Action, Contemplation, and Happiness


Book Description

The notion of practical wisdom is one of Aristotle's greatest inventions. It has inspired philosophers as diverse as Martin Heidegger, Hans-Georg Gadamer, Elizabeth Anscombe, Michael Thompson, and John McDowell. Now a leading scholar of ancient philosophy offers a challenge to received accounts of practical wisdom by situating it in the larger context of Aristotle's views on knowledge and reality. That happiness is the end pursued by practical wisdom is commonly agreed. What is disputed is whether happiness is to be found in the practical life of political action, in which we exhibit courage, temperance, and other virtues of character, or in the contemplative life, where theoretical wisdom is the essential virtue. C. D. C. Reeve argues that the dichotomy is bogus, that these lives are in fact parts of a single life, which is the best human one. In support of this view, he develops innovative accounts of many of the central notions in Aristotle's metaphysics, epistemology, and psychology, including matter and form, scientific knowledge, dialectic, educatedness, perception, understanding, political science, practical truth, deliberation, and deliberate choice. These accounts are based directly on freshly translated passages from many of Aristotle's writings. Action, Contemplation, and Happiness is an accessible essay not just on practical wisdom but on Aristotle's philosophy as a whole.




The Contemplative Activity


Book Description

First published in 1954, The Contemplative Activity analyses our knowledge of aesthetic experience, making the basic assumption that the existence of such experience is a hard core of fact which can only be described. Haezrahi’s approach to the problem of aesthetic judgment is analytical, concerned with clarifying its preconditions, determining its categories and tracing its implications. Her analysis reveals it consists a particular mode of perception and a particular attitude adopted towards what is so perceived. The various philosophies of art and beauty, though they represent attitudes different from the purely aesthetic one, are carefully examined too since the contemplative spectator is indebted to them for the achievement of adequate aesthetic responses to specific works of art. Haezrahi also discusses methods of objective evaluation of the aesthetic experience as well as possible means to reduce the margin of error involved in the particular responses of critics and theorists. This book will be particularly important for students of philosophy and of art.




Aristotle on the Uses of Contemplation


Book Description

Provides an original, up-to-date, and systematic account of Aristotle's views on contemplation's place in the human good.




What Is Contemplation?


Book Description

There are so many Christians who do not appreciate the magnificent dignity of their vocation to sanctity, to the knowledge, love and service of God. There are so many Christians who do not realize what possibilities God has placed in the life of Christian perfection — what possibilities for joy in the knowledge and love of Him. There are so many Christians who have practically no idea of the immense love of God for them, and of the power of that Love to do them good, to bring them happiness. Why do we think of the gift of contemplation, infused contemplation, mystical prayer, as something essentially strange and esoteric reserved for a small class of almost unnatural beings and prohibited to everyone else? It is perhaps because we have forgotten that contemplation is the work of the Holy Ghost acting on our souls through His gifts of Wisdom and Understanding with special intensity to increase and perfect our love for Him. These gifts are part of the normal equipment of Christian sanctity. They are given to all in Baptism, and if they are given it is presumably because God wants them to be developed. Their development will always remain the free gift of God and it is true that His wise Providence sees fit to develop them less in some saints than in others. But it is also true that God often measures His gifts by our desire to receive them, and by our cooperation with His grace, and the Holy Spirit will not waste any of His gifts on people who have little or no interest in them.




Action Versus Contemplation


Book Description

“All of humanity’s problems stem from man’s inability to sit quietly in a room alone,” Blaise Pascal wrote in 1654. But then there’s Walt Whitman, in 1856: “Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house.” It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus Contemplation, Jennifer Summit and Blakey Vermeule address the question in a refreshingly unexpected way: by refusing to take sides. Rather, they argue for a rethinking of the very opposition. The active and the contemplative can—and should—be vibrantly alive in each of us, fused rather than sundered. Writing in a personable, accessible style, Summit and Vermeule guide readers through the long history of this debate from Plato to Pixar, drawing compelling connections to the questions and problems of today. Rather than playing one against the other, they argue, we can discover how the two can nourish, invigorate, and give meaning to each other, as they have for the many writers, artists, and thinkers, past and present, whose examples give the book its rich, lively texture of interplay and reference. This is not a self-help book. It won’t give you instructions on how to live your life. Instead, it will do something better: it will remind you of the richness of a life that embraces action and contemplation, company and solitude, living in the moment and planning for the future. Which is better? Readers of this book will discover the answer: both.




Reason and Human Good in Aristotle


Book Description




Contemplative Pedagogies for Transformative Teaching, Learning, and Being


Book Description

In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry. Contemplative inquiry, on the other hand, takes us on a transformative pathway toward wisdom, morality, integrity, equanimity, and joy (Zajonc, 2009). These holistic learning practices are needed as a counterbalance to the over-emphasis on positivism that we see today. In addition to learning quantifiable information, we also need to learn to be calmer, wiser, kinder, and happier. This book aims to find and share various pathways leading to these ends. This book will describe educational endeavors in various settings that use contemplative pedagogies to enable students to achieve deep learning, peace, tranquility, equanimity, and wisdom to gain new understanding about self and life, and to grow holistically. Embodiment is a central concept in this book. We hope to highlight strategies for exploring internal wisdoms through engaging ourselves beyond simply the rational mind. Contemplative pedagogies such as meditation, yoga, tai chi, dance, arts, poetry, reflective writing and movements, can help students embody what they learn by integrating their body, heart, mind, and spirit.




Contemplative Practices in Higher Education


Book Description

Contemplative pedagogy is a way for instructors to: empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students’ sense of connection to and compassion for others; and engender inquiries into students’ most profound questions. Contemplative practices are used in just about every discipline—from physics to economics to history—and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject. This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips.




Happy Lives and the Highest Good


Book Description

Gabriel Richardson Lear presents a bold new approach to one of the enduring debates about Aristotle's Nicomachean Ethics: the controversy about whether it coherently argues that the best life for humans is one devoted to a single activity, namely philosophical contemplation. Many scholars oppose this reading because the bulk of the Ethics is devoted to various moral virtues--courage and generosity, for example--that are not in any obvious way either manifestations of philosophical contemplation or subordinated to it. They argue that Aristotle was inconsistent, and that we should not try to read the entire Ethics as an attempt to flesh out the notion that the best life aims at the "monistic good" of contemplation. In defending the unity and coherence of the Ethics, Lear argues that, in Aristotle's view, we may act for the sake of an end not just by instrumentally bringing it about but also by approximating it. She then argues that, for Aristotle, the excellent rational activity of moral virtue is an approximation of theoretical contemplation. Thus, the happiest person chooses moral virtue as an approximation of contemplation in practical life. Richardson Lear bolsters this interpretation by examining three moral virtues--courage, temperance, and greatness of soul--and the way they are fine. Elegantly written and rigorously argued, this is a major contribution to our understanding of a central issue in Aristotle's moral philosophy.




Aristotle's Ethics


Book Description

Aristotle's Nicomachean Ethics is devoted to the topic of human happiness. Yet, although Aristotle's conception of happiness is central to his whole philosophical project, there is much controversy surrounding it. Hope May offers a new interpretation of Aristotle's account of happiness - one which incorporates Aristotle's views about the biological development of human beings. May argues that the relationship amongst the moral virtues, the intellectual virtues, and happiness, is best understood through the lens of developmentalism. On this view, happiness emerges from the cultivation of a number of virtues that are developmentally related. May goes on to show how contemporary scholarship in psychology, ethical theory and legal philosophy signals a return to Aristotelian ethics. Specifically, May shows how a theory of motivation known as Self-Determination Theory and recent research on goal attainment have deep affinities to Aristotle's ethical theory. May argues that this recent work can ground a contemporary virtue theory that acknowledges the centrality of autonomy in a way that captures the fundamental tenets of Aristotle's ethics.