(in Polish) Living a Good Life: Ancient Greek and Early Chinese Philosophical Perspectives 3800-LGL26-M-OG

The primary objective of this course is to explore the pursuit of the good life through
an overview of selected philosophies in Ancient Greece and Early China. We will demonstrate how
the conceptual framework of philosophy as a "spiritual exercise" and "care of the self"—as famously
developed by Pierre Hadot and Michel Foucault—can be successfully applied to both the Greco-
Roman and Chinese traditions. By examining the art of living from a comparative perspective, we will
show that the conception of philosophy as a practical, transformative way of life is a shared feature of
both Eastern and Western thought.
o achieve this, we will read and analyze key primary sources from selected schools of thought,
discussing philosophical concepts fundamental to living well, such as the broadly understood care of
the self (epimeleia heautou), philosophy as a spiritual practice, therapeia, and ethical self-cultivation.
Chronologically, the course focuses on the classical periods of these traditions, though in the case of
Greek philosophy, the Hellenistic, Roman, and Late Ancient periods will also be considered. While
this scope presents certain methodological challenges regarding the definition of "classical" periods
across different cultures, its main purpose is to provide a focused and manageable selection of source
material.
Our inquiry will focus on authors and texts that present philosophy as a vital tool for personal
development and flourishing. In the Western tradition, we will primarily cover Stoic (Epictetus,
Seneca, Marcus Aurelius), Epicurean, and Neoplatonic thinkers. From the Chinese tradition, we will
discuss the most prominent classical authors, including the foundational texts of the Confucian (The
Analects, Mencius, Xunzi) and Daoist (Laozi, Zhuangzi) traditions. We will examine how these
diverse thinkers addressed the question of what it means to live a good life and what practices are
necessary to achieve it.
While the course follows a lecture format, the active participation of students—through questions,
remarks, and comparative suggestions—is strongly encouraged.