All Thinkers

Philo of Alexandria

Philo of Alexandria was a Jewish philosopher who lived in Egypt. He was born around 20 BCE and died around 50 CE. Alexandria, his home city, was one of the largest and most learned cities in the ancient world. It had a big Jewish community and also a famous tradition of Greek philosophy. Philo lived in both of these worlds at once. He came from a wealthy and important Jewish family. His brother was one of the richest men in the city. Philo had a full Greek education. He read Plato, the Stoics, and other Greek thinkers closely. But he was also a devout Jew who knew the Hebrew scriptures well. He spent his life trying to bring these two traditions together. Most of what Philo wrote was about the first five books of the Bible, called the Torah. He read them mostly in Greek, in a translation called the Septuagint. He wrote long commentaries explaining their deeper meaning. We know one firm fact about his life. In the year 39 or 40 CE, he led a Jewish group from Alexandria to Rome. They went to ask the emperor Caligula to protect the Jews after violent attacks in their city. Philo wrote about this dangerous mission himself. The year of his death is not known exactly, but it was probably soon after.

Origin
Alexandria, Roman Egypt
Lifespan
c. 20 BCE - c. 50 CE
Era
Hellenistic / Roman antiquity
Subjects
Jewish Philosophy Hellenistic Thought Biblical Interpretation Ancient Philosophy Theology
Why They Matter

Philo matters because he was a bridge between two great traditions. He showed that Jewish faith and Greek philosophy could speak to each other. This idea shaped religious thought for centuries.

His main tool was allegory. This means reading a story as a symbol for a deeper truth. When the Bible described a journey, Philo read it as the soul's journey toward God. This way of reading let him keep the Bible as sacred while also finding philosophy inside it.

His influence on Judaism was small. Jewish tradition mostly went a different way and did not preserve his work. But early Christian writers loved him. Thinkers like Origen and the Church Fathers studied him closely and copied his methods. In a strange way, Philo's books survived because Christians, not Jews, kept them.

Philo also gave later thinkers important ideas. He wrote about the Logos, a kind of divine word or reason that links God and the world. He wrote about God as beyond all human description. These ideas fed into Christian theology and into later philosophy. Philo is a key figure for understanding how the ancient Jewish, Greek, and Christian worlds were connected.

Key Ideas
1
Two Worlds in One Person
2
Reading Below the Surface
3
The City of Alexandria
Key Quotations
"The man who runs away from himself can never escape, for he carries himself wherever he goes."
— Paraphrased from Philo's allegorical commentaries on Genesis
Philo often read the Bible as a story about the inner life. This thought reflects his belief that real change is not about changing your location but about changing your soul. A person can travel far and still bring all their faults along. For Philo, the journeys in the Bible were pictures of this inner work. For students, the line connects an ancient religious thinker to a feeling that is still familiar. We sometimes hope that a new place will fix us, and Philo gently warns that it will not, by itself.
"It is best to trust in God and not in our own dim reasoning and unsure guesses."
— Paraphrased from Philo, On the Migration of Abraham
Philo loved philosophy and used reason all his life. But he also believed reason had limits. Human thinking, he said, is dim and uncertain compared to the truth. In the end, he placed his trust in God rather than in his own arguments alone. This shows the balance in Philo. He was a philosopher who did not think philosophy was the highest thing. For students, this is a useful example of a thinker who valued reason but did not worship it. He knew the difference between a good argument and the full truth.
Using This Thinker in the Classroom
Cultural Heritage and Identity When discussing people who belong to more than one tradition
How to introduce
Tell students about Philo, a man who was fully Jewish and fully trained in Greek philosophy at the same time. Many people in his day thought you had to choose. Ask students: do they know anyone, in history or today, who belongs to two cultures at once? How do people hold two identities together? Philo did not see his two sides as a problem to solve. He saw them as two gifts to bring together. This makes him a gentle, early example for a question many students live with personally.
Critical Thinking When teaching that texts can have more than one level of meaning
How to introduce
Explain Philo's idea of allegory: reading a story for a hidden meaning under the plain one. Give students a simple fable or a well-known children's story. Ask them first what it says on the surface, then what deeper meaning it might carry. Then explain that Philo did exactly this with the Bible two thousand years ago. This teaches a basic critical thinking skill. A text is not always just what it seems on the first reading. Careful readers learn to ask what else might be going on.
Research Skills When showing how we know about the ancient world
How to introduce
Point out that Philo wrote his own account of leading a dangerous mission to the emperor Caligula. His books are a primary source: a record made by someone who was actually there. Ask students why a first-hand account is valuable, and also what its limits might be. Philo had his own side to tell. This introduces a key research idea. We learn about the past from sources, and we must always ask who made a source and why.
Further Reading

For a first introduction, the entry on Philo in the Internet Encyclopedia of Philosophy is clear and reliable, and is freely available online. For a sense of his world, any short history of ancient Alexandria will help, since the city shaped everything he did. Philo's own short works on his mission to Rome, called 'On the Embassy to Gaius' and 'Against Flaccus', are the most readable of his writings and read almost like reporting. Modern translations are available in the Loeb Classical Library and in collected editions of his works.

Key Ideas
1
The Logos
2
A God Beyond Description
3
The Mission to Caligula
Key Quotations
"God is not as a man, and yet He is also as a man; the first is the truth, the second is for our teaching."
— Paraphrased from Philo, On the Unchangeableness of God
The Bible sometimes describes God in human terms, with feelings or a changing mind. This troubled Philo, because he believed God was beyond all such things. His solution is in this line. The strict truth is that God is not like a human at all. But the Bible speaks in human terms because that is how human beings can learn. Philo separates what is literally true from what is told for our benefit. For students, this shows a careful mind handling a hard problem. He keeps both the sacred text and his philosophical belief about God.
"The Logos is the eldest and most universal of all created things, standing between God and the world."
— Paraphrased from Philo, On the Special Laws and related works
This line points to Philo's central idea of the Logos, the divine reason or word. He places it in the middle, between a perfect God and an imperfect world. It is the link that lets the two relate. Notice the careful wording. The Logos is the eldest of created things, so it is not equal to God, but it is also above everything else. For students, this shows Philo trying to solve a real puzzle. How can a God beyond the world still be connected to it? The Logos is his bridge.
Using This Thinker in the Classroom
Ethical Thinking When discussing courage and responsibility in leaders
How to introduce
Describe Philo's mission to Rome. He was an old man and a scholar, but when his community was attacked he led the group that went to plead with a dangerous emperor. Ask students: what do we owe to our community? When does a thinker have to step out of the study and act? Philo could have stayed safe with his books. He chose risk instead. This opens an honest discussion about the duties that come with knowledge and standing.
Creative Expression When teaching how writers use symbol and metaphor
How to introduce
Show students how Philo turned a journey in the Bible into a picture of the soul's growth. A place became an inner state. A physical action became a spiritual one. Ask students to try the same move. Take an ordinary action, like climbing a hill or crossing a river, and write it so it also means something inner. This teaches symbolic writing through a clear historical example, and shows that metaphor is an old and powerful tool.
Further Reading

For deeper reading, 'Philo of Alexandria: An Introduction' material by scholars such as Kenneth Schenck offers a manageable overview. The collected works of Philo, translated by C. D. Yonge, are widely available and let readers see his allegorical method directly, especially in the commentaries on Genesis. The Stanford Encyclopedia of Philosophy entry on Philo is detailed and tracks the debates carefully. Reading Philo alongside a basic guide to Middle Platonism helps, since that is the philosophical world he worked within.

Key Ideas
1
Why Judaism Did Not Keep Him
2
The Limits of Allegory
3
Philo and the Question of Influence
Key Quotations
"Allegory is a wise architect, but the literal words remain the foundation; remove the foundation and the house falls."
— Paraphrased from Philo's defence of literal observance in the allegorical commentaries
Philo is famous for allegory, for reading hidden meanings. But this line shows the other half of his view. He argued strongly that the literal text and the actual practice of Jewish law must not be thrown away. The deeper meaning is built on the plain meaning, not instead of it. He criticised people who used allegory as an excuse to stop keeping the commandments. For advanced students, this is important. It corrects the simple picture of Philo as someone who dissolved everything into symbols. He wanted both levels held together.
"The mind reaches God only to learn that God cannot be reached; this knowing of our limit is itself a kind of knowledge."
— Paraphrased from Philo's reflections on the unknowable God
This captures Philo's negative theology, the idea that God is beyond all description. The mind tries to grasp God and fails. But Philo turns the failure into something positive. To know clearly that God is beyond you is itself a real kind of understanding. It is humble, not empty. For advanced students, this is a subtle and lasting idea. It appears again and again in later Jewish, Christian, and Islamic thought. The point is not that we know nothing about God, but that knowing our limits is part of knowing rightly.
Using This Thinker in the Classroom
Cultural Heritage and Identity When studying how traditions remember and forget thinkers
How to introduce
Tell students the strange fact that Philo, a Jewish thinker, was preserved mainly by Christians, while Jewish tradition set him aside for centuries. Ask: why might a community choose not to carry forward one of its own thinkers? What does it take for a thinker to be 'rediscovered' later? This pushes students to see that a place in history is not automatic. It depends on choices made by later communities, and those choices can be reversed.
Critical Thinking When examining the limits of interpretation
How to introduce
Present the problem with allegory: if a text can mean anything below the surface, how do we judge a good reading from a bad one? Note that Philo himself worried about this and insisted the literal meaning still mattered. Ask students to debate it. Is there a way to control interpretation, or does the reader always have too much freedom? This is a genuine open question in how we read, and Philo is an excellent ancient entry point into it.
Common Misconceptions
Common misconception

Philo was a Christian thinker.

What to teach instead

Philo was Jewish, not Christian. He was born around 20 BCE and probably died around 50 CE, so he lived at roughly the same time as Jesus but in a different country, and there is no sign the two ever met or knew of each other. The confusion comes from the fact that early Christian writers loved Philo and preserved his books, while Jewish tradition mostly set him aside. So his work survived in Christian hands. But Philo himself wrote as a devout Jew, commenting on the Jewish scriptures for a Jewish audience.

Common misconception

Philo only cared about hidden meanings and rejected the plain text of the Bible.

What to teach instead

This is half right and half wrong. Philo did love allegory, the search for deeper meaning. But he insisted clearly that the literal text still mattered and that Jewish law must be kept in actual practice. He even criticised people who used allegory as an excuse to ignore the commandments. For Philo the deeper meaning was built on top of the plain meaning, not in place of it. He wanted both levels, not one alone.

Common misconception

Philo simply mixed Greek philosophy and Judaism without any tension.

What to teach instead

It was not that smooth. Philo worked hard to bring the two traditions together, and the joining was a real intellectual effort, not an easy blend. Some things fit well, like the Greek and Jewish ideas of a God beyond description. Other things were harder, such as Bible passages that describe God with human feelings. Philo had to think carefully about each problem. Calling it a simple mixture hides the genuine work he put into it.

Common misconception

Philo was a major influence on mainstream Judaism.

What to teach instead

He was not, at least not for most of history. After the destruction of the Temple in 70 CE, Judaism developed mainly through the rabbis, who worked in Hebrew and Aramaic and followed a different path. They did not build on Philo's Greek writings or his method. For centuries Jewish tradition barely mentioned him. His real influence in late antiquity ran through Christian thinkers. Only in modern times have Jewish scholars given Philo close and serious attention again.

Intellectual Connections
Influenced
Origen
Origen, the great Christian scholar of Alexandria, lived about two centuries after Philo in the same city. He read Philo closely and took up his methods, especially the allegorical reading of scripture. Through Origen, Philo's way of finding deeper meaning in sacred texts passed into the heart of Christian biblical study. Reading the two together shows a direct line of influence running across religions, from a Jewish philosopher to a Christian one, carried by a shared city and a shared method.
Develops
Plato
Philo knew Plato's work deeply and built much of his thought on it. Plato's idea of a highest reality beyond ordinary knowledge became, in Philo's hands, a way to speak about a God beyond all description. Plato's picture of a craftsman shaping the world fed into Philo's idea of the Logos. Philo did not just borrow Plato; he developed Plato's ideas inside a religious frame. Reading them together shows how Greek philosophy was reshaped to serve faith.
Complements
Moses Maimonides
Maimonides, the great medieval Jewish philosopher, also tried to join Jewish faith with Greek philosophy, though he worked over a thousand years later and drew on Aristotle through Arabic sources rather than directly on Plato. Both men wrestled with Bible passages that describe God in human terms, and both insisted God is beyond such descriptions. Reading them together shows a long Jewish tradition of philosophical theology, with Philo near its start and Maimonides at a later high point, even though they were not directly linked.
Complements
Ibn Rushd (Averroes)
Ibn Rushd, the Muslim philosopher of Spain, faced a question much like Philo's: how to relate a revealed scripture to Greek philosophy. Both argued that scripture and philosophy, properly understood, point to the same truth. Both used the idea that a text has an outer meaning for ordinary readers and a deeper meaning for trained ones. Reading them together shows that Jewish, Christian, and Muslim thinkers each met the same challenge and reached for similar tools.
In Dialogue With
Marcus Aurelius
Marcus Aurelius, the Roman emperor and Stoic, lived a little after Philo and shared part of his world of ideas. Philo knew Stoic philosophy well and used some of it, especially the idea that the universe is ordered by reason. But Philo placed this reason under a personal God, while Marcus kept it within a Stoic frame. Reading them together lets students see how the same Greek inheritance could be turned in a religious direction or kept in a philosophical one.
Anticipates
Thomas Aquinas
Aquinas, the medieval Christian philosopher, made one of the most famous attempts to join faith and reason. Philo, long before him, was an early traveller on that road. Both believed that the truths of revelation and the truths of philosophy could not really conflict, since both came from God. Aquinas worked with far more developed tools and with Aristotle at the centre. But the basic project, holding faith and reason together, was one Philo had already begun to shape.
Further Reading

For research-level engagement, the work of David T. Runia, especially 'Philo in Early Christian Literature', is essential for understanding how and why Philo survived through Christian channels. Maren Niehoff's 'Philo of Alexandria: An Intellectual Biography' is a major recent study that places him firmly in his Roman context. The 'Studia Philonica Annual' is the main scholarly journal in the field. For the question of Philo and the New Testament, the secondary literature is large and contested, and any serious study should weigh the cautious arguments against claims of direct influence.