WHAT IS A PHILOSOPHICAL EDUCATION?

A philosophical education is an education based on philosophy; and philosophy, according to the ancient Greeks, means 'love of wisdom'. Love of wisdom is a, very different thing from the accumulation of knowledge or skills; the latter was called "sophistry" by the Greeks. Still, the accumulation of knowledge or skills seems very practical to us today, while the love of wisdom seems rather abstract, and not especially useful. So, while it is not too difficult to give at least one definition of a philosophical education -- education in the love of wisdom -- that kind of education doesn't seem particularly useful or desirable. To some people, it even seems more than a little wayward.

Skills, techniques, and specialized knowledge are here to stay in our society; there cannot be much doubt about that. But all of those basic human tools can be applied in a very wide variety of ways. They can be used to help cure the greatest human ills and diseases; or, as we have seen to our sorrow, they can be used equally well to provide "the ultimate solution" to problems standing in the way of ultimately evil men. The trouble with special skills, techniques, and knowledge is that they are instruments of power in the hands of men good and bad, intelligent and stupid, quite indifferently. It is in matching skills to goals that the love of wisdom - philosophy -- comes importantly into play.

To look at the matter in another light, all of us have positions, suppositions, and presuppositions on all kinds of matters. Most of the time, you cannot avoid taking a position; getting out of bed in the morning is taking a position on the day's activities. As Franz Kafka put it, "Grasp your good fortune, that the ground on which you stand is exactly the size of your feet." It is your position on something.

Another word for 'position' is thesis and it has to be defended -- not just academically, but most of the time. If you were speeding while driving a sick friend to a hospital, you explain and defend your position before the law. Another word for 'supposition' is hypothesis. It .is a tentative position, used to explain something else.  We often overlook the fact that every supposition (hypothesis) has a position (thesis) backing it up. -- You cannot hold something out at arm's length, to examine it, unless you are already standing on something else.

Presuppositions, by contrast, are very much like prejudices; a supposition is a creation of the conscious mind, but a presupposition is a creation of the unconscious. Presuppositions imply commitments, and can be extremely dangerous. For example, it is extremely dangerous to presuppose that machines will cure the ills of the world. There may well be machines or drugs that will be helpful in curing ills; but they need to be used with discretion and backed up with human judgment. Judgment is not something that can be delegated to a machine. Machines will labor for us, but they will only 'think' when used by very powerful people. Power corrupts, and absolute power corrupts absolutely, as we have often (but not often enough) been reminded.

All of this is about a philosophical education; it should teach us not to entrust our lives souly to machines. You can look at a presupposition or prejudice as a kind of machine; it operates in a very mechanical way. A philosophical education is the somewhat painful process of being relieved of presuppositions. While not always immediately useful, it is hard to think of anything that is ultimately more beneficial.

RESIDENTIAL EDUCATION AT OAKSTONE FARM

There are six basic ideas behind the Oakstone Farm Program in Residential Education:
1) THE WHOLE COMMUNITY is the real cultural environment, and Oakstone Farm seeks to bring students into active educational communication with the surrounding community.
      2) RESIDENTIAL EDUCATION, built on a core student/teacher group living and learning together around the clock, is one of the most effective foundations for higher education. This was Plato's belief when he made his own home into the first Academy. 3) GENERAL EDUCATION involves a philosophically-based effort to acquire cultural depth and social flexibility, providing insight into the major issues of our times, and distinguishing basic concerns from passing fads. 4) THE LIBERAL ARTS TRADITION is not a body-of dogmas, but an inquiring attitude that frees the mind by providing background, examples, and direction forcharting the course of life.

FARM SUMMER PROGRAM, JUNE 7 - AUGUST 13, 1976/77

There are three academic programs at Oakstone Farm this summer. All residents are asked to participate in the first one, and in either the second or the third. Members of the surrounding community are also cordially invited to the first one:
1.AN INTRODUCTION TO PLATO AS AN INTRODUCTION TO PHILOSOPHY.
This is the most famous Oakstone Farm Seminar, as well as the most enjoyable; in the past, student and community participants have commuted to it from as far as Toronto. There will be one evening meeting per week, during which a relatively short Plato dialogue will be examined and discussed. A few of the more trenchant criticisms and durable defenses of the work of this perennial philosopher will also be considered. The lively and controversial character of Plato's works makes them an ideal starting place for a beginner in philosophy, and we hope to have extensive community participation.
2.INTENSIVE ELEMENTARY CLASSICAL GREEK.
This is a special course for those wishing to learn ancient Greek as an aid for the pursuit of their literary or philosophical interests. Further descriptive material is available upon request.
3.CONTINUING STUDIES AND DIRECTED READINGS.
Some students residing at Oakstone Farm during the regular academic year elect to spend the summer months there also, while continuing academic or research work in the neighborhood, or devoting their summer energies to improving their financial condition. Students wishing to live at the Farm for the summer only are expected to make a special effort on the Plato seminar.

ACADEMIC YEAR PROGRAM, 1976/77;
GENERAL SEMINAR IN CLASSICAL PHILOSOPHY

AN INTRODUCTION TO ARISTOTLE: This seminar will begin with a study of Aristotle's Metaphysics. Towards the end of the first semester, all participants will decide whether they want to study that very rich work for a second semester, or undertake another work of Aristotle's instead. Those aspects of Aristotle's thought that are still part and parcel of our thinking today will receive special attention, but we will also take note of his ideas that have not stood the test of time, as well as some that are still controversial. Participation is invited from students and scholars of classics and philosophy especially, whether beginners or advanced.
In departure from past policies, Oakstone Farm residents will not be required to attend this seminar.

WHAT OTHERS SAY ABOUT THE OAKSTONE FARM PROGRAM?

"Oakstone Farm is a shining example of what can be accomplished in a residential community of scholars . . ."
-SUNY/B Faculty Senate Review, 1973

"Ketchum's approach to the Platonic Dialogues is unique, and he has introduced some of our finest students to Greek and Classical Philosophy."
Prof. John Peradotto, Chairman, SUNY/B Department of Classics.

(Oakstone Farm is a completely private and unaccredited institution. Students wanting formal credit for their work there can sometimes make arrangements for directed reading credit at an accredited institution.)

SUMMER STUDY GROUP:THE CONCEPT OF CULTURE
After a continuous history of almost two decades, the Oakstone Farm Seminars came to-a halt two or three years ago, as the tenuous bridge between a major metaphysical tradition and the pressing (if not always necessary or understood) demands of modern society collapsed. We were not alone in being silenced by the new wave of 'practicism' (as the French call it) that swept through the, the American university community; the eminent biologist, George Wald, warned several years ago that the whole university community was in danger of losing its truly academic dimension. For us, it was a complete loss oft, the opportunity to voice the idealistic tradition.
It is a loss,, because when an articulate idealistic tradition is no longer allowed to have a voice, spurious forms of idealism pop up like weeds. George Steiner, in a New York Times article, "The Lolipopping of America," warned that the philosophlcal professionals had become so removed from the philosophical needs of the young, that there too, in the academic enterprise of moving from nasscent philosophical motivation to the treasures of the tradition, the bridge was down.
It was easy to see this cultural problem developing through the sixties and seventies, and I addressed it in an under-graduate course, "The Concept of Culture," in a college which has also (to all intents and purposes) met its demise. Since that course was offered, the amount of good literature on various aspects of culture, and addressed to the complex concept itself, has multiplied considerably. Some of it is concerned with social structures, some with psychological problems of culturation and, alienation, some with the arts, some with value systems, and a small amount of it is explicitly philosophical.
There is always a movement afoot to get to the root of the matter by plunging into the philosophical, 'heavies', while leaving the specific and concrete aspects of culture, especia1ly the culture in which we actually live from day to day, behind. This is probably not a good idea; it amounts to an effort to jump the chasm where the bridge is down. If the leap is successful, it becomes difficult to help others across -- one goes on to live on the blessed isle of the professionals -- while, if it is unsuccessful, one's remnants dwell at the bottom of the gorge, where they may well be picked over by such vultures as the explicated metaphor discloses.
I propose, therefore, that we readdress THE CONCEPT OF, CULTURE in a series of meetings beginning Sunday, June 7, 1981, at 8:00 p.m. at Oakstone Farm, that we get up a reading list allowing interested persons to make contributions from various sides, and that subsequently, when we have come to know something about bridge building, we approach the philosophical side of the issue with a view towards connecting it: concretely to our current situations.

Jonathan Ketchum

OAKSTONE FARM PLATO ASSIGNED READINGS PART II

In Part I, THE CASE AGAINST PLATO, we considered political, moral, and logical objections to Plato's thought. These objections were, in sum, 1) that Plato's political thought is totalitarian, 2) that Plato condoned and supported the Greek institution of pedastery, 3) that Plato's holistic logic leaves no room for the concrete individual, who is subsumed under a general concept ("Rabbiteth," like "Raineth," instead o "Lo! A rabbit!" [QUINE]), if not, indeed, under the one general concept, cosmos (RUSSELL, POPPER), and 4) that Plato used his brilliantly successful literary style intentionally to deceive his readers (CHAPMAN and LEVINSON, POPPER).

In Part II, THE GREEK DIALECTIC, we shall examine a few of the most important literary and philosophical antecedents of Plato's thought, trying to keep all these objections in mind; here, we are moving in largely uncharted. Our basic guide is JAEGER, Paideia, Vol. 1. Book One therein, "Archaic Greece," traces its way same period through the same period we are concerned with in Part II of our seminar, and Book Two therein, "The Mind of Athens," corresponds to our considerations in Part III of our seminar. In each case, considerable reverberance from Part I of our seminar will be detected. Notice should be taken of Jaeger's treatment of such topics as the Spartan ideal and the role of the Athenian aristocracy, though we shall not treat these issues topically at length again for some time.

JAEGER raises for us the general issue of the interrelationship between philosophy and cultural history. Notice should also be taken (by those who have the time) of GUTHRIE'S monumental new work, A History of Greek Philosophy, which covers the same ground as our seminar' With a richness and detail heretofore unachieved in English, and at a level of quality equal to the best histories of philosophy in other languages.

But, for the specific topic of dialectic, we must rely on two foreign works (unassigned reading): SICHIROLLO,DIALEGESTHAI-Dialektik von Homer bis Aristoteles, and BOEDER, Grund und   Gegenwart als Frageziel der frun-griechischen Philosophie. The import of these works -- including consideration of the relationships between Platonic, Hegelian, and Marxist dialectic - will be set forth as the seminar procedes, in conjunction with our studies of specific forerunners and contemporaries of Plato, to whom consideration of the dialectical aspects of their thought has not to date been granted in the English-speaking community.

The principal dialectical concepts to bear in mind throughout are as follows:

1) The genesis and nature of 'mental objects': idea, eidos, morphe.

2) Concealment and revelation, especially of the 'true nature of things', and therefore involving the Greek understanding of truth as unhiddeimess.

3) rj~11~ relationship of dramatic irony to the process of revelation.


4) The relationship of the natural to the divine, and the retention of a demythologized hierophany.

Farm Summer Program, June 7 - August 13, 1976/77

There are three academic programs at Oakstone Farm this summer. All residents are asked to participate in the first one, and in either the second or the third. Members of the surrounding community are also cordially invited to the first one:
1.AN INTRODUCTION TO PLATO AS AN INTRODUCTION TO PHILOSOPHY.
This is the most famous Oakstone Farm Seminar, as well as the most enjoyable; in the past, student and community participants have commuted to it from as far as Toronto. There will be one evening meeting per week, during which a relatively short Plato dialogue will be examined and discussed. A few of the more trenchant criticisms and durable defenses of the work of this perennial philosopher will also be considered. The lively and controversial character of Plato's works makes them an ideal starting place for a beginner in philosophy, and we hope to have extensive community participation.
2.INTENSIVE ELEMENTARY CLASSICAL GREEK.
This is a special course for those wishing to learn ancient Greek as an aid for the pursuit of their literary or philosophical interests. Further descriptive material is available upon request.
3.CONTINUING STUDIES AND DIRECTED READINGS.
Some students residing at Oakstone Farm during the regular academic year elect to spend the summer months there also, while continuing academic or research work in the neighborhood, or devoting their summer energies to improving their financial condition. Students wishing to live at the Farm for the summer only are expected to make a special effort on the Plato seminar.

Academic Year Program, 1976/77;
General Seminar in Classical Philosophy

AN INTRODUCTION TO ARISTOTLE: This seminar will begin with a study of Aristotle's Metaphysics. Towards the end of the first semester, all participants will decide whether they want to study that very rich work for a second semester, or undertake another work of Aristotle's instead. Those aspects of Aristotle's thought that are still part and parcel of our thinking today will receive special attention, but we will also take note of his ideas that have not stood the test of time, as well as some that are still controversial. Participation is invited from students and scholars of classics and philosophy especially, whether beginners or advanced.
In departure from past policies, Oakstone Farm residents will not be required to attend this seminar.


What Others Say About the Oakstone Farm Program?

"Oakstone Farm is a shining example of what can be accomplished in a residential community of scholars
-SUNY/B Faculty Senate Review, 1973

"Ketchurn's approach to the Platonic Dialogues is unique, and he has introduced some of our finest students to Greek and Classical Philosophy." Prof. John Peradotto, Chairman, SUNY/B Department of Classics.

(Oakstone Farm is a completely private and unaccredited institution. Students wanting formal credit for their work there can sometimes make arrangements for directed reading credit at an accredited institution.)

Residential Education at Oakstone Farm

There are six basic ideas behind the Oakstone Farm Program in Residential Education:
1) THE WHOLE COMMUNITY is the' real cultural environment, and Oakstone Farm seeks to bring students into active educational communication with the surrounding community.
      2) RESIDENTIAL EDUCATION, built on a core student/teacher group living and learning together around the clock, is one of the most effective foundations for higher education. This was Plato's belief when he made his own home into the first Academy. 3) GENERAL EDUCATION involves a philosophically-based effort to acquire cultural depth and social flexibility, providing insight into the major issues of our times, and distinguishing basic concerns from passing fads. 4) THE LIBERAL ARTS TRADITION is not a body-of dogmas, but an inquiring attitude that frees the mind by providing background, examples, and direction forcharting the course of life.

OAKSTONE FARM ALUMNI LIST

1960
Alan Salisbury
Jeff Sweeney

1961
George Greenstein
John Hunter
Tony Tyson
David Clarke

1962
Ed Becker
Alan Ericson
Frank Gerbode
Ragnar Naess
Bob Noth
Ray Prier*
Chris Wilkinson*

1963
Paul Corley
Rich Inwood
Bob Lynch
Tom Lynch
Jeff Milstein
Mike Moran
Pat Moran
Larry Scoville
Leo Sides

1964
Steve Aikenhead
Alan Boren
Steve Breslow
Michel Faingold
Jan Jacobi
Fred Jeter
Alan Hayes
Carl LaPlante
Chris Macie
John Miller
Keith Miller
Frank Nisetich

1965
Bruce Anderson
Eve Baker
Bob Crawford
Bob Fine
Steve Merrill
Jim Romberg
Jeff Wattles
Janet Welch

1966
Eric Anderson
Charlie Felsenthal
Claudia Graham
Tim Callison
Susan Howe
Bill Madlener
John Neale
Anne Neale
Otto Schatz
Bob Schmiederer

1967
Jenny Fricker
Jim Herriot
Gil Moore
David Morris
Joe Pennock
Larry Pischoff

1968
Makes Athanassoglou
Jerry Biederman
Bill Caflison
Milo Hamilton
Steven Hill
Alan Kremen
Hugh Renwick
Bill Bronson

1969
Betsy Blettner
Chris Couzens
David Cornberg
Bruce Dunham
Kurt Moses

1970
Carol Beyer
Mike Pearson
Archie Taft

1971
Grace McKay
Bonnie Miller
Mitch Miller
Bob Miller
David Scarbrough
Steve Salamone
Jill Stanton
Tracy Taft

1972
Mike Anderson
Joy Catania
Seraphin Craig
Regina Cohen
Bob Esposito
Howard Gold
Carl Mrozek
Pam Plate
Susie Taft
Fred Woodward
Bill Yoder
Erica Hollister

1973
Timolin Burke
Bill Hatch
Julie Lepic
Terry Nutter
Paul Scheg*
Dale Scoville
Marg Scoville

1974
Bill Armfield
David Bronson
Mark Drattel*
Richara Gelula
Cory Goldman
Lindsay Hill
Kris Feder
Richard Jovan
Alan Koslow
Leslie Plachta
Sidney Raffer
Jordan Smith

1975
John Conley
Dianna Dorer
Arthur Finck
Liz Grossman
Marie Kuebler
Mitch Merriam
Ellen Solomon

1976
Len Amico
Paul Beuther
Mirraim Blum
Glenn Bowman
Rick Foxton
Mike McKenna
Andy Miller
Uwe Moeller
Gary Storm
David Weinstein

1977
Steve Ashenfarb
Jerry Dibble
David Ehrman
Howard Jachter
Jim Miller
Dan Leczinsky
Barbara Musolf
Cindy Cassidy-Thompson
Melissa Cassidy
Corey Cassidy
Edmund Simmons
Joseph Caezza
Joseph Capuana
Rolf Muller
Bill Wittig
Alice Tiffaut
Wiranto Arismunander
Wolfgang Jabs
David Levin
Rena Levin
John Peradotto