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.
 

"With a fast-paced text in thirteen pithy chapters, brief endnotes, and an index nominum, John T. Hamilton’s Complacency will inspire classicists to reconsider their attitude towards their work and the place of their field in academia." - Bryn Mawr Classical Review

"This is a tract for the times, addressing the identity crisis in our subject with a stirring call to philological arms ... A challenging, exhilarating and thought-provoking little book which wears its heart on its philological sleeve and pulls no punches either in argument or in style." - Classics for All