In this paper, I examine the relationship between scholē and happiness in Aristotle. I show that, although scholē is commonly translated as leisure, Aristotle’s conception of scholē goes beyond play, relaxation, or mere free time. He further demands how we should appropriately dispose of our free time. This is where free citizens’ true nature shows through and legislators are asked to educate citizens capable of living nobly in their freedom. Contemplation and music are introduced by Aristotle as activities that are suited for that purpose. While many scholars regard music too as responsible for our happiness by virtue of its similarity to contemplation in terms of their intellectual trait, I suggest that such an assimilation and intellectualization is not firmly supported by the text. Alternatively, by interpreting scholē as a precondition for happiness and drawing a line within scholē between being merely scholastikos, that is, merely suited for free citizens to spend their free time, and being scholastikos and happiness-conducive, I propose that we are not forced to seek such an intellectual kinship between music and contemplation. Interpreting scholē as a mere precondition for happiness is a securer option and demands less interpretative laboring than in the case of the prevailing interpretation.
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