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The Academy, founded by philosopher Plato in the early 4th century BCE as perhaps one of the earliest institutions of higher learning<youtube>https://www. While it was not a like a university where people would enroll and obtain advanced degrees, it functioned as one of the first places for dedicated research into scientific and philosophical questions, at least in Europe. It's main function was to teach Plato's philosophical understanding, but it also challenged its scholars to develop a new understanding of our universe. This makes it one of the first known institutions that dedicated itself to fundamental discovery about our universeyoutube. com/watch?v=jLesc5lITvo</youtube>

__NOTOC__[[File:Plato_Silanion_Musei_Capitolini_MC1377.jpg|thumbnail|left|250px|Plato founded the made be Silanion in 370 BC for Academy sometime between 390-380 BCE in of Athens (Figure 1). Fundamentally]]The Academy, founded by the school served as a place where philosopher Plato's philosophies would be taught.<ref>For more on in the founding early 4th century BCE, was perhaps one of the Academy, see: Press, Gerald A. 2007earliest higher learning institutions. Plato: A Guide for the Perplexed. Guides for the Perplexed. London ; New York: Continuum.</ref> The Academy was initially located in area that While it was not like a grove or garden of olive trees that included statues university where people would enroll and nearby buildings. The term academy derives from Academus or Hecademusobtain advanced degrees, a mythical hero it functioned as one of the garden was first places for dedicated to. This term becomes both the term for Plato's school but also our word for academy research into scientific and academicphilosophical questions, at least in Europe, took place by gathered scholars.

The idea of the academy Its main function was to have an institution where dedicated teach Plato's philosophical understanding, but it also challenged its scholars would meet, discuss, and lecture about the nature to develop a new understanding of the our universe.<ref>For a history on the Academy, see: Reale, Giovanni, John R. Catan, and Giovanni Reale. 1990. Plato and Aristotle. A History of Ancient Philosophy, Giovanni Reale ; 2. Albany, NY: State Univ. of New York Press.</ref> Plato believed that knowledge was not attained by only contemplation but through discussion, teaching, and research. Plato initially gave many This makes it one of the lectures and seminars, where he would also field questions from his select audience of scholars. The subjects focused upon were mathematics, natural science, astronomy, dialectics, philosophy, and politics. Plato was joined by other well first known philosophers at the academy, including Aristotle before he founded his own Academy. While initially the academy functioned as a school institutions that taught Plato's philosophies dedicated itself to fundamental discovery about the natural world, this changed by the mid-3rd century BCEour universe.

[[File====The Establishment of the Academy====Plato founded the Academy sometime between 390-380 BCE in Athens. Fundamentally, the school served as a place where Plato's philosophies would be taught.<ref>For more on the founding of the Academy, see:Press, Gerald A. 2007. Plato Academy MAN Napoli Inv124545: A Guide for the Perplexed. Guides for the Perplexed.jpg|thumbnail|Figure 1London ; New York: Continuum. </ref> The Academy as depicted was initially located in area that was a mosaicgrove or garden of olive trees that included statues and nearby buildings. The term academy derives from Academus or Hecademus, a mythical hero the garden was dedicated to. This term becomes both the term for Plato's school but also our word for academy and academic.]]

==Continuity of the The Academy==In around 266 BCE's idea was to have an institution where dedicated scholars would meet, Arcesilaus became discuss, and lecture about the Scholarch or head nature of the Academyuniverse.<ref>For more a history on Arcesilausthe Academy, see: AlgraReale, KeimpeGiovanni, John R. Catan, edand Giovanni Reale. 20051990. The Cambridge Plato and Aristotle. A History of Hellenistic Ancient Philosophy, Giovanni Reale ; 2. 1st pbkAlbany, NY: State Univ. ed. Cambridge ; of New York: Cambridge University Press, pg. 324. </ref> He developed what became known as the Skeptical school of Platonism. This period saw influences by the Skeptics and Stoics, both of who were criticized by the Platonist skeptics. Skepticism saw Plato believed that the universe knowledge was unknowable and it was folly to pursue it. Arcesilausnot attained by only contemplation but through discussion, on the other handteaching, taught that skepticism should be measured with degrees of probability. While it might be true that certain things are unknowable, one can pursue knowledge such that a degree of probability could be ascribed. This, therefore, makes the pursuit of knowledge worthwhile since it allows us to know more and some degree of knowledge about something, although we may not fully attained total knowledge about a topic. Having an agnostic attitude towards knowledge were central to the new philosophyresearch.

In the era Plato initially gave many of the so-called "New Academylectures and seminars," the school continued to be dedicated to Skepticismwhere he would also field questions from his select audience of scholars. HoweverThe subjects focused upon were mathematics, the philosopher Carneades took over at around 159 BCE.<ref>For more on Carneades' philosophiesnatural science, see: Furleyastronomy, David J.dialectics, ed. 1999. From Aristotle to Augustine. Routledge History of Philosophyphilosophy, vand politics. 2. London ; New York: Routledge, pg. 271. </ref> Although he maintained Plato was joined by other well known philosophers at the Skeptical philosophyacademy, in that including Aristotle before he asserted knowledge was not fully knowable, founded his own Academy after he asserted there are greater degrees of likelihood. He asserted that one has to live and to live means we need to have guiding principals. Those principals should be led by knowledge that is most likely to be true, even if we are never certainhad a falling out with Plato's philosophies. Therefore, one should pursue knowledge so that we have While initially the greatest amount of understanding of academy functioned as a subjectschool that taught Plato's likelihoodphilosophies about the natural world, even while we acknowledge that we cannot fully understand this changed by the topic and must have a degree of agnostic attitudemid-3rd century BCE.

This philosophy continued to have ====Continuity of the Academy====[[File:Plato Academy MAN Napoli Inv124545.jpg|thumbnail|The Academy as depicted in a strong influence on the Platonic school until 90 mosaic.]]In around 266 BCE, when Antiochus Arcesilaus became the Scholarch or head of Ascalon began to lead the schoolAcademy.<ref>For more on Antiochus and his philosophiesArcesilaus, see: SedleyAlgra, D. N.Keimpe, ed. 20122005. The Cambridge History of Hellenistic Philosophy of Antiochus. 1st pbk. ed. Cambridge ; New York: Cambridge University Press, pg. 324.</ref> By this point, He developed what became known as the Stoic Skeptical school of Platonism. This period saw influences began to have an effect by the Skeptics and Stoics on many philosophical ideas, although the schoolPlatonist skeptics criticized both. Antiochus' main belief was Skepticism saw that the mind can distinguish truth from falsehood. He believe the grounds for knowledgeuniverse was unknowable, its moral and understanding, needs it was folly to be examined and seeking truth were critical and the essence of our being. In many respects, Antiochus believe he was reviving the Old Academy that had been established by Plato's initial ideas. Antiochus' thoughts become influential and he became one of Cicero's chief teachers and influencespursue it.

==Destruction and Reconstitution==In 86 BCE, the school itself was destroyed in a fire that likely occurred during the siege of Athens. The Academy proved impossible to reconstruct; however, teaching resumed in Athens by 84 BCE in a gymnasium called Ptolemy. The teachings continued to thrive in the Roman Era, as Roman officials and others were even influenced by its teaching. By the 5th century CE, there was now an movement to reestablish the Academy itself. The NeoplatonistsArcesilaus, as they were called, established the new Academy by 400-410 CE.<ref>For more on the Neoplatonistsother hand, see: Gregory, John. 1999. The Neoplatonists: A Reader. 2nd ed. London ; New York: Routledge.</ref> The Neoplatonists believed they were reviving Plato's original ideas; however, they were now influenced themselves by a wide variety taught that skepticism should be measured with degrees of ideas, indicating that there philosophy was not just one central themeprobability. Common beliefs of this new philosophy were While it might be true that the soul or person was a microcosm of the universe and that this microcosm should strive to making the divine and natural world work better. There certain things are a series of rituals that unknowable, one goes through can pursue knowledge such that help create a ore pure and ethical life that then brings us closer to the divine nature degree of our existenceprobability could be ascribed. The One is seen as This, therefore, makes the divine source where we must strive pursuit of knowledge worthwhile since it allows us to achieve understanding know more and unity with this source. Main some degree of these ideas were influenced by Eastern mysticismknowledge about any given topic, which blended with emerging concepts of although we may not fully attained total knowledge about a unified and single universetopic. This philosophy later becomes very influential in Having an agnostic attitude towards knowledge was central to the Medieval period as it gets merged with Christian thinkers and philosophers. Others within this school, however, did not ascribe to all of this or even much of this new philosophy, so it is somewhat doubtful that the Neoplaotnists were actually one unified school of thought.

Nevertheless, In the presence era of the Neoplatonists revived so-called "New Academy," the academy until school continued to be dedicated to Platonic Skepticism. However, the reign of Justinian I, who closed all philosophical schools in 529 CEphilosopher Carneades took over at around 159 BCE.<ref>For more on Justianian philosophical school closuresCarneades' philosophies, see: AdamsonFurley, PeterDavid J., and Peter Adamsoned. 20141999. Classical PhilosophyFrom Aristotle to Augustine. First edition. A Routledge History of Philosophy without Any Gaps, Peter Adamson ; Volv. 12. OxfordLondon ; New York: Oxford University PressRoutledge, pg. 259271. </ref> Justinian believed Although he maintained the philosophical schoolsSkeptical philosophy, which had their origins in the polytheistic past, were heretical and, therefore, must be closedhe asserted that knowledge was not fully knowable. The philosophies He argued there are greater degrees of Platonism, however, did survive in the East, as the Eastern Christians adopted many of the philosopher refugees likelihood. He asserted that left the Byzantine Empire during the closure of the philosophical schools. This eventually led these schools one has to live and to once again influence the West through the later Medieval period, when some of the philosophies began live means we need to merge with Christian thoughthave guiding principles.

==Legacy of Those principals should be led by the Academy==The legacy of the Academy was through the fact it was the first known place where scholars could gather, debate, discussknowledge that is most likely to be true, and teach about the universe and its understandingeven if we are never certain.<ref>For more on the legacy of the Academy, see: Power, Edward J. 1991. A Legacy of Learning: A History of Western Education. SUNY SeriesTherefore, one should pursue knowledge to have the Philosophy greatest amount of Education. Albany, N.Y: State University understanding of New York Press, pg. 29.</ref> The concept of higher learning was a new idea when the Academy was established. This is why ultimately the word academy is adopted in our own vocabulary. During the Renaissancesubject's likelihood, a revival of interest in Greek philosophies in general led many to reexamining even while we acknowledge that we cannot fully understand the old texts topic and teaching must have a degree of the Greek philosophers and the academyagnostic attitude. The concepts of the academy began to influence the developing notion of science and This philosophy was slightly more liberal than Arcesilaus' beliefs, in the West in the late Medieval period. This led that it tried to the eventual establishment of new or modern academies and influenced the development of universities ascribe more certainty in later periods. Although the Academy itself went through different philosophical leanings, the concept of gathering scholars to debate, teach, and learn became a profound influence on Western ideas of creating institutions of higher learning and knowledge.

The Skepticism philosophy continued to have a strong influence on the Platonic school until 90 BCE, when Antiochus of Ascalon began to lead the school.<ref>For more on Antiochus and his philosophies, see: Sedley, D. N., ed. 2012. The Philosophy of Antiochus. Cambridge ; New York: Cambridge University Press.</ref> By this point, the Stoic influences began to influence the school more.  Antiochus' main belief was that the mind can distinguish truth from falsehood. He believed the grounds for knowledge, morals, and understanding need to be examined and seeking truth was critical, and the essence of our being. In many respects, Antiochus believed he was reviving the Old Academy established by Plato's initial ideas. Antiochus' thoughts become influential and he became one of Cicero's chief teachers and influences. <dh-ad/> ====Destruction and Reconstitution====[[File:Athens_Plato_Academy_Archaeological_Site_3.jpg|thumbnail|350px|Archaeological Remains of Plato's Academy in Athens]]In 86 BCE, the school itself was destroyed in a fire that likely occurred during Athens' siege. The Academy proved impossible to reconstruct; however, teaching resumed in Athens by 84 BCE in Ptolemy's gymnasium. The teachings continued to thrive in the Roman Era, as its teaching even influenced Roman officials and others. By the 5th century CE, there was now a movement to re-establish the Academy itself. Ass they were called, the Neoplatonists established the new Academy by 400-410 CE.<ref>For more on the Neoplatonists, see: Gregory, John. 1999. The Neoplatonists: A Reader. 2nd ed. London ; New York: Routledge.</ref>  The Neoplatonists believed they were reviving Plato's original ideas; however, they were now influenced themselves by a wide variety of ideas, indicating that there philosophy was not just one central theme. Common beliefs of this new philosophy were that the soul or person was a microcosm of the universe and that this microcosm should strive to making the divine and natural world work better. There are a series of rituals that one goes through that help create a core dedicated to a pure and ethical life that then brings us closer to the divine nature of our existence. The One is seen as the divine source where we must strive to achieve understanding and unity with this source.  Many of these ideas were influenced by Eastern mysticism, which blended with emerging concepts of a unified and single universe. This philosophy later becomes very influential in the Medieval period as it gets merged with Christian thinkers and philosophers. Others within this school, however, did not ascribe to all of this or even much of this philosophy, so it is somewhat doubtful that the Neoplatonists were actually one unified school of thought.  Nevertheless, the Neoplatonists' presence revived the academy until the reign of Justinian I, who closed all philosophical schools in 529 CE.<ref>For more on Justinian philosophical school closures, see: Adamson, Peter, and Peter Adamson. 2014. Classical Philosophy. First edition. A History of Philosophy without Any Gaps, Peter Adamson ; Vol. 1. Oxford: Oxford University Press, pg. 259. </ref> Justinian believed the philosophical schools, which had their origins in the polytheistic past, were heretical and, therefore, must be closed.  The philosophies of Platonism, however, did survive in the East, as the Eastern Christians adopted many of the philosopher refugees that left the Byzantine Empire during the closure of the philosophical schools. This eventually led these schools to influence the West through the later Medieval period, when some of the philosophies began to merge with Christian thought through a reexamination of the old Classical works. ====Legacy of the Academy====The legacy of the Academy was through the fact it was the first known place where scholars could gather, debate, discuss, and teach about the universe and its understanding.<ref>For more on the legacy of the Academy, see: Power, Edward J. 1991. A Legacy of Learning: A History of Western Education. SUNY Series, the Philosophy of Education. Albany, N.Y: State University of New York Press, pg. 29.</ref> The concept of higher learning was a new idea when the Academy was established. This is why, ultimately, the word academy is adopted in our own vocabulary.  During the Renaissance, a revival of interest in Greek philosophies, in general, led many to reexamine the old texts and teachings of the Greek philosophers and the academy. Some of the philosophies, such as Neoplatonism, also influenced Christian and later thought. The academy's concepts began to influence the developing notion of science and philosophy in the West in the late Medieval period. This led to the eventual establishment of new or modern academies and influenced universities' development in later periods. Although the Academy itself went through different philosophical leanings, the concept of gathering scholars to debate, teach, and learn became a profound influence on Western ideas of creating institutions of higher learning and knowledge. ====References====

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