Search results for ""author james v. schall""

The essay is one of the great inventions of the human mind. It can talk about anything and everything. It can be lightsome or solemn. It can be witty or informative. Above all, it is short. It likes the passage in which Socrates told Callicles in the Gorgias to make his answers brief. Yet, we can find in essays things we need and want to know. Aquinas often managed to make the most profound arguments in two paragraphs. Samuel Johnson did the same. The Classical Moment is, indeed, a collection of “selected essays.” Such a collection is a classical and beloved form of English letters, the literary form most preferred by Schall. The essays in this book all touch on knowledge and its pleasures. Schall does not tarry on the effort and determination it often takes to say just what we want to say, then say it and know that we have said it. Somehow, when an essay is written, an author simply knows that it is complete, that it is what he wanted to say. He says to himself, “Yes, that is it.” An essayist may well be conscious that when he begins an essay, he really does not know what he will finally say. The writing is the saying. Our writing is our thinking, our thinking-through, our being pleased to know this is it . . . this is the point Schall, one of America’s greatest essayists, makes here. The “classical moment” is that intense experience of seeing or hearing or encountering some vista, or song, or person that takes us out of ourselves. We are most ourselves somehow when we are most outside of ourselves, seeing what is not ourselves. We are intended to be more than ourselves in being ourselves, to know with others what is the truth, to know what is. These essays originally appeared in regular columns done in various journals, papers, and on-line sources. One can read them in any order. The order of the author or collector does have a certain “logic,” but each essay is also a whole, something contained within itself. The unity of an essay collection is found more in a kind enthrallment that comes to us when we deal with the things that are both important and delightful. At bottom, these essays belong together. Aristotle warned us that if we did not delight in the things that are, we would seek our highest pleasures where they are not really found. We will always seek something to delight in. What civilization is about lies in finding what is really worthy of the capacity of delight that is given to us in our being. The “classical moment” is the perfect phrase that brings us to the threshold of this experience. We have to enter it ourselves, but once inside, we will find so much more than ourselves. And we will rejoice.

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We have books that contain collected essays, verse, and humor. What we see less often are books that contain collected interviews on various topics. Interviews have a certain outside discipline about them. The one interviewed responds to a question someone else asks of him. Often the questions are unexpected, sometimes annoying. Answers have a freshness to them. They can be more personal, frank. The responses in At a Breezy Time of Day are occasioned when someone writes or phones with a request for an interview. There may be a common theme but often side questions come up. We are curious about what someone has to say – about sports, about God, about Plato, about education, about books, about just about anything. Usually central questions occur. The same question can be answered in different ways. We often have more to say on a given topic than we do say on our first being asked about it. These interviews appeared in various on-line and printed sources. Having them collected in one text makes the interview form itself seem more substantial. Interviews too often seem to be passing, ephemeral things, but often we want to hold on to them. There is something more existential about them. Yet there is also something more lightsome about them also. The truth of things seems more bearable when it is spoken, when it has a human voice. So, as the title of this collection intimates, we begin with the very first interview in the Garden of Eden. We touch many places and issues. The interview always has somewhere even in its written form the touch of the human voice. The one who interviews invites us to speak, to tell us what we hold, why we hold it. Interviews are themselves part of that engagement in conversation that defines our kind in its search for a full knowledge of what is. We know that when we have said the last word, much remains to be said. We can rejoice both in what we know, and in what we know that we do not know. I believe it was Socrates who, in an earlier form of interview at the end of The Apology, alerted us to be aware of what we know and to await the many other interviews that we hope to carry on with so many others of our kind in the Isles of the Blessed.

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The Latin word “Docilitas” in the title of this book means the willingness and capacity we have of being able to learn something we did not know. It has not the same connotation as “learning,” which is what happens to us when we are taught something. Docility also means our recognition that we do not know many things, that we need the help of others, wiser than we are, to learn most of what we know, though we can discover a few things by or own experience. This book contains some sixteen chapters, each of which was given to an audience in some college or university setting. They consider what it is to teach, what to read, reading places, libraries, and class rooms. They look upon the duties of a teacher or professor as mostly a delight, because the truth should delight us. In Another Sort of Learning, the subject of what a student “owes” his teacher came up. Here, we look at the other side of the question, what does a teacher or professor “do”? But a professor cannot teach unless there is someone willing to be taught, someone willing to recognize that he needs guidance and help. Yet, the end of teaching is not just the “transfer” of what is in the mind of the professor to the mind of the student. It is when both, student and teacher, behold, reflect on, and see the same truth of things that are. This common “seeing” is the read adventure in which student and teacher share something neither “owns.” Knowledge and truth are free, but each requires our different insights and approaches so that we can finally realize what “teaching” and “being taught” mean to us.

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What is real and what is noble, as well as what is deranged and wrong, can often be stated briefly. Nietzsche was famous for his succinct aphorisms and epigrams. Aquinas in one of his responses could manage to state clearly what he held to be true. Ultimately, all of our thought needs to be so refined and concentrated that we can see the point. So these are “brief” essays and they are largely of a philosophical “hue.” They touch on things worth thinking about. Indeed, often they consider things we really need to think about if our lives are to make sense. The advantage of a collection of essays is that it is free to talk about many things. It can speak of them in a learned way or in an amused and humorous way. As Chesterton said, there is no necessary conflict between what is true and what is funny. Oftentimes, the greatest things we learn are through laughter, even laughter at ourselves and our own foibles and faults. So these essays are “brief.” And they are largely of philosophical import. At first sight, taxing beer may seem to have no serious principle, except perhaps for the brewer and the consumer. But wherever there is reality, we can find something to learn. Each of these essays begins with the proposition “on”—this is a classical form of essay in the English language. Belloc, one the essay’s greatest masters, wrote a book simply entitled “ON”—and several other books with that introductory “ON” to begin it. The word has the advantage of focusing our attention on some idea, place, book, person, or reality that we happen to come across and notice, then notice again, then wonder about. These essays are relatively short, often lightsome, hopefully always with a consideration that illumines the world through the mind of the reader. These essays are written in the spirit that the things we encounter provoke us, our minds. We need to come to terms, to understand what we come across in our pathways through this world. Often the best way to know what we observe or confront is to write about it, preferably briefly and with some philosophical insight. This is what we do here.

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Hilaire Belloc was a man of many parts. Half English, half French, with an American wife, Belloc was a man who thought and traveled widely. He was the best essayist in the English language. His historical studies covered much of European history. He wrote a book on America, another on Paris, another on the Servile State. He sailed his boat The Nona around England and into the Island of Patmos. He walked to Rome and, with his four companions, through Sussex. While he did so, he thought, reflected, laughed, wondered. He was a born Catholic. He saw the depths of European civilization in its classical and Christian heritage, as well as in their being lost. Bellow saw Islam as an abiding power. His books on walking are classic. He walked much of Europe, England, France, Italy, Spain, and North Africa. His insight into people was extraordinary. He wrote verses for children, poetry, studies of English kings and French cardinals. He was prolific. He had a son killed in World War I and another in World War II. He had many friends; his friendships with Chesterton and Baring were lasting and profound. When we “remember” Belloc, we remember much of what we are, much of what we ought to be. Belloc was something of a sad man, yet he laughed and sang and was in many ways irrepressible. Reading Belloc is both a delight and an education. He belonged to a tradition of letters that was never narrow but knew that to see something small, one had to see the whole picture, both human and divine. We remember Belloc to find out who we are and who we ought to be – men who sing and laugh and wonder about the mystery of things given to us.

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What Does “Academic” Mean? focuses, in two essays, on the prospects of contemporary universities. The term “academic” is traced back to Plato’s Academy in a grove in Athens. The Academy is isolated, far away from the hustle and bustle of the city. Western universities founded in the Middle Ages show continuity, via Byzantium, with Plato’s Academy. Not surprisingly, the Oxford Dictionary quoted by Pieper defines “academic” as “Not leading to a decision; unpractical.” The preoccupation of the academic as academic is seen by Pieper to be fundamentally theoretical, not practical. Pure theory is that which cannot at all be pressed into service. Clearly, many university disciplines that are richly funded by industry and business concerns tend to be favored by university administrations, which, intent on financial survival, frown on “unproductive” disciplines such as pure philosophy: metaphysics being a case in point, since it is the discipline least capable of practical application. Pure philosophy, unlike any other discipline, has as its “subject” the totality of being. Every other discipline deals with a particular aspect of being – for example, the physical, the psychological, the technical – but not the totality. For Pieper, spirit is that which makes us open to truth – all truth – without any need to exploit it in the concrete world. The sciences open up more and more access to reality, more and more for us to contemplate. They show us more of the totality, but none of the sciences is interested in the totality as such. The philosophy which deals with the totality and asks, with Alfred North Whitehead, “What is it all about?” is seen by Pieper as central to the university. Essentially, it contemplates the wonder of being.

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Josef Pieper’s The Platonic Myths is the work of a scholar and philosopher whose search for the level of truth contained in the myths is carried out with a series of careful distinctions between the kinds of myths told by Plato. In the Platonic stories Plato crystallizes mythical fragments from the mere stories which contain them, and in the genuine Platonic myths he purifies the proper mythical elements, freeing them of the non-mythical elements which tend to obscure them. In examining the ‘accepted’ scholarly interpretations of the myths, Pieper succeeds in establishing the case for a truth, found particularly in the eschatological myths, that is not reducible to the rational truth normally sought by philosophers. While it is not purely rational truth, it is not inferior. It is different. It stems from tradition, which reaches back to the ultimate beginnings of man’s existence – back into our pre-history and to events of which, naturally, we have no experience. The only access we have to this truth is through ‘hearing’ (ex akoés), which is not dependent on mere ‘hearsay,’ but which, in Pieper’s interpretation, reflects the handing on, in stories, of what the gods first communicated to man about the creation of the world and about the afterlife. These truths are to be found – long before the New Testament (or even the Old Testament) – in the myths of a variety of civilizations and give evidence of an extraordinary consensus: that there was a creating hand, that primeval man incurred guilt in the eyes of the gods; that he could be saved; that there is an afterlife in which man is rewarded or punished; that he can undergo a kind of purgatory for lesser offenses; and that in the afterlife he can dwell with the gods. What is the basis for accepting such truth as is contained in the myths? No purely rational argument will suffice. What man cannot experience himself he either tends to reject or, if he accepts it, he does so on the authority of another – ex akoés. Even before – or even without – Christian revelation, men have based their lives on a conviction, for instance, that there is an afterlife. They have this conviction not from experience or from some rational philosophical argument. They have it on the basis of ‘belief.’ With the coming of Christian revelation, the logos, or word, of the myth is seen – to the believer – to be the Logos of the New Testament. But even here the ‘believer’ can depend neither on purely rational argument nor on satisfactorily verifiable fact. He has only – belief.

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This is above all a practical book. It discusses with a wealth of illustration and insight such subjects as the organization of the intellectual worker's time, materials, and his life; the integration of knowledge and the relation of one's specialty to general knowledge; the choice and use of reading; the discipline of memory; the taking of notes, their classification and use; and the preparation and organization of the final production.

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