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The Lukeion Project in Retrospect

By Amy Barr of The Lukeion Project

This is our 100^th Sassy Peripatetic Blog! Sassy Peri began September 21, 2018, after a full decade (likely more) of people pestering us about starting a blog. Of course, we knew we should start a blog, but for the first five years of The Lukeion Project, we hadn’t worked out how to get a full night’s sleep much less how to add anything new to our workload. It took us another 5 years to catch up. Many of you may not know our story, so gather around. This is the abbreviated version.

The idea of The Lukeion Project was hatched toward the end of 2005 by two Classical archaeologists, namely me and Regan Barr, as we painted our daughter’s bedroom (pink and purple, if you must know). We had settled into very mundane lives after over a decade in the archaeological field, digging at places like ancient Troy. A financial crisis forced us to get creative about our future. As crises almost always do, we were given the chance to return to our roots, namely our passion for dead languages, Classical history, archaeology, and Classical literature. We wanted to teach they way we wish we had been taught. We wanted to take our students seriously.

When we began our small venture, we had to pick a name. We had no intention of becoming a full school or academy offering a comprehensive curriculum to all ages. We were well skilled in Latin, Greek, and related fields but had no intention of adding things like art, sports, and science nor did we have the patience of saints necessary to teach all ages.

As everyone should, we turned to Aristotle for answers. His philosophical hangout in Athens was known in Latin as The Lyceum. In Greek – as Aristotle would have used—it was called Λύκειον (Lukeion). Aristotle established his school in Athens in part of the temple to Apollo in 335 BC (he worked with what was available). He lectured there, led his students on walk-abouts (thus their name Peripatetics), and established the first European library in history. He had always been a book collector and then his student, Alexander the Great, helped by sending him crates of scrolls and copies of important works as gifts to his former tutor.

The word Project in our name was chosen because we didn’t want people thinking we were a full school nor an academy since our courses were meant to supplement the curriculum of our primary audience, home educated students working at the high school level.

When we first began classes in the spring of 2006 there was only one other online program out there. Most of their classes were still conducted by correspondence but a few had gotten high tech like our classes. This meant we were the first of our kind. Every big flashy online program that we see at conferences today first talked to us way back then about what we were doing and said, “hey, that’s a good idea.”

When we first went to homeschool conventions to spread the word about our classes, we spent half our time explaining what an online class was. Terms like webinar were not commonly understood. Words like blog, vlog, and podcast were still in the formative stages. The wizardry of having students synchronously join us online, hearing, and seeing material as we taught was also virtually unknown at the start. Our first online learning platform was for business meetings. It often had as much as a 7-second delay making online discussions a bit tricky. Such technology has now become so mundane that even 10-year-olds get irritable if our internet gets crackly or because we don’t let them play with the video filters in class.

In 2012 we successfully cajoled our archaeological colleague Dr. Sue Fisher to join us as she expanded our Latin program and then expanded our Classical literature offerings with her Muse series. Since then, we’ve added Prof. Baty (literature including AP/writing/rhetoric), and then Dr. Johnson (logic and more) who stepped in right after the sudden tragic passing of Dr. Haggard (logic/philosophy). Prof. Powell came on board last year to expand our Latin program further. Regan Barr (beloved teacher of Witty Wordsmith/Barbarian Diagrammarian) also directs our 8 years of Classical Greek plus Greek history, and Philosophy. I (Amy Barr) direct the large Latin program (also 8 years and expanding) plus Roman History.

The Lukeion Project has offered semester classes since 2006. As we now begin our 17^th year, we have had over 3000 (close to 4000) students, 100 blogs, hundreds of semester courses, and at least a thousand workshops. We’ll never win awards for fame nor size, neither breadth of influence nor endowments. We’ve labored to keep standards high (despite direst pressure to drop them low) and to keep tuitions low (despite direst need to increase them). We work without the safety net of government support nor impressive private capital. Our few faculty and staff are dedicated, humble, and talented beyond measure. there will never be enough thanks nor money to truly pay them.

Our rewards are less earthly and more eternal. Like Aristotle getting gifts from Alexander the Great, our former Lukeion students send back crates of greatness. Their lives have now spread into the stars at NASA, into the lights of Broadway or Carnegie Hall, into the classrooms of Ivy League schools, into excavations, laboratories, and libraries as doctors, lawyers, writers, scholars, linguists, dancers, artists, and (perhaps best) as moms and dads who delight in educating their own children whom we hope to teach—in turn—in the years to come.

The poet Horace (Odes 3.30) expressed our hope most fittingly in 23 BC:

exegi monumentum aere perennius

regalique situ pyramidum altius,

quod non imber edax, non Aquilo inpotens

possit diruere…

I have built a monument more lasting than bronze,

higher than the Pyramids’ regal structures,

that no consuming rain, nor wild north wind

 can destroy… 

Why Study Philosophy?

Make an Investment in Clear Thinking and Logic

By Regan Barr, philosophy instructor with The LukeionProject

Plato has preserved a humorous anecdote about the “first” Greek philosopher, Thales of Miletus. As the story goes, Thales was walking along staring up at the sky and pondering the mysteries of the heavens. He was so oblivious to his immediate environment that he failed to notice a well in his path and fell in. A Thracian servant-girl was nearby to observe his misfortune, laugh at him, and spread the word abroad. Presumably, she also called for help to get him out.

The point of this short story was to poke fun at the Pre-Socratic philosophers, whom many Greeks stigmatized as being more interested in the stars and the heavens than in the path right in front of their feet. They believed that philosophy (the love, or pursuit, of wisdom) was both impractical and a waste of time. Some people today still believe that.

So is there any practical benefit to studying philosophy? I would argue there are many, but I’ll just mention three.

1. The study of philosophy helps develop critical thinking and problem-solving skills

“It’s easier to fool people than to convince them that they’ve been fooled.” This quote is often attributed to Mark Twain, and while we have several similar quotes from him, there isn’t definitive evidence that he ever said or wrote it. Nevertheless, it’s certainly true. Humans are proud creatures, embarrassed and unwilling to accept that they’ve been duped. In fact, many people will continue to cling to a belief even when confronted with irrefutable evidence that these beliefs are based on falsehoods and mythology rather than fact.

Our society is experiencing a crisis in critical thinking. Students are often taught to believe and obey rather than to question, think, and evaluate. They are taught that “authority figures” should not be questioned, even if there is evidence that their statements are untrustworthy. Essentially, students are taught to place blind faith in these figures.

As students engage with the great thinkers of the past and of our own time, they sharpen their skills in research, logic, and evaluation. They come to understand the rules of logical argumentation and learn to identify errors in reasoning. By observing how philosophers have carried on a dialectic through the centuries, one arguing for one position and another responding with a counterargument, they can begin to identify and correct problems in their own thinking and in the arguments of others. The study of philosophy is one of the best antidotes to blind trust, and a catalyst for independent reasoning.

2. The study of philosophy helps develop logical and persuasive methods of communication

The Austrian philosopher Ludwig Wittgenstein wrote, “To convince someone of the truth, it is not enough to state it, but rather one must find the path from error to truth.”  His message is clear: to change someone else’s mind, one must not only be correct, one must also be persuasive. The student who studies Plato’s Socratic dialogues will appreciate not only Socrates’ civility in the face of sometimes confrontational adversaries but also the way that he gently guides his debate partners to recognize their own inconsistencies in reasoning.

A group of ancient philosophers called the Sophists claimed that they could defend either side of an argument equally well. They were rightly criticized when they used their oratorical skills to convince people to believe untruths (“making the weaker argument seem stronger”), but their mastery of the art of persuasion is undeniable. Many ancient orators and statesmen, including the famous Athenian Pericles, sought out the Sophists to teach them how to move their audience to action. They were persuasive because they combined carefully crafted arguments with an understanding of their audience.

Today accusing someone of “sophistry” is an insult, but now more than ever, individuals must be prepared to defend their beliefs with persuasive arguments, AND to know when they are being manipulated by sophistry and demagoguery. In 2004, Desmond Tutu famously said, “Don’t raise your voice, improve your argument.” The ability to improve one’s argument and persuasively deliver a defense of one’s position, whether written or spoken, requires well-organized thoughts, clarity of expression, and an understanding of the audience. This is one of many important benefits of studying philosophy.

3. The study of philosophy moves one to consider the bigger, but oft-neglected, questions of life

Many students enter an ancient philosophy course expecting the ideas of the ancients to be somewhat unsophisticated. After all, hasn’t the human race progressed so far over the intervening centuries that the early philosophers will seem fairly simple-minded by comparison? Nothing could be further from the truth.

It is true that our understanding of our physical world has moved far beyond what the ancient philosophers could have even imagined. But some of the questions they grappled with remain unanswered. For example, how can we “know” anything? This is the question of epistemology. Can we be certain that our brains are interpreting stimuli correctly? In fact, how can we be sure that we’re not laying in a coma somewhere and everything around us is an illusion?

Then there is the question of ethics, to which Socrates turned our attention. Is there a difference between “good” and “evil”? If so, how do you defend your definition of “doing what is right”? Does the definition of bad or good behavior change depending on our circumstances? Do we have any obligations to our fellow-humans? To our planet? To other creatures with whom we share our world? And if so, from where do these obligations come? Are they based entirely on tradition, or is there some source we should consider authoritative in the realm of ethics?

Grappling with questions like this are not only mind-expanding, they are life-preparing. They move us past the mundane trivia that consumes much of our daily lives. When we are faced with difficult decisions about family, government, or health, on what principles will we make our decisions? If we have consistently lived our lives in accordance with a set of principles that we’ve chosen intentionally, perhaps the correct choice will be more apparent, even if it’s not the easiest one.

If you’re still reading, you know my answer to the question posed in the title of this blog, and I’ve only scratched the surface. Studying philosophy is an investment in clear thinking and logic, and it’s always worth it!

What Would You Do if You Were Brave?

By Amy Barr the Mostly Fearless

I am not afraid of too many things except squash bugs. There are probably several reasons why this is the case which I’ll discuss below. Some might say I’m lucky. Luck doesn’t have much to do with whether a person is typically fearful or not. Why not?

Being fearful (full of fear) is a choice. I’m not talking about the mundane sorts of worry that hit suddenly when one might have left a garden hose running or that zing of concern about missing a deadline. An all-consuming anxiety -- being full of fear -- means you’ve allowed your imagination to go on overdrive and then you have believed your own overactive imagination. Think of that! Few of us would have much faith in fortune tellers but many of us wholeheartedly believe our own imagined/fictional future without question.

Fear Farming

We aren’t always to blame for our ever-present dread. Two minutes watching or reading the “news” will have us intentionally tied in knots. If you are a student, you might have others help you feel fearful if you don’t take this class, earn that credit, or go to that college. If you are a parent, you might remain ever fearful about what your child might do or be, or not do (or be). All of us are supplied loads of fear fodder because humans respond to fear. We all do stuff, buy stuff, and think stuff we wouldn’t do, buy, or think if we weren’t so afraid. One of the reasons I am not afraid of too many things is that I turned off fear-farmers on T.V., newspapers, and social media. 

Aristotle once said, “Fear is pain arising from the anticipation of evil.”  What if we all could learn to fear no evil?

Fear Framing

One of the reasons I am not afraid of too many things is that my usual response to feeling fearful is research followed by problem solving. In the whole fight or flight scheme, I fight by looking at what I fear right in the eyes. I frame my fear. Framing means “inventing or contriving an idea or explanation and formulating it mentally.” If I become fearful about health, money, the future, or really anything, I start to read everything I can on the subject. I look for explanations. I formulate a plan of action. By framing my fears, I also shrink them to a more manageable size. I build a plan of attack to solve the problem. Others frame their fears by talking them over with sensible, calm, and wise people. What if we could all learn to enlist strong help as we go through dark valleys?  

“I have learned over the years that when one’s mind is made up, this diminishes fear; knowing what must be done does away with fear.” —Rosa Parks

Fear Focus

Fear makes us fight or flee. In our fear we often blame others for things they didn’t do. As a teacher I have fearful students who will blame me because they missed an assignment or did poorly. Sometimes they’ll flee (“I don’t want to take this class anyway”). Fearful people might be enticed to fight the perceived enemy or do even stranger things rather than frame a resolution or think logically to resolve and dissolve their fears. Yoda wasn’t wrong when he said, “Fear leads to anger. Anger leads to hate. Hate leads to suffering.” Even wiser was the philosopher emperor, Marcus Aurelius who said, “If you are distressed by anything external, the pain is not due to the thing itself, but to your estimate of it; and this you have the power to revoke at any moment.”

Seneca said, “Where fear is, happiness is not.” Refocus your fear. Look where it is leading you and choose a better path.