophy of Education”. The participants of the seminar were Prof. Panos Eliopoulos, Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education.

For Seneca passions are not just bad judgments that need to be defeated. Even though he generally agrees with Chrysippus on the matter of the ontology of passions, Seneca differentiates mainly in his emphasis that passions are the reason why man leads an inauthentic, unhappy and undignified life. The Roman philosopher employs practical techniques that refer to the ordinary man, the man who rationally desires to change his merely-being into well-being. But that action requires the energetic engagement of the individual and the admittance of his particular responsibility. The role of individuality is particularly stressed, especially on the premises that man needs to make this constant and conscious effort to help himself, and to cure his own soul, often with the aid of others who share the same path. Under this prism, the treatment of passions leads to a culmination where man is not only bound to achieve his ontological excellence, but also to relieve his soul from the traumas of passions and to connect himself with the moral and existential safety that the presence of “recta ratio” guarantees. Seneca in De Ira defines passion as the result of an ‘impetus’, an horme, which lacks self-control and is closed to reason and counsel. As such, a passion makes the soul unfit to know the right and the true. In such a condition, man loses contact with the firm cognitive criteria that would allow him this knowledge and would ensure a eudaemonistic living “secundum naturam”. Although Seneca is convinced that the stoic teaching should address literally everyone in order to ameliorate one’s life and make it authentic and right, he upholds that it is better to totally exclude passions from the soul than try to control them. That gives certain gravity to the recognition that virtue, although it potentially belongs to every human being, is an absolute good, the only good that can be attained. But virtue, through this condition of emancipation from passion and of correction, is not an idealistic situation. Virtue is necessary, because only virtue can save man from leading an unhappy life, since it is the crucial prerequisite for the life of a rational and conscientious being.

This paper explores the issue of knowledge management in modern Democracies, along with the demands posed by the truth problem. While a singular concept of truth can neither be epistemically safe, thus becoming flexible for partial or subjective demonstrations of its authentic or ideal value, nor applicable for every society, it can still take the form of a critical consensus, based on two new principles that are introduced here. The continuity of such a consensus that lies beyond the manipulation of an un-ethical rhetoric or demagogy can safeguard the existence of the Polis, without having to cease espousing typical logic syllogisms as well as the moral qualities that are essential for a meaningful way of social and political life. If not conducive to the collective good, the search for truth remains futile in the practical level of making people’s lives better and of enhancing their common bonds.

The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in thisevent. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education.

For Adorno and Horkheimer, rationalism – in fact, a technical rationalism which becomes a rationalism of domination– failed to provide the path to the liberation of man and society. The aftermath, half education of the masses, is not an incomplete education or lack of education, but substantially hostility towards culture and genuine education, decay and involvement of education in individual considerations and benefits, with the contribution of mass dissemination of culture and art. Half education is the spread of culture and art without a living relationship with the consciousness of people, without consequences for their lives. Adorno clarifies that in this context, the relationship between life and production reduces the former into the transitory epiphenomenon of the latter, as life and individual existence are not known in their immediacy, they do not connect directly, but they rather become part of the teaching for of material production. For Ortega y Gasset, a new type of human being has been born, the massman, who becomes isolated, trapped in the irrational feeling that nothing else, apart from his own private welfare, matters, but he also continues to demand as if it were his natural right to do so. Nonetheless, and although he remains an individualist, he does not have real access to the gifts of individuality. Marcuse understands that, ultimately, there is a conflict between production and profit on the one hand and self-determination on the other. As technology spreads its dominance over nature, man conquers man through mass control, diffused through work and culture. In this way, technological rationalism becomes ultimately political rationalism.

Seneca expounds a theory of therapy and teaching with the ultimate goal of self knowledge and wisdom. Some of his techniques are based on Pythagorean principles or derive ideas from them, among them the focused and constant ascesis of self control. Iamblichus in De Vita Pythagorica exhibits great interest on the fact that man’s inherent abilities along with the aid of proper education suffice for his attainment of wisdom. For both thinkers, knowledge through practice is considered to be one of the major philosophical demands in the perspective of an “ars vitae”. The human being has to canalize himself into the modeling of a new way of living, an “art of living” which will contribute decisively to the fulfillment of his teleology, to his perpetual eudaimonia. The admittance of individual differences in people’s ability to reform themselves only signifies the more intense effort of the teacher towards a purification of their intellect and greater engagement of the individuals’ volition but not their inability for correction.