A critical reflection on complacency and its role in the decline of
classics in the academy. In response to philosopher Simon
Blackburn's portrayal of complacency as a vice that impairs
university study at its core, John T. Hamilton examines the history
of complacency in classics and its implications for our
contemporary moment. The subjects, philosophies, and literatures of
ancient Greece and Rome were once treated as the foundation of
learning, with everything else devolving from them. Hamilton
investigates what this model of superiority, derived from the
golden age of the classical tradition, shares with the current
hegemony of mathematics and the natural sciences. He considers how
the qualitative methods of classics relate to the quantitative
positivism of big data, statistical reasoning, and presumably
neutral abstraction, which often dismiss humanist subjectivity,
legitimize self-sufficiency, and promote a fresh brand of academic
complacency. In acknowledging the reduced status of classics in
higher education today, he questions how scholarly striation and
stagnation continue to bolster personal, ethical, and political
complacency in our present era.
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