On Leisure: Part 1

I am never less at leisure than when at leisure, nor less alone than when I am alone. 

-Scipio Africanus

It occurred to me that it might be well worthwhile to define what I mean by leisure. First and foremost, I think of the quote above. This sense of leisure reaches back to the Greeks and the concept of schole, as in school. Leisure, or schole, is associated with learning, self-cultivation, philosophy, and freedom. In this sense, "Leisure is not the cessation of work, but work of another kind, work restored to its human meaning, as a celebration and a festival." 

This conception of schole is represented in the notion of a Sabbath, a time set aside for contemplation and reflection. In an article titled, "Learning and Leisure: Developing a School of Schole," Christopher Perrin writes:

 "In 1948 the German philosopher Josef Pieper wrote a small book (about 130 pages) entitled Leisure the Basis for Culture.  Classical educators need this book.  Pieper does more than tell us we need to slow down and take a breather.  Rather, he helps recover the long-lost meaning of the word leisure.  In a society that greatly values “work for the sake of work” leisure has come to mean time free from the obligations of work, time that most Americans often fill with amusements and play. 

This is not the leisure of long ago.Pieper points out that the Greeks and Romans did not even have specific words for “work” as a positive concept.  The Greeks referred to “work” as ascholia which means “not at leisure.”  The Greek word for leisure is schole, from which we derive our word “school.” Astonishingly, the Greek word for institutions of learning means “leisure.”  The Romans’ word for leisure is otium and their word for work is neg-otium (not at leisure), from which we get our word “negotiate.”  Aristotle writes “we are not at leisure (ascholia) in order to be at leisure (schole).   Pieper also notes that engaging in the reflection of truth and virtue (the vita contemplavita) is the “highest fulfillment or what it means to be human” and thus of profound importance."

Leisure, in this sense, was not opposed to the concept of work at all but, instead, represented a residuum of freedom after necessity had been met. The proper use of this freedom was related to self-development and renewal. Leisure time was considered a period of latency during which one prepared for the demands of necessity while enjoying the fruits of freedom of choice as a means of learning and preparation.

Today, leisure is defined in economic terms (A Dictionary of Economics): 

"Time spent not working. In many economic models leisure is regarded as a consumption good from which utility is derived. The measurement of leisure raises questions about whether time spent travelling to work if employed, or looking for work if unemployed, should be counted. The provision of leisure facilities, including cultural activities, sport, and entertainments, is a major sector in modern economies."

This blog is focused on leisure as schole and its view of leisure is set mostly in opposition to the leisure and entertainment industry.  I am interested in a conception of leisure that reflects the individual's search for meaning through free choice (autonomy) and in the construction of an environment that is conducive to this pursuit. I expect to elaborate upon this reflection because this issue is at the very center of this blog's examination of the way that we shape and are shaped by the decisions we make in our free time.

References:

Perrin, Christopher, and PhD. “Learning and Leisure: Developing a School of Schole.” Inside Classical Education, 24 Nov. 2010, https://insideclassicaled.com/learning-and-leisure-developing-a-school-of-schole/.

Hashimzade, Nigar, et al. “Leisure.” A Dictionary of Economics, Oxford University Press, 2017. www.oxfordreference.com, https://www.oxfordreference.com/view/10.1093/acref/9780198759430.001.0001/acref-9780198759430-e-1784.