This 2006 study examines how the ancient Greeks decided questions of justice as a key to understanding the intersection of our moral and political lives. Combining contemporary political philosophy with historical, literary and philosophical texts, it examines a series of remarkable individuals who performed 'scripts' of justice in early Iron Age, archaic and classical Greece. From the earlier periods, these include Homer's Achilles and Odysseus as heroic individuals who are also prototypical citizens, and Solon the lawgiver, writing the scripts of statute law and the jury trial. In democratic Athens, the focus turns to dialogues between a citizen's moral autonomy and political obligation in Aeschyleon tragedy, Pericles' citizenship paradigm, Antiphon's sophistic thought and forensic oratory, the political leadership of Alcibiades and Socrates' moral individualism.
This book provides an original and challenging answer to the question: 'Who were the Classical Greeks?' Paul Cartledge - 'one of the most theoretically alert, widely read and prolific of contemporary ancient historians' (TLS) - here examines the Greeks and their achievements in terms of their own self-image, mainly as it was presented by the supposedly objective historians: Herodotus, Thucydides, and Xenophon. Many of our modern concepts as we understand them were invented by the Greeks: for example, democracy, theatre, philosophy, and history. Yet despite being our cultural ancestors in many ways, their legacy remains rooted in myth and the mental and material contexts of many of their achievements are deeply alien to our own ways of thinking and acting. The Greeks aims to explore in depth how the dominant group (adult, male, citizen) attempted, with limited success, to define themselves unambiguously in polar opposition to a whole series of 'Others' - non-Greeks, women, non-citizens, slaves and gods. This new edition contains an updated bibliography, a new chapter entitled 'Entr'acte: Others in Images and Images of Others', and a new afterword.
In today’s world, people speak more than 6000 languages and identify with thousands of cultural groups and a large variety of different religions. Despite such a number of differences, these and other features of human diversity are housed politically, inside roughly 200 nation-states. Globally speaking, a diverse citizenry is an unavoidable fact for most countries across the planet. Additionally, developments such as transnational migrations, rising socio-economic inequalities, the “War(s) on Terror”, and political movements based on absolutist ideologies continue to raise broader questions of justice, governance, equality, quality of life and social cohesion. As such, recent decades have witnessed a revival of debates concerning what it means to be a “citizen”. In response to such trends, nations such as Australia, Canada, and Britain have committed themselves to teaching citizenship through their national curriculums. Moreover, all European Union member states have integrated some form of citizenship education into their primary and secondary curriculums. Acknowledging such developments, this book uses discussions with citizenship educators as a backdrop for a critical analysis of various conceptions of citizenship, such as liberal, social-democratic, civic-republican, cosmopolitan and multicultural citizenship. It also analyses how these educators approach the contemporary reality of nation states, which are richly composed of a diverse citizenry. Given Britain’s transformation into a multi-ethnic and multi-faith society, this book develops, as a case study, an understanding of how religious and cultural difference can be approached. What makes this work unique is that it gleans ideas and research from a wide field of international scholarship, such as political science, philosophy, education, and cultural studies. A further unique aspect of the book is that it uses the q-methodology, a research method used to study people’s viewpoints, to reveal some shared perspectives on citizenship. In doing so, the path traced here leads to the discovery of spaces where citizenship educators – despite their ethnic/religious diversity – display “common ground” on values, beliefs and aims related to citizenship. This book will prove to be a useful resource for academics, educators and political leaders, as well as interfaith and civil society professionals at large. It is worth mentioning that even though this book has benefited from the generously contributed ideas of citizenship educators in England, its scholarly research, lessons, arguments, analysis and suggestions, which focus on multi-faith and multi-ethnic societies, will also be useful elsewhere.
The original essays in this volume discuss ideas relating to democracy, political justice, equality and inequalities in the distribution of resources and public goods. These issues were as vigorously debated at the height of ancient Greek democracy as they are in many democratic societies today. Contributing authors address these issues and debates about them from both philosophical and historical perspectives. Readers will discover research on the role of Athenian democracy in moderating economic inequality and reducing poverty, on ancient debates about how to respond to inborn and social inequalities, and on Plato’s and Aristotle’s critiques of Greek participatory democracies. Early chapters examine Plato’s views on equality, justice, and the distribution of political and non-political goods, including his defense of the abolition of private property for the ruling classes and of the equality of women in his ideal constitution and polis. Other papers discuss views of Socrates or Aristotle that are particularly relevant to contemporary political and economic disputes about punishment, freedom, slavery, the status of women, and public education, to name a few. This thorough consideration of the ancient Greeks' work on democracy, justice, and equality will appeal to scholars and researchers of the history of philosophy, Greek history, classics, as well as those with an interest in political philosophy.
Among ancient writers Aristotle offers the most profound analysis of the ancient Greek household and its relationship to the state. The household was not the family in the modern sense of the term, but a much more powerful entity with significant economic, political, social, and educational resources. The success of the polis in all its forms lay in the reliability of households to provide it with the kinds of citizens it needed to ensure its functioning. In turn, the state offered the members of its households a unique opportunity for humans to flourish. This 2006 book explains how Aristotle thought household and state interacted within the polis.
A fascinating, accessible, and up-to-date history of the Ancient Greeks. Covering the Archaic, Classical, and Hellenistic periods, and centred around the disunity of the Greeks, their underlying cultural unity, and their eventual political unification.
Resistance to the tyrant was an essential stage in the development of the Greek city-state. In this richly insightful book, James F. McGlew examines the significance of changes in the Greek political vocabulary that came about as a result of the history of ancient tyrants. Surveying a vast range of historical and literary sources, McGlew looks closely at discourse concerning Greek tyranny as well as at the nature of the tyrants' power and the constraints on power implicit in that discourse. Archaic tyrants, he shows, characteristically represented themselves as agents of justice. Taking their self-representation not as an ideological veil concealing the nature of tyranny but as its conceptual definition, he attempts to show that, although the language of reform gave tyrants unprecedented political freedom, it also marked their powers as temporary. Tyranny took shape, McGlew maintains, through discursive complicity between the tyrant and his subjects, who presumably accepted his self-definition but also learned from him the language and methods of resistance. The tyrant's subjects learned to resist him as they learned to obey him, but when they rejected him they did so in such a way as to preserve for themselves the distinctive political freedoms that he enjoyed. Providing a new framework for understanding ancient tyranny, this book will be read with great interest by classicists, political scientists, and ancient and modern historians alike.
The text analyses identities within virtual on-screen environments. Investigating regions in Second Life, it explores topical issues of the body in virtual space, nature and mythology in virtual environments, and the key arguments surrounding normative and subversive representations of gender, sexuality and subversion in screen-based environments.
"A balanced, high-quality analysis of the developing nature of Athenian political society and its relationship to 'democracy' as a timeless concept."—Mark Munn, author of The School of History
