This book, collecting his most important papers in the form in which they were originally published, can be seen as a companion to that one.

In this lively and provocative book, W. G. Runciman shows where and why they fail, even after due allowance has been made for the different historical contexts in which they wrote.

In an article on ‘The Name of the Euxine Pontus’ in C.Q.xxxiv , pp. 123 ff., A. C. Moorhouse rejects the suggestion made by M. Vasmer and supported by Boisacq that the original Greek title ξενος was a popular rendering of the Avestan adjective αχṦαệνα, ‘of dark colour’. Moorhouse raises the following objections to this theory: i. There is no direct evidence of the Avestan adjective ever being applied to the Black Sea. ii. In historical times ‘Avestan is a long (...) way from Greek’ and in prehistorical times it is doubtful whether the speakers of Avestan had any close connexion with the Black Sea. iii. Assuming πόντος to denote ‘way’, ‘the dark way’ would be a fantastic name for any sea. iv. The early Greek form is ξενος, and only metri gratia ξεινος, whereas if the word is a loan from αχṧαēνα we should expect the phonetically closer form ξενος. (shrink)

The question whether τυγχνω can be used forτυγχνω ν in Attic Prose has been differently answered by different scholars. Phrynichus held that it could not, and Porson followed him. The generality of modern scholars, however, have taken the other view—so, e.g., Locella, Heindorf, Lobeck, Ast, Schneider, Madvig, Stallbaum, Krüger, W. H. Thompson, Rutherford, Jebb, Adam, Kühner-Gerth. The object of the present note is to show that the ‘modern’ view, if it is to be maintained, must be based on other evidence (...) than that hitherto given for it. (shrink)

The article considers what is a philosophy and its relation to education. The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills, cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically (...) the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting. (shrink)

Of the various contests held by Aeneas to mark the anniversary of his father's death the ship-race is marked out by its length and initial position as especially important. However its precise significance is by no means obvious. That Virgil intends it to have some relevance to events of later Roman history seems fairly clear. First, we are told the names of the families descended from three of the four captains involved — Cluentii, Memmii and Sergii. It seems therefore that (...) we should look to the activities of members of these families to discover Virgil's intention. Two families — Cluentii and Memmii — are a mystery, since none of their members plays an obviously prominent role in the events of Virgil's own time. However, Sergestus and the Sergii point unmistakably towards Catiline. Sergestus' rash folly, which is nearly the ruin of his men and his ship, exactly matches Catifine's own furor, which would have destroyed Rome. Even the name of his ship, Centaurus, reinforces the point. (shrink)