This collection of articles published between 1964 and 2000 represents a panoramic view of Greek and Roman literature and philosophy, ranging from detailed discussions of texts to general literary and philosophical issues. It also delves into problems in the transmission of ancient works and their reception in modern contexts, including modern English literature. These articles will appeal mainly to Classical scholars and students of ancient philosophy, as well as to lovers of literature and of the intellectual history of Western Europe. All articles have been republished in their original form, with an emphasis on basing every discussion firmly on the available evidence.
This collection of articles published between 1964 and 2000 represents a panoramic view of Greek and Roman literature and philosophy, ranging from detailed discussions of texts to general literary and philosophical issues. It also delves into problems in the transmission of ancient works and their reception in modern contexts, including modern English literature. These articles will appeal mainly to Classical scholars and students of ancient philosophy, as well as to lovers of literature and of the intellectual history of Western Europe. All articles have been republished in their original form, with an emphasis on basing every discussion firmly on the available evidence.
Through an examination of university curricula and the writings of classical scholars, Caroline Winterer shows how classics was transformed from a narrow, language-based subject to a broader study of civilization. Building on German Romantic ideals of self-formation, nineteenth-century classicists argued that Americans could avoid modernity's pitfalls of materialism and industrialization by immersing themselves in the spirit of classical antiquity. Classicists pursued this vision by advocating a new pedagogy that shifted the emphasis from Latin to Greek texts.
The legacy of ancient Greece and Rome has been imitated, resisted, misunderstood, and reworked by every culture that followed. In this volume, some five hundred articles by a wide range of scholars investigate the afterlife of this rich heritage in the fields of literature, philosophy, art, architecture, history, politics, religion, and science.
Books like The Closing of the American Mind and debates like the one over the Stanford reading list have called for reconsideration of the role of the Greek and Roman classics in American education. This collection meets that challenge by offering classicists of divergent viewpoints the opportunity to rethink Classics as a discipline. Contents: The State of the Classics; Classics as a Profession; Classics as an Academic Discipline; and The Classics Community.
La 4e de couverture indique : "the first written history of the pioneering women born between the Renaissance and 1913 who played significant roles in the history of classical scholarship."
With advice and informative readings of the great Greek texts, this title shows how we might save classics and the Greeks. It is suitable for those who agree that knowledge of classics acquaints us with the beauty and perils of our own culture.
Ilias Kolokouris's Modern Greek for Classicists is a reading companion for those who have already had some exposure to the Greek world - be it a solid foundation in Ancient Greek, some knowledge of the Greek alphabet acquired while studying Latin, or even just a few set phrases memorized to communicate with locals during a trip to Greece. This book aims to build upon such foundations to expand access to the fascinating culture, literature, and society of Modern Greece. Modern Greek for Classicists is structured as a graded reader, with fictional narratives in Modern Greek, followed by comprehension and discussion questions designed to facilitate language acquisition. Each dialogue has a limited set of vocabulary, and the grammar moves from the more simple to the more complex. Animated videos accompany and expand upon the main story. How does this book teach Modern Greek? Incremental repetition and progressively more complex readings play a key role in our pedagogical approach. We believe that, when highly motivated learners are given confidence in their abilities and an environment with low levels of anxiety, they will be better equipped for success in second language acquisition. This is why we want each lesson to be a playful, enjoyable activity. Most importantly, this book is designed to feel yours. You can read it at your own pace, whenever and wherever you prefer, with whomever you wish. As you go on to use this book, you will notice that learning Modern Greek is both feasible and inspiring.
A People’s History of Classics explores the influence of the classical past on the lives of working-class people, whose voices have been almost completely excluded from previous histories of classical scholarship and pedagogy, in Britain and Ireland from the late 17th to the early 20th century. This volume challenges the prevailing scholarly and public assumption that the intimate link between the exclusive intellectual culture of British elites and the study of the ancient Greeks and Romans and their languages meant that working-class culture was a ‘Classics-Free Zone’. Making use of diverse sources of information, both published and unpublished, in archives, museums and libraries across the United Kingdom and Ireland, Hall and Stead examine the working-class experience of classical culture from the Bill of Rights in 1689 to the outbreak of World War II. They analyse a huge volume of data, from individuals, groups, regions and activities, in a huge range of sources including memoirs, autobiographies, Trade Union collections, poetry, factory archives, artefacts and documents in regional museums. This allows a deeper understanding not only of the many examples of interaction with the Classics, but also what these cultural interactions signified to the working poor: from the promise of social advancement, to propaganda exploited by the elites, to covert and overt class war. A People’s History of Classics offers a fascinating and insightful exploration of the many and varied engagements with Greece and Rome among the working classes in Britain and Ireland, and is a must-read not only for classicists, but also for students of British and Irish social, intellectual and political history in this period. Further, it brings new historical depth and perspectives to public debates around the future of classical education, and should be read by anyone with an interest in educational policy in Britain today.
The authors, eminent classicists and distinguished critics of Bakhtin, put Bakhtin into dialogue with the classics -- and classicists into dialogue with Bakhtin. Each essay offers a critical account of an important aspect of Bakhtin's thought and then examines the value of his approach in the context of a significant area of literary or cultural history. Beginning with an overview of Bakhtin's notion of carnival laughter, perhaps his central critical concept, the volume explores Bakhtin's thought and writing in relation to Homer's epic verse and Catullus's lyric poetry; ancient Roman novels; and Greek philosophy from Aristotle's theory of narrative to the work of Antiphon the Sophist.
