Living the Good Life: Lessons from Epicurus

During my most recent visit to the Vatican Museums, where I’ve been several times before, I found myself more focused on photographing the artifacts than taking in the overall experience. I took many pictures of sculptures, including several busts. Even with Google Lens, I haven’t been able to identify all of them. However, a few of the figures portrayed sparked my curiosity. One of them is Epicurus, a philosopher from ancient Greece.

Epicurus (341–270 BCE) was an influential ancient Greek philosopher who founded the school of thought known as Epicureanism. His philosophy revolves around the pursuit of happiness and tranquility, achieved through understanding the nature of the world, cultivating friendships, and minimizing unnecessary desires.

Pleasure was the highest good for Epicurus, but not in the hedonistic sense of indulging in all forms of gratification. Epicurus made a distinction between different types of pleasure. He emphasized katastematic (static) pleasures, which are longer-lasting and result from a state of contentment and the absence of pain, over kinetic (active) pleasures, which are fleeting and often lead to dissatisfaction once fulfilled. For Epicurus, the pursuit of intellectual and emotional pleasures – such as friendship, knowledge, and philosophical contemplation – was more valuable and sustainable than mere physical pleasures.

The root of human suffering lies in fear – particularly the fear of gods and the fear of death, which are based on misunderstandings about the nature of the world and should be dispelled through rational inquiry. According to Epicurus, the gods, if they exist, are indifferent to human affairs and do not interfere in the world. Therefore, fear of divine punishment is irrational. Similarly, he posited that death is merely the cessation of sensation, so it should not be feared. “Death is nothing to us”, because when we are alive, death is not present, and when death occurs, we are no longer there to experience it. Epicurus sought to free individuals from superstitions and the anxiety caused by beliefs in fate or divine retribution.

Epicurues promoted a life of moderation, where desires are carefully chosen and controlled to avoid pain and achieve a state of tranquility. He distinguished between natural and necessary desires (such as the need for food and shelter), natural but non-necessary desires (such as the desire for luxury), and vain and empty desires (such as the pursuit of wealth, fame, or power). He argued that happiness is achieved by fulfilling only the natural and necessary desires, as they are easy to satisfy and do not lead to further pain or anxiety. He also believed in the importance of simple living. He encouraged his followers to enjoy the simple pleasures of life, such as friendship, conversation, and the contemplation of nature, as these are the most reliable sources of lasting happiness. He argued that genuine friendship is based on mutual respect, trust, and shared values, not on utility or gain. Friends help one another navigate life’s difficulties, provide emotional support, and enhance the pleasures of life through shared experiences.

Living the Good Life: Lessons from Epicurus

Musei Vaticani

It is difficult to recall all of them, not to mention describing or even photographing each one. It would simply be too much. In practice, this is not a place that can be fully grasped in a single visit – at some point, one has to accept a certain level of selectivity. In fact, each time you return, you can focus on something different and follow an entirely different route. This place is the Vatican Museums – or rather, a vast ensemble of palaces, wings, halls, and chambers that are almost impossible to fully comprehend once you are inside.

The foundation of the Vatican Museums was laid by Pope Julius II in 1506, and, as is often the case in Rome, the story begins with a discovery. The famous Laocoön statue – a monumental ancient sculpture depicting the Trojan priest Laocoön and his sons struggling with sea serpents – was unearthed in a vineyard near the Basilica of Santa Maria Maggiore. Recognising its immense artistic and historical value, the Pope acquired the sculpture and placed it in the Vatican. This moment is generally seen as the beginning of what would gradually become one of the most important art collections in the world.

Over the following centuries, successive popes continued to expand the collection through conquests, donations, and acquisitions. What began with a single sculpture evolved into a vast and complex ensemble, encompassing not only classical works, but also Renaissance painting, Egyptian artefacts, Etruscan objects, and many other categories. Today, the Vatican Museums are particularly renowned for their exceptional collection of Roman sculpture, widely regarded as one of the most significant of its kind.

One of the defining moments in the history of the Vatican complex was the decoration of the Sistine Chapel ceiling by Michelangelo. Commissioned by Pope Julius II and completed between 1508 and 1512, the frescoes are considered a masterpiece of High Renaissance art and remain one of the most recognisable works in the history of Western art.

In the 18th century, Pope Clement XIV and Pope Pius VI founded the Museo Pio-Clementino, focusing primarily on classical sculpture. This marked a period of significant expansion, which continued into the early 19th century under Pope Pius VII with the creation of the Chiaramonti Museum and the Braccio Nuovo gallery. These developments formed part of a broader effort not only to preserve, but also to organise and present the growing collection in a more coherent way.

Today, the Musei Vaticani consist not of a single museum, but of a complex network of interconnected collections and spaces, each dedicated to a specific type of art or historical period. Among them are the Picture Gallery, the Raphael Rooms, the Etruscan Museum, the Egyptian Museum, and the Ethnological Museum. The complex also includes the Vatican Library and the Vatican Secret Archives, which preserve some of the most important historical documents and manuscripts in existence.

When visiting the Vatican Museums, one is immediately confronted with the question of route. The experience is less about moving freely between galleries and more about following a structured, largely one-directional path through the complex. There are several possible routes, often beginning with the section devoted to antiquities. This part of the museum is dominated by sculptures, busts, reliefs, mosaics, and other ancient artefacts, while paintings are relatively rare – a balance that is more than compensated for later. The atmosphere here is distinctly ancient, almost archaeological, encouraging a slower, more attentive way of looking.

As one moves further through the complex, the emphasis gradually shifts from archaeology towards painting, frescoes, and artistic craftsmanship. Some rooms resemble traditional galleries, where the paintings themselves take centre stage. In others, however, it becomes necessary to look not only around, but also upwards.

Among the most remarkable spaces are the Raphael Rooms, a suite of chambers decorated by Raphael himself, where painting and architecture merge into a carefully constructed visual programme. They are considered one of the most important surviving examples of High Renaissance interior decoration, comparable in significance – though very different in character – to the Sistine Chapel.

Equally striking are the long corridors that structure the movement through the museums – some extending for several hundred metres – with ceilings richly covered in frescoes. One of these is known for its Gallery of Maps, a sixteenth-century visual representation of the Italian peninsula that reflects not only geography, but also the political and cultural perspective of its time. Another forms part of the passages within the Vatican Library. Walking through one of these side corridors, with frescoes covering both walls and ceilings, takes nearly ten minutes at a steady pace. It is one of the possible exit routes from the museum – but by no means the only one.

A visit to the Vatican Museums also means accepting a certain level of intensity. There are hundreds of visitors each day, all moving through the same spaces, often at the same pace. This inevitably shapes the experience, making it at times less contemplative than one might expect from such a place. At the same time, it creates a very particular rhythm of visiting – one that is less about lingering and more about moving, observing, and selecting what truly captures your attention.

A SELECTION OF MY PHOTO  IMPRESSIONS:  MUSEI VATICANI  (2015)

This gallery does not yet include all the photographs I have from this place. Below, you will find a link to the full gallery.

As for entry, there are usually two options – the official queue, where waiting times can easily exceed an hour, and a faster alternative. In practice, this often means the difference between a long wait and almost immediate entry. Choosing the quicker option typically involves paying a higher ticket price. While this may initially feel somewhat informal or even like an under the desk arrangement, in reality it is a standard and widely used solution. It allows visitors to bypass the longest queues and enter more efficiently, although at an additional cost. This time, we entered the standard way, without bypassing the queue. The next time, when I was travelling alone, I booked a ticket in advance through a tourist agency. It was the skip-te-line-solution. Was I satisfied? Not entirely – I would not consider that visit particularly successful – but I did manage to avoid the queue to enter Saint Peter’s Basilica. I wrote more about that experience in one of my later posts.

Musei Vaticani

School of Athens. The Masters and Mentors

Today morning I had an intention to post a small photo gallery of shots made in Raphael’s Rooms. Raphael’s Rooms is a series of rooms in the Vatican Palace (at present in Musei Vaticani) richly decorated by Raphael with frescoes. Raphael is considered to be one of the great master artists of the Italian Renaissance (together with Michelangelo and Leonardo da Vinci). The frescoes in the Vatican are one of his greatest achievements.

However, instead of presenting a bigger shots gallery from this place, for now, I selected only a small fraction of this masterpiece that unlike many others, is of civic nature. The great artists like Raphael, Michelangelo or later Bernini had a time in their lives when they used to work exclusively for the Church (or Pope). But it does not mean that all of their works focused on the bible, saints or other religious motives.

The picture below shows one of the four walls in one of Raphael’s Rooms. I will not speculate on its size, but for sure, it is bigger than 20 sq meters. It is called the School of Athens. It shows many of the ancient Greece great masterminds of V-IV century BC.

The painting depicts a group of the most famous Greek philosophers and scientists gathered in a grand hall, engaged in discussion and debate. In its center, there are two men engaged in a conversation surrounded by people listening to it. Those two are two great masterminds of the ancient European philosophy Plato and Aristotle. Plato is shown pointing upwards, representing his belief in the transcendent world of forms or ideas, while Aristotle gestures towards the earth, representing his emphasis on empirical observation and the physical world. The painting also includes a number of other important philosophers and scientists, including Socrates, Pythagoras, Euclid, Diogenes, and Archimedes, among others. Each of these figures is shown in a pose that reflects their individual contributions to philosophy and science.

Depicting Plato and Aristotle, Raphael in fact made his self-portrait, whereas he is posting as Aristole. His older companion is Leonardo da Vinci posting as Plato. Although Leonardo da Vinci and Raphael were contemporaries and both lived and worked in Italy during the High Renaissance period, there is no conclusive evidence that they ever met in person. Leonardo may have had however influence on Raphael’s work.

A couple of weeks ago, I was attending a lecture on the psychology of teaching and mentoring. Those two together with a third one – Socrates (on the upper photo in a green robe standing back to them), were at the focus of the introductory part. Socrates was Plato’s mentor. He lived in Athens from 469 BC to 399 BC. He is often told to be a street-corner philosopher as he had a habit of walking around streets and asking questions to people, questions about virtue of things. This method of questioning is today called the Socratic method. It involves asking a series of questions to draw out a person’s beliefs and to test the logical consistency of those beliefs. Socrates believed that this method was the best way to arrive at the truth. Unlike his student Plato, Socrates was however not interested in that what we today call science. Socrates did not write any books or treatises, and much of what we know about him comes from the writings of his students, such as Plato and Xenophon. Socrates was sentenced to death by an Athenian court in 399 BC, after being accused of corrupting the youth of Athens and impiety, which means showing disrespect for the gods. Socrates had a chance to escape and go into exile, but he refused to do so. He believed that it would be wrong to violate the laws of Athens, even if he disagreed with them. Instead, he chose to accept the sentence of the court and drink a cup of hemlock, a deadly poison.

Plato and Aristotle were both thinkers (or philosophers) and scientists.

In fact, Plato was the founder of the first academia in the Western world called the School of Athens otherwise called Academy in Athens, which was one of the first institutions of higher learning in the Western world. Plato wrote many dialogues, which are works of philosophy in the form of conversations between different characters. In these dialogues, Plato explored a wide range of philosophical topics, including ethics, politics, metaphysics, epistemology, and more.

Aristotle was his most famous student, but much more versatile in his scientific interests than his mentor and teacher. After twenty years, presumably after Plato’s death, he left the School of Athens and became the tutor to future kings of Macedonia. His first student was Alexander the Great. Back in Athens, Aristotle established another school that was called The Lyceum. Aristotle’s work covers a wide range of topics, including metaphysics, ethics, politics, biology, and more. He believed that all knowledge should be based on empirical observation and logical reasoning, and he developed many of the foundational concepts of Western philosophy, including the principle of non-contradiction, the concept of causation, and the idea of the four causes. Aristotle also wrote extensively on ethics and politics, arguing that the ultimate goal of human life is happiness or eudaimonia, which can be achieved through the cultivation of virtue and the practice of ethical behavior. He also developed a theory of politics that emphasized the importance of the state in promoting the common good and maintaining social stability.

The ancient Academy of Athens was one of the most important centers of learning in the ancient world, and it attracted students and scholars from all over Greece and beyond. Plato was the Academy’s first head, and he taught a wide range of subjects, including philosophy, mathematics, astronomy, and politics. After Plato’s death, the leadership of the Academy passed to a series of his students, including Aristotle. Under Aristotle’s guidance, the Academy became more focused on the natural sciences, and he developed many of the foundational concepts of Western science and philosophy. The Academy continued to operate for several centuries after Aristotle’s death, and it remained a center of learning and scholarship throughout the Hellenistic and Roman periods. However, it declined in importance after the Roman conquest of Greece in the 2nd century BC, and it was eventually closed down by the Emperor Justinian in AD 529, as part of his campaign to suppress pagan learning and philosophy.

School of Athens. The Masters and Mentors