Pythagoreanism

Pythagoreanism, philosophical school and religious brotherhood, believed to have been founded by Pythagoras of Samos, who settled in Croton in southern Italy about 525 bce.

General features of Pythagoreanism

The character of the original Pythagoreanism is controversial, and the conglomeration of disparate features that it displayed is intrinsically confusing. Its fame rests, however, on some very influential ideas, not always correctly understood, that have been ascribed to it since antiquity. These ideas include those of (1) the metaphysic of number and the conception that reality, including music and astronomy, is, at its deepest level, mathematical in nature; (2) the use of philosophy as a means of spiritual purification; (3) the heavenly destiny of the soul and the possibility of its rising to union with the divine; (4) the appeal to certain symbols, sometimes mystical, such as the tetraktys, the golden section, and the harmony of the spheres; (5) the Pythagorean theorem; and (6) the demand that members of the order shall observe a strict loyalty and secrecy.

By laying stress on certain inner experiences and intuitive truths revealed only to the initiated, Pythagoreanism seems to have represented a soul-directed subjectivism alien to the mainstream of pre-Socratic Greek thought centring on the Ionian coast of Asia Minor, which was preoccupied with determining what the basic cosmic substance is.

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In contrast with such Ionian naturalism, Pythagoreanism was akin to trends seen in mystery religions and emotional movements, such as Orphism, which often claimed to achieve through intoxication a spiritual insight into the divine origin and nature of the soul. Yet there are also aspects of it that appear to have owed much to the more sober, “Homeric” philosophy of the Ionians. The Pythagoreans, for example, displayed an interest in metaphysics, as did their naturalistic predecessors, though they claimed to find its key in mathematical form rather than in any substance. They accepted the essentially Ionian doctrines that the world is composed of opposites (wet-dry, hot-cold, and so on) and generated from something unlimited; but they added the idea of the imposition of limit upon the unlimited and the sense of a musical harmony in the universe. Again, like the Ionians, they devoted themselves to astronomical and geometrical speculation. Combining, as it does, a rationalistic theory of number with a mystic numerology and a speculative cosmology with a theory of the deeper, more enigmatic reaches of the soul, Pythagoreanism interweaves rationalism and irrationalism more inseparably than does any other movement in ancient Greek thought.

Major concerns and teachings

The problem of describing Pythagoreanism is complicated by the fact that the surviving picture is far from complete, being based chiefly on a small number of fragments from the time before Plato (c. 428–c. 348 bce) and on various discussions in authors who wrote much later—most of whom were either Aristotelians or Neoplatonists (see below History of Pythagoreanism). In spite of the historical uncertainties, however, that have plagued searching scholars, the contribution of Pythagoreanism to Western culture has been significant and therefore justifies the effort, however inadequate, to depict what its teachings may have been. Moreover, the heterogeneousness of Pythagorean doctrines has been well documented ever since Heracleitus, a classic early 5th-century Greek philosopher who, scoffing at Pythagoras’s wide-ranging knowledge, said that it “does not teach one to have intelligence.” There probably never existed a strictly uniform system of Pythagorean philosophy and religious beliefs, even if the school did have a certain internal organization. Pythagoras appears to have taught by pregnant, cryptic akousmata (Greek: literally, “something heard”) or symbola (“symbols”). His pupils handed these on, formed them partly into Hieroi Logoi (“Sacred Discourses”), of which different versions were current from the 4th century on, and interpreted them according to their convictions.

Religion and ethics

The belief in the transmigration of souls provided a basis for the Pythagorean way of life. Some Pythagoreans deduced from this belief the principle of “the kinship of all beings,” the ethical implications of which were later stressed in 4th-century speculation. Pythagoras himself seems to have claimed a semidivine status in close association with the superior god Apollo; he believed that he was able to remember his earlier incarnations and, hence, to know more than others knew. Research in the 20th century emphasized shamanistic traits deriving from the ecstatic cult practices of Thracian medicine men in the early Pythagorean outlook. The rules for the religious life that Pythagoras taught were largely ritualistic: refrain from speaking about the holy, wear white clothes, observe sexual purity, do not touch beans, and so forth. He seems also to have taught purification of the soul by means of music and mental activity (later called philosophy) in order to reach higher incarnations. “To be like your Master” and so “to come nearer to the gods” was the challenge that he imposed on his pupils. Salvation, and perhaps ultimate union with the divine cosmos through the study of the cosmic order, became one of the leading ideas in his school.

The advanced ethics and political theories sometimes ascribed to Pythagoreanism may to some extent reflect ideas later developed in the circle of Archytas, the leading 4th-century Pythagorean. But a picture current among the Peripatetics (the school founded by Aristotle) of Pythagoras as the educator of the Greeks, who publicly preached a gospel of humanity, is clearly anachronistic. Several of the Peripatetic writers seem to have interpreted some principles—properly laid down only for esoteric use in the brotherhood—as though they applied to all humankind: the internal loyalty, modesty, self-discipline, piety, and abstinence required by the secret doctrinal system; the higher view of womanhood reflected in the admission of women to the school; a certain community of property; and perhaps the drawing of a parallelism between the macrocosm (the universe) and the microcosm (humankind), in which (for instance) the Pythagorean idea that the cosmos is an organism was applied to the state, which should thus mix monarchy, oligarchy, and democracy into a harmonic whole—these were all universalized.

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