The influence of Greek ideas and usages upon the Christian churchHatch, Edwin
Philosophy
The influence of Greek ideas and usages upon the Christian church
Hatch, Edwin
Church history -- Primitive and early church, ca. 30-600; Philosophy -- History; Philosophy, Ancient; Theology, Doctrinal
Against this degradation of Philosophy, not only the Cynics, but almost
all the more serious philosophers protested. Though Epictetus himself was
a professor, and though he followed the current usages of professorial
teaching, his life and teaching alike were in rebellion against it. “If
I study Philosophy,” he says, “with a view only to its literature, I am
not a philosopher, but a _littérateur_; the only difference is, that I
interpret Chrysippus instead of Homer.”[25] They sometimes protested not
only against the degradation of Philosophy, but also against the whole
conception of literary education. “There are two kinds of education,”
says Dio Chrysostom,[26] “the one divine, the other human; the divine is
great and powerful and easy; the human is mean and weak, and has many
dangers and no small deceitfulness. The mass of people call it education
(παιδείαν), as being, I suppose, an amusement (παιδίαν), and think
that a man who knows most literature—Persian and Greek and Syrian and
Phœenician—is the wisest and best-educated man; and then, on the other
hand, when they find a man of this sort to be vicious and cowardly and
fond of money, they think the education to be as worthless as the man
himself. The other kind they call sometimes education, and sometimes
manliness and high-mindedness. It was thus that the men of old used to
call those who had this good kind of education—men with manly souls, and
educated as Herakles was—sons of God.” And not less significant as an
indication not only of the reaction against this kind of education but
also of its prevalence, is the deprecation of it by Marcus Aurelius: “I
owe it to Rusticus,” he says,[27] “that I formed the idea of the need
of moral reformation, and that I was not diverted to literary ambition,
or to write treatises on philosophical subjects, or to make rhetorical
exhortations ... and that I kept away from rhetoric and poetry and
foppery of speech.”
II. I pass from the forms of education to its extent. The general
diffusion of it, and the hold which it had upon the mass of men, are
shown by many kinds of evidence.
Public-domain text, read in full here on John Shaqi.
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