ABSTRACT
In order to uncover the pedagogy of the Confessions, it is necessary to begin with a brief consideration of Hadot’s analysis of ancient philosophy, and how he envisions this discipline as “spiritual exercises.” Essentially, philosophical learning is directed to “life,” rather than simply “knowledge.” Learning is intended to become “living,” and so both “understanding” and implementing this “understanding” determine the make-up of the exercises involved in this kind of learning. In order to “learn to live,” the philosopher turns to dialogue. Learning to live is inseparable for the ancients from learning to die, as Hadot notes the importance in all ancient philosophy of learning the task of how to face death. Learning to read meant going beyond texts and their seemingly grand theories and elaborate explanations, the “dogmatic edifices” contained therein. While the Confessions may initially appear to be all about Augustine, this itself is a device to draw his audience in for a closer look at themselves.
