Spring 2014 Wisdom Course Lecture Notes A

Return to Wisdom

JAN 14

Course Introduction

1. Call roll. Brief student introductions.

2. Introduction to the course topic.

3. Introduction to the course websites.

4. Turning Point clicker technology.

5. Ereserves, Grading Schemes, and the Prep Cycle.

JAN 16

Themes in today's readings

• note definitions of wisdom and lists of wisdom attributes
• some initial reference points in Greek thought on wisdom.

Hall, Chapter 1 "What is Wisdom?"

• opening story, point about wisdom
• Perceptions of wise individuals and gender. (Someone look up Lysistrata for next time)
• his approach, p. 16 (using science) - definition of wisdom, bot. 17 --
• Hall's initial theoretical definition: bot 18 -- read & note

Robinson, "Wisdom Through the Ages"

This one of several mini-histories of wisdom we'll look at.

Socrates

• note on Homeric concept --- p. 13-14: Greek concept of soul/nous
• distinctions among sophia, phronesis, episteme
• Socratic "anti-body" view of wisdom

Aristotle

• Aristotle's concept of wisdom. idion ergon (task, mission, purpose)/ prohaireseis(deliberated choices) / hexeis (dispositions). (Put it together.)
• Knowing Final Causes. (possible small group discussion)
• Practical wisdom (phronesis), theoretical (scientific) knowledge (theoretikes), practical knowledge (ergon)

Epicureans & Stoics (Helenist Schools)

• comment on his gloss of stoics.

Christian Wisdom

• the difference that revelation makes to your model of wisdom. (cf. back to Hellenists) sophia vs. pistis theon
• Christian split (influences): Aristotelean vs. Platonic
• Aquinas: quote on p. 20 -- "perspective shift" is a common theme in wisdom accounts

Post-classical world (Renaissance, scientific rev and beyond)

• Scientific revolution as challenge to ancient conceptions of wisdom and divinity

JAN 21

Some housekeeping: note study questions (limit Robinson);

Hall, Wisdom, Ch. 2: Socrates + Axial Age

• Image of Socrates: Does his example support the claim that wisdom is real?
• Axial Age Hypothesis
• Dist. characteristics, p. 24.

Greek

• Contrast between Pericles and Socrates, p. 28

• both selling "deliberation" as a virtue
• Socrates' treatment of emotion unique

Primary class interest here is to get contrasting images of wisdom across the so-called Axial Age.

Confucius

• 6th century BC China
• characteristics of confucian ideas of wisdom

Buddha

• 563-483bc, India
• "awakening" vs. "wisdom"

Osbeck and Robinson, Philosophical Wisdom

• Question of "Where did the problem of wisdom go?"; possible effect of science; scepticism;
• Note on its revival.
• Necessary Presuppositions of wisdom (?): truth not mere conventional; health and sickness are real.
• On Homeric concept: details.
• On Aristotle: read p. 67 three times slowly
• Importance of quality of deliberation. Matters variable (How does this help you distinguish forms of wisdom here?) Note that different sorts of intelligence are being discussed.
• The invariant, role of demonstration in.
• What could intuition and insight be?

JAN 23

Labouvie-Vief, "Wisdom As Intergrated Thought: Historical and Developmental Perspectives"

• This article applies a psychological analysis of Platonic thought on wisdom, so it makes a nice transition to the pscyh literature.

• Thesis: The revival of interest in wisdom is important for highlighting the differences between models of cognition in classical thought and over the life span."Many recent writings suggest, instead, that theories of cognition or intelligence that are based on ^ the assumption of the primacy of objective forms of knowing provide an incomplete and possibly distorted picture of the human mind." 52
• Piaget: inner/outer processes. assimilation/accommodation (Other theorists "oral mode/written mode"), mythos/logos.
• Good quote: "Prior to Plato, many philosophers already asked such questions as: What is the nature of reality? or What is our nature, and what is our place in the order of things? To the pre-Platonic philosophers, answers to these questions still were permeated with mythic and highly concrete images. Reality still presented itself as an organismic happening integrated with the world of nature. Like nature, reality was animated with life and subject to growth and decay (see Collingwood, 1945; Frankfort & Frankfort, 1946). Mythic and organic conceptions of the universe were mixed with the beginning of systematic and abstracting thought. 57
• Platonic thought represents a huge break from this. "For Plato, the adult is no longer embedded in a concrete, organic, and participatory reality." 59
• Small group work: line up and develop the oppositions in the author's opposition between mythos/logos.
• Piaget: model of child development is initially organic, but only in early stages of life. goal of development. Goal is independence of subjectivity (66)
• Homeric heroes not self-reflective, embedded in action, see themselves moved by divine forces.
• "reintegrated thought," seeing goal of adulthood in term of balancing of logos and mythos, 67. embodied thinking 72.

Clayton and Birren, "Wisdom across the Life Span"

• Note from historical treatment: East/West differences. Compare to Gisela.

• Western biblical tradition: Three paths. 105-106.
• Eastern traditions.

• Multidimensional Scaling Study: Note method (see link on wiki) and results. Cognitive, affective, and reflective qualities.
• Topic of discussion: Are older people wiser?

• Note discussion at 119.
• Conclusion at 130: Older subjects also connect wisdom more closely with affective understanding and empathy
• All age groups perceive wisdom as "integration of cognitive, affective, and reflective components."

JAN 28

Birren and Svensson, Wisdom in History (2005)

• 2005 -- Wisdom in History -- This article gives us a broader historical perspective than earlier ones, but also a good summary of the paths taken by researchers (14-29).

• 1st historical treatment that hits on the Enlightenment and Scientific Revolution.

• Connects with ancients on relation between knowledge and wisdom.
• Uncertainty: maybe wisdom is required where there is uncertainty. Knowledge reduces uncertainty. What follows?

• Wisdom in the psychological sciences
  • Not really a central topic immediately.
  • Definitions of wisdom present in Sternberg. table on 16-18. Look at Baltes and Smith.

• Discuss "meta-cognitive" dimension of wisdom. (17)
• Wisdom and age (19)

• First characterization of Berlin Wisdom Paradigm: also Hall 49. Note method, model included historical study. criticisms (note positive aspect here). Ardelt trajectory (Hall)
• Sternberg's direction: relation of wisdom to intelligence and creativity (note on method here: use of constructs.)
• Taranto: focus on human limitation.
• Kramer: organismic. cognition/affect. five functions.
• McKee and Barber: "seeing through illusion"
• Meacham: fallibility of knowledge. balance of positivity/doubt.
• Chandler and Holliday: most well developed construct after Baltes. (23)

Hall, Wisdom, Chapter 3 "Heart and Mind"

• Note that Hall is telling something of the "sociology of knowledge" about the rise of wisdom research.
• Vivian Clayton -- reflects on family member's traits. poses question of meaning of wisdom and relation to age.
• Erikson -- idea of wisdom as end stage "8" of process of self-realization.
• Interesting hypothesis in face of growth of knowledge in gerontology about decay of faculties.
• Hall's account of Genesis myth as also about acquiring "original wisdom" -- wisdom as the price of seeing things clearly. also "dark wisdom".
• Baltes, Smith, Staudinger, Kunzemann. -- Berlin Wisdom Paradigm -- brief overview
• Early critics: Sarstensen and Ardelt -- felt BWP didn't focus enough on emotion.

JAN 30

Hall, Chapter 4, "Emotional Regualtion"

• "Carstensen and her colleagues have proposed that successful emotional regulation is tightly connected to a persons sense of time—usually, but not always, time as it is reflected by one's age and stage of life. "According to our theory, this isn't a quality of aging per se, but of time horizons," she explained. "When your time perspective shortens, as it does when you come closer to the ends of things, you tend to focus on emotionally meaningful goals. " 63

• socioemotional selectivity theory (Cartensen's) - How can the benefits of this view become available to the young?

• Job's emotional resilience. Is it patience?

• problem in history of philosophy -- downplaying of emotion. But then Hume, and James' "What is an Emotion?"

• Gross: "reappraisal" and "reflection" as techniques of emotional regulation. vs. rumination

• Cartensens' research in assisted living homes. counterintuitive answers. (67) "time horizon" theory. Implications.

• Carstensen on the paradigmatic tasks of the young (70)

• 71: neuroscience on learning from loss; affective forecasting; young as steep "discounters"

• 73: emotional resilience in Davidson's neuroscience research. Gabrielli studies on young amygdalas. Gross on male/female emotional processing.

• postive illusion (optimism bias)

• "Grandparent hypothesis"

Grading Schemes

• We'll take some time at the end of class to discuss your options with the grading schemes.

FEB 4

Baltes & Smith, "Toward a Psychology of Wisdom and its Ontegenesis"

• Motivations for the Berlin Paradigm's research: study of peak performance, positive aspects of aging, work on intelligence that reflects a concern with context and life pragmatics, Baltes & Smith p. 87

• Interesting discussion of problem of giving a scientific treatment of wisdom, p. 89.

• Explaining "age of onset" of wisdom as optimization of cognitive mechanics and pragmatics (suggests it can't be too old). see chart p. 94.

• Notice how Baltes & Smith are thinking about the range of wisdom artifacts, including proverbs. p. 97.

• Discussion of five-criteria definition:

• expert knowledge system (98),
• rich factual knowledge ("a representation of the expected sequential flow of events in a particular situation"),
• procedural knowledge -- overcoming bias, general research on good decision making. How we use what we know.
• Relativism -- understanding importance of personal goals in assessment of pragmatic situation.
• Uncertainty -- of life.

Ontogenesis

• from Kunzman and Baltes: "... the period of late adolescence and early adulthood is the primary age window for a first foundation of wisdom-related knowledge to emerge." p. 122 for details.

• from Baltes and Smith, p.110. research on old/young, normative/nonnormative, target age of problem. Suggests that older are not the optimal performance group when considering the different conditions the research looked at.

• from later reading -- Baltes & Freund, "... we know that the body of knowledge and cognitive skills associated with wisdom has its largest rate of change gradient in late adolescence and young adulthood (Pasupathi & Bakes,2000; Staudinger, 1999a). St). Subsequent age changes are a result of specific circumstances of life and nonintellectual attributes. For instance, the development of wisdom-related knowledge during adulthood is more conditioned by personality, cognitive style, and life experience than by psychometric intelligence (Staudinger, Maciel, Smith, & Bakes, 1998). "

• Holliday and Chandler 1986 - p. 107 -- distinction between "understanding" and "judgment and communication" -- What skills / aptitudes are involved in each

• Heckhausen research p. 107-108 -- what does the chart tell us about the age of onset issue?

Narratives and "Think Alouds" -- Berlin Pardigm research method.

Do old people really have wisdom about the problems of younger people? - research by Smith and Baltes suggests no, p. 111.

FEB 6

Kunzman and Baltes, "The Psychology of Wisdom: Theoretical and Practical Challenges"

• Challenges:

1. defining wisdom in a way that separates it from other human excellences.
2. formulating a definition of wisdom that can be empirically investigated.

• source for distinction between implicit and explicit (112).

• Three types of wisdom constructs:

1. wisdom as aspect of personality development in later life (Erikson)
2. post-formal thinking (gisela); "Dialectical thinking derives from the insight that knowledge about self.others, and the world evolves in an everlasting process of theses, antitheses, and syntheses. From this perspective, wisdom has been described as the integration of different modes of knowing" 115
3. form of intelligence and expertise (Baltes)

• clearer explanation (than Baltes and Smith) of "cognitive mechanics" vs. "cognitive pragmatics" (116)

• Review Model on p. 120. Note how it points to further topics that we will discuss in the semester.

• Empirical Results from "Think Aloud" research:

1. High scores rare.
2. Late adolescence and early adulthood is primary age window for onset of wisdom. Age doesn't predict score increases after that.
3. Development of wisdom beyond it's early onset depends upon "expertise-enhancing" factors, such as development of social/cognitive style, presence of role models, and motivational preferences such as an interest in understanding others. Personality not predicted as a factor (note contrast to happiness research).

Baltes & Freund, "Wisdom as Meta-Heuristic and SOC"

• Selection, Optimization, and Compensation is a collection of behavioral strategies for managing life pragmatics.

• Note definition of wisdom p. 251: strategies for peak or optimal functioning.

• Good review of Baltes (Berlin) Paradigm: note detail on "recognition and management of uncertainty" p. 253.

• Wisdom as Meta-heuristic. Definition p. 255. "a heuristic can be defined as a "useful shortcut, an approximation, or a rule of thumb for guiding search" "If wisdom as a meta-heuristic operates effectively, the expectation is that its use creates the cognitive and motivational foundation from which well-being can be achieved. In this sense, wisdom can be seen as the embodiment of the best subjective belief about laws of life that a culture has to offer and that individuals under favorable conditions are able to acquire."

• SOC -- a heuristic for delineating, pursuing, and reviewing goals.

• Selection -- of goals -- can be either elective selection or loss selection. Deliberate, articulate...
• Optimization -- of means. "Acquire and invest" - subskills like "monitoring between actual and desired state" - ability to delay gratification (Mischel)
• Compensation -- response to loss of means. Response to events.

• Proverbs as heuristics -- study found that SOC strategies were selected more often and faster than non-SOC strategies.

• Study showing SOC associated with "positive functioning" (NOTE: This relates to the "hard problem" of wisdom. Figuring out whether wisdom really "works".)

• Consider types of research questions you can pose regarding heuristics and SOC.

FEB 11

Wisdom Practica

General idea and questions/discussion. Tie in with today's class.

Theory Note

1. Turning question from whether wisdom requires moral outlook to what does wisdom look like when it takes on a moral outlook, especially on the approach of contemporary moral psychology?
2. Beginning to a turn in the course toward thinking about wisdom as embodied and trainable.

Haidt, Emo Dog

• This article takes us further into a scientific view that claims that cognition is rarely "causal" in moral decision-making. (The rational tail on the emotional dog.)

• "social intuitionist model" --

• Humean emotivism - "moral sense"

• Kohlberg still a model for rationalist psychology. [1]

• contrast of Intuitive and reasoning systems.

1. Dual Processing - literature on automatic assessment, close to perception, automatic judgement, attitude formation (820), very scary.

2. Motivated Reasoning Problem -- reasoning more like a lawyer and scientist. biases: relatedness -- favors harmony and agreement. coherence

• "the desire to hold attitudes and beliefs that are congruent with existing self-definitional attitudes and beliefs" 821 other biases
• Various motives for ad hoc reasoning: relatedness, coherence (terror management), bias,

3. The Post Hoc Problem -- Nisbett and Wilson 77 - experiments, such as placebo study which solicits post hoc and ad hoc reasoning, split brain patients (Gazzaniga... confabulation)

4. The Action Problem -- weak link bt. moral reasoning and moral action. Mischel marshmallow research 823. vmPFC - Damasio research.

• Theoretical possibilities for theory of wisdom: 1. Can you change responses? 2. In what ways? (again, the problem of criteria)

Hall, Chapter 6 Moral Reasoning

• One question to ask while thinking about this chapter: Do wise people regulate their emotions and does that make for better moral and non-moral decision-making?

• Wisdom interpretation of Genesis. p. 99.

• Evidence of emotional and automatic cognition in moral responses. (102) Haidt, disgust, Trolley Prob.

• Background: Marc Hauser and the Trolley Problem (106)

• Joshua Greene, fMRIs of people doing the Trolley Problem. Seems to capture moments of emo/cog conflict. Fits with Damasio's research with lesion patients. Some can't factor in emotion.

• What implications are there for this turn in moral philosophy for our thinking about wisdom?

FEB 13

Review Day.

FEB 18

Optional Midterm Exam.

FEB 20

Wisdom practica note

• Note that today's readings introduce you to meditation as a contemplative practice related to wisdom through cultivation of compassion, humility, and the alleviation of suffering (which involves working with the ego). While the focus here is on meditation as a contemplative practice, this could be applied to a wide range of practices.

Hall, Chapters 7 & 8: Compassion & Humility

• Chapter 7: Compassion

"By compassion is meant not only the willingness to share another person's pain and suffering; in a larger sense, it refers to a transcendent ability to step outside the moat of one's own self-interest to understand the point of view of another; in a still larger sense, it may take this "feeling for" to the level of mind reading, for the theory of mind—one of the most powerful implements that evolution placed in the human cognitive tool kit—requires us to understand the way another person's feelings inform his or her intentions and actions." 116

• Matthieu Ricard and Richard Davidson studies. (no overarching theory here, but note Davidson on p. 121) Davidson believes in poss of "training" toward increased well being.

• Ricard makes the case, on 122, that compassion is based on an understanding of how things are connected, how happiness and suffering are connected. Knowing that there are ways to address suffering fuels compassion, which also helps us understand how things are connected.

• general point: importance in this research of thinking of compassion as having a neural substrate and a function in our psychology. We don't have great research on exactly what we can do with it or it's actual function.

• 126: mirror neurons and empathy.

• 128: notion of "embodiedness" of our responses to the world. not just cognitive.

• Chapter 8: Humility

• puzzle about humility. How can Gandhi embody both humility and the kind of great ambition he achieved? Is humility consistent with action in the world?

in religion -- piety and obedience to God. 137

Hall suggests social / evolutionary function for humility: "If we consider obedience in a secular or, even more narrowly, behavioral sense, it may help explain why humility persists as a virtue. It is one of those traits that acts as a social lubricant, greasing the wheels of group interaction, minimizing interpersonal friction, enhancing the odds for cooperation." 138 (anecdote from Inv. Gorrilla - Go)

narcissism among CEOs. may contribute to financial instability of firms. correlates with white collar crime. inverse of humility. best CEOs blend humility with strong will.

Introduction to Buddhism

• The Four Noble Truths

1 There is suffering.

2 There is the origination of suffering: suffering comes into existence in dependence on causes.

3 There is the cessation of suffering: all future suffering can be prevented by becoming aware of our ignorance and undoing the effects of it.

4 There is a path to the cessation of suffering.

8 fold path. (see above and in Feuerstein.)

Division	Eightfold Path factors	Acquired factors
Wisdom (Sanskrit: prajñā, Pāli: paññā)	1. Right view	9. Superior right knowledge
	2. Right intention	10. Superior right liberation
Ethical conduct (Sanskrit: śīla, Pāli: sīla)	3. Right speech
	4. Right action
	5. Right livelihood
Concentration (Sanskrit and Pāli: samādhi)	6. Right effort
	7. Right mindfulness
	8. Right concentration

Holder, The Greater Discourse on the Destruction of Craving

The Greater Discourse on the Destruction of Craving starts with the "bad" monk, Sati, who thinks that reincarnation might involve the same consciousness (and so the survival of the self after death). The other bhikkhus rat him out to the Buddha, who calls him out over the issue (in a gentle Buddha way) and goes on to describe both the process of "devolution" by which ignorance leads us to craving (65) and the process of purification that brings about a reversal (66) of the process. Prior to following the eightfold path, our experience (seeing, hearing, etc.) entails an unhealthy attachment. After, we presumably have the same kinds of experiences, but without unhealthy attachment.

• ""So, bhikkhus, dependent on ignorance, there are dispositions to action; dependent on dispositions to action, there is consciousness; dependent on consciousness, there is psycho-physicality; dependent on psycho-physicality, there are the six bases of sense; dependent on the six bases of sense, there is contact; dependent on contact, there is feeling; dependent on feeling, there is craving; dependent on craving, there is attachment; dependent on attachment, there is becoming; dependent on becoming, there is birth; dependent on birth, there is aging-and-death, sorrow, lamentation, pain, despair, and distress. Thus there is the arising of this whole mass of suffering." 65 note corresponding paragraph on p. 66.

• Note story of "natural" growth and attachment, p. 67, folllowed by realization and pursuit of enlightenment.

Matthieu Ricard, Chs. 6&7: Alchemy of Suffering and Veils of the Ego

Chapter Six: Alchemy of Suffering

• Shortest history of the kingdom: "They Suffer"

• Pervasive suffering -- from growth and development
• Suffering of Change -- from illusion of permanence.
• Multiplicity of Suffering -- suffering from awareness of the many ways things can go wrong.
• Hidden Suffering -- anxiousness about hidden dangers

• Sources of Suffering -- self-centeredness, our unhappiness is caused, 4 Noble Truths.
• Problem: How can you have a philosophy that tells you that you shouldn't "lose it" in calamity?

• Methods for responding to suffering -- meditation, use of mental imagery.

Chapter Seven: Veils of the Ego

• Ego as a fear reaction to the world.
• Observing the ego at work: example of the vase, the asymmetry of our response is a clue.
• Problem: How can I live without an ego? R's response: true self-confidence is egoless.

• Cites Paul Ekman's studies of emotionally exceptional people. egoless and joyful
• Gives brief account of the illusion of self.

FEB 25

• leave time for meditation practicum launch

Hall, Chapter 5: Neuroscience and Decision Making

• Problem of Free Will comes up throughout the chapter -- not directly our concern with wisdom, is it?
• Expected value problems -- Getting $20 now or more in the future.
• 81-3: Problem of Valuation -- Decision making works on pre-existing value that we access in the event.
• 83: Glimcher 06-07 fMRI research on expected value decision making: Factors affecting test subjects' answers: time horizon and impulsivity.
• Reinforcement Learning -- dopamine cycle
• Rutledge's "fishing for crabs" research: dopamine shift from reward to anticipation. always diminishing doses.

• "Success breeds habit and failure breeds learning" -- brain is reactive to unexpected results.

• Glimcher claims predictive power in fishing for crabs game.
• Problems comparing this research to wisdom problems: speed of decision, narrowness of the problem
• Ap Dijksterhuis - on "deliberation without attention" - connects with discussion of training subjective states of mind for better decision making.
• "Attentional blink" and "decisional paralysis" - Davidson research on meditation effect on these phen.
• Decision paralysis -- Iyengar and Lepper gourment jelly studies 93-94 -- connection with Parkinson's

Daniel Gilbert, TED talk, "Why We Make Such Bad Decisions"

• Bernouli's formula for expected value: odds of gain x value of gain
• two kinds of mistakes: odd and value
• Availability heuristic: works when estimating likelihood of seeing dogs vs. pigs on a leash, not when estimating odds of good or bad things happening.
• Mistakes estimating value

• comparisons to the past - price cuts vs. price increases; theatre tickets (mental accounting), retailing (comparison of wine by price), potato chip / chocolate / spam study, speaker comparison.
• time frames matter. When both expected value calculations are in the future we do better (pay offs in 12 vs. 13 months)

• Explanatory hypothesis: brain evolution not geared toward abstract caluculation of rational alternatives.

• Implications for wisdom

Sternberg, "Wisdom and Its Relations to Intelligence and Creativity"

• Interested in both implicit and explicit theories that bring out the relationship of wisdom, intelligence, and creativity. Follow his own studies and rubric. More based on implicit research.
• Objectivity of wisdom: At p. 147, research finds external validation in correlation between wisdom prototype-resemblance and external measures of social intelligence and social judgement.
• Behavioral ratings experiment (similar to MDS study in Clayton and Birren) [Interesting details on Philosophy and Business Professors!]
• 2nd and 3rd experiments confirm closer association of wisdon and intelligence vs. wisdom and creativity.
• Follow Sternberg's explicit model and conclusion. Read p. 152.
• Explicit research: discuss matrix at 152. note on automatization. mixing of characteristics of intelligence and creativity in wisdom.
• Conclusion: read p. 157.

Stanovich, "The Rationality of Educating for Wisdom"

• Reference to a literature on teaching of wisdom (good topic for further research).
• notes that IQ tests don't typically track cognitive styles, thinking dispositions, and wisdom. 247
• distinction between rationality of belief and rationality of action, 248. dictionary def of wisdom seems to include both.
• Elster's distinction between thin and broad theories of rationality. mere instrumental reasoning is "thin" thin theories don't evaluate emotions much, but the difficulty of broad theories is that they require us to make a normative assessment of our desires.
• Sternberg's view of rationality is broader still, since he includes balancing of perspectives of self and others. Notes other broad theories of rationality like Hargreaves Heap (!) who critiques instrumental theories as ignoring "expressive rationality" -- making sense of the self.
• Note conclusion: the logic of teaching for wisdom: If teaching wisdom is about more than promoting intelligence, if it's also about changing thinking dispositions, then you have to justify it in terms of a broader notion of rationality than just intelligence. Normative conceptions of rationality could play a role in such a justification.

FEB 27

Stoicism Basics

• Stoic View of the God, Self and Nature

• Rationality of the Cosmos
• Corporealism
• Pantheism
• Rationality in us: the "hegemonikon"

• Stoic View of Virtue

• Virtue required by our rational nature.
• Virtue should be a sufficient goal for a rational creature.
• Happiness is welcome but may depend upon many things I can't control.

• Stoic Psychology

• Rationality and the goal of tranquility
• Analysis of suffering as "mismatch" between reality and our desires
• Reason to think that achievement of virtue will create conditions for happiness.

Epictetus, Enchiridion

Key Idea: To realize our rational nature (and the joy that only rational being can know), we need to adjust our thinking about our lives to what we know about reality.

• "Some things are in our control and others are not."
• "Confine your aversion" and understand the limits of things. (Sounds like an “aversion” retraining program based on knowledge claims.)
• Infamous #3. Read with #7, #8, and #14, in case we’re being too subtle.
• Something like mindfulness, #4
• Limits of pride. Catching the mind exaggerating.
• Desire: #15
• Comportment in later points of the enchiridion. (Unabashedly hierarchal -- recall "mix of elements")

Stoic Dates

• 368- 283 Crates of Thebes - friend of Antisthenes (445-365), who was a pupil of Socrates (469-399)
• 333-262 Zeno of Citium - credited as founder of Stoicism
• 331-232 Cleanthes
• 277-204 Chrysippus of Soli - 705 rolls written, 0 survive to date
• fl. 200 Zeno of Tarsus
• 230-150 Diogenes of Babylon - famous visit to Rome to spread stoicism (156-155)
• 200-129 Antipater of Tarsus
• Posidonius of Apemen - contemporary of Cicero (106-43)
• 3-65 Seneca
• 50-135 Epictetus
• 121-180 Marcus Aurelius