What Is Greek About Greek Mythology?
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The Hellenic Saga Gaia (Earth)
The Hellenic Saga Gaia (Earth) Uranus (Heaven) Oceanus = Tethys Iapetus (Titan) = Clymene Themis Atlas Menoetius Prometheus Epimetheus = Pandora Prometheus • “Prometheus made humans out of earth and water, and he also gave them fire…” (Apollodorus Library 1.7.1) • … “and scatter-brained Epimetheus from the first was a mischief to men who eat bread; for it was he who first took of Zeus the woman, the maiden whom he had formed” (Hesiod Theogony ca. 509) Prometheus and Zeus • Zeus concealed the secret of life • Trick of the meat and fat • Zeus concealed fire • Prometheus stole it and gave it to man • Freidrich H. Fuger, 1751 - 1818 • Zeus ordered the creation of Pandora • Zeus chained Prometheus to a mountain • The accounts here are many and confused Maxfield Parish Prometheus 1919 Prometheus Chained Dirck van Baburen 1594 - 1624 Prometheus Nicolas-Sébastien Adam 1705 - 1778 Frankenstein: The Modern Prometheus • Novel by Mary Shelly • First published in 1818. • The first true Science Fiction novel • Victor Frankenstein is Prometheus • As with the story of Prometheus, the novel asks about cause and effect, and about responsibility. • Is man accountable for his creations? • Is God? • Are there moral, ethical constraints on man’s creative urges? Mary Shelly • “I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, and then, on the working of some powerful engine, show signs of life, and stir with an uneasy, half vital motion. Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world” (Introduction to the 1831 edition) Did I request thee, from my clay To mould me man? Did I solicit thee From darkness to promote me? John Milton, Paradise Lost 10. -
Zeus *God of the Sky and Ruler of the Olympian Gods. He Is Lord of the Sky, the Rain God
Greek Mythology *Myths - Traditional stories about god and heroes. *The Greek people believed in many gods and goddesses. They were thought to have affected people's lives and also thought to shape events. *The gods and goddesses were thought to control nature. Some examples of the control over nature are: Zeus ruled the sky and threw lighting bolts, Demeter made the crops grow, and Poseidon caused earthquakes. *The 12 most important gods and goddesses lived on Mt. Olympus. Mt. Olympus was the highest mountain in Greece. Zeus *God of the Sky and Ruler of the Olympian gods. He is lord of the sky, the rain god. *He is represented as the god of justice and mercy, the protector of the weak, and the punisher of the wicked. Poseidon *God of the sea and protector of all the water. *Widely worshiped by seamen. *His weapon is a trident, which can shake the earth, and shatter any object. *He is second only to Zeus in power amongst the gods. *He was greedy. He had a series of disputes with other gods when he tried to take over their cities. Hades *Hades is the god of the undedrworld and ruler of the dead. *He is also the god of wealth, due to the precious metals mined from the earth. *He is a greedy god who is greatly concerned with increasing his subjects. Hestia *She plays no part in myths. *She is the Goddess of the Hearth, the symbol of the house around which a new born child is carried before it is received into the family. -
'Myth' and 'Religion'
THOUGHTS ON MYTH AND RELIGION IN EARLY GREEK HISTORIOGRAPHY Robert L. FOWLER University of Bristol [email protected] RESUMEN: El artículo examina el nacimiento del concepto de mythos/mito en el contexto de la historiografía y la mitografía de la Grecia arcaica. La posibilidad de oponerse a relatos tradicionales es un factor crítico en este proceso y se relaciona estrechamente con los esfuerzos de los autores por fijar su autoridad. Se compara la práctica de Heródoto con la de los primeros mitógrafos y, aunque hay amplias similitudes, hay diferencias cruciales en el tratamiento de los asuntos religiosos. Los escrúpulos personales de Heródoto responden en parte a su bien conocida reserva en lo referente a los dioses, pero es también relevante su actitud acerca de la tarea del historiador y su noción de cómo los dioses intervienen en la historia. Mientras que los mitógrafos tratan de historicizar la mitología, Heródoto trata de modo notable de desmitologizar la historia, separando ambas, pero al mismo tiempo definiendo con más profundidad que nunca sus auténticas interconexiones. Esta situación sugiere algunas consideraciones generales acerca de la relación entre mito y ritual en Grecia. ABSTRACT: The article examines the emerging concept of mythos/myth in the context of early Greek historiography and mythography. The possibility of contesting traditional stories is a critical factor in this process, and is closely related to the efforts of writers to establish their authority. Herodotos’ practice is compared with that of the early mythographers, and though there are some broad similarities, there are crucial differences in their approach to religious matters. -
Universal Mythology: Stories
Universal Mythology: Stories That Circle The World Lydia L. This installation is about mythology and the commonalities that occur between cultures across the world. According to folklorist Alan Dundes, myths are sacred narratives that explain the evolution of the world and humanity. He defines the sacred narratives as “a story that serves to define the fundamental worldview of a culture by explaining aspects of the natural world, and delineating the psychological and social practices and ideals of a society.” Stories explain how and why the world works and I want to understand the connections in these distant mythologies by exploring their existence and theories that surround them. This painting illustrates the connection between separate cultures through their polytheistic mythologies. It features twelve deities, each from a different mythology/religion. By including these gods, I have allowed for a diversified group of cultures while highlighting characters whose traits consistently appear in many mythologies. It has the Celtic supreme god, Dagda; the Norse trickster god, Loki; the Japanese moon god, Tsukuyomi; the Aztec sun god, Huitzilopochtli; the Incan nature goddess, Pachamama; the Egyptian water goddess, Tefnut; the Polynesian fire goddess, Mahuika; the Inuit hunting goddess, Arnakuagsak; the Greek fate goddesses, the Moirai: Clotho, Lachesis, and Atropos; the Yoruba love goddess, Oshun; the Chinese war god, Chiyou; and the Hindu death god, Yama. The painting was made with acrylic paint on mirror. Connection is an important element in my art, and I incorporate this by using the mirror to bring the audience into the piece, allowing them to see their reflection within the parting of the clouds, whilst viewing the piece. -
Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
Chapter 3 Quiz What lead to Joseph Campbell's interest in comparative mythology? When Campbell was a child, he became fascinated with Native American Culture. This led him to a lifelong passion for myth and storytelling. When Campbell was studying maths and biology, he recognized that he is inclined towards humanities. Soon he became an English literature student at Columbia University. Campbell was interested in knowledge above all else. In 1924 Campbell traveled to Europe with his family. On the ship during his return trip, he encountered the Messiah elect of the Theosophical Society, Jiddu Krishnamurti. They discussed Indian philosophy which leads to Campbell’s interest in Hindu and Indian philosophy. Campbell studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. He learned to read and speak French and German. When Campbell did not have any work after his graduation (in depression era), he used to read nine hours a day for five years. He soon discovered the works of Carl Jung who is the founder of analytical psychology. Campbell could recognize recurring patterns of all the stories he had read, from Carl Jung’s work. This must have encouraged Joseph Campbell in comparative mythology. How did Joseph Campbell become the world's foremost scholar on mythology? How did the Great Depression benefit his education? Joseph Campbell received BA in English literature and MA in Medieval literature from Columbia University. Campbell also received a fellowship from Columbia University to study in Europe. He studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. -
The Cambridge Companion to Greek Mythology (2007)
P1: JzG 9780521845205pre CUFX147/Woodard 978 0521845205 Printer: cupusbw July 28, 2007 1:25 The Cambridge Companion to GREEK MYTHOLOGY S The Cambridge Companion to Greek Mythology presents a comprehensive and integrated treatment of ancient Greek mythic tradition. Divided into three sections, the work consists of sixteen original articles authored by an ensemble of some of the world’s most distinguished scholars of classical mythology. Part I provides readers with an examination of the forms and uses of myth in Greek oral and written literature from the epic poetry of the eighth century BC to the mythographic catalogs of the early centuries AD. Part II looks at the relationship between myth, religion, art, and politics among the Greeks and at the Roman appropriation of Greek mythic tradition. The reception of Greek myth from the Middle Ages to modernity, in literature, feminist scholarship, and cinema, rounds out the work in Part III. The Cambridge Companion to Greek Mythology is a unique resource that will be of interest and value not only to undergraduate and graduate students and professional scholars, but also to anyone interested in the myths of the ancient Greeks and their impact on western tradition. Roger D. Woodard is the Andrew V.V.Raymond Professor of the Clas- sics and Professor of Linguistics at the University of Buffalo (The State University of New York).He has taught in the United States and Europe and is the author of a number of books on myth and ancient civiliza- tion, most recently Indo-European Sacred Space: Vedic and Roman Cult. Dr. -
Island Hopping in the Aeolians Tamara Thiessen 4 Minutes Reading Time
ISLAND HOPPING IN THE AEOLIANS TAMARA THIESSEN 4 MINUTES READING TIME THE LUMPY, CRINKLECUT ISLES OF PUMICE GREY STONE ARE ERUPTED PROTRUSIONS OF UNDERWATER VOLCANOES Tamara Thiessen takes a whirlwind tour of the picturesque archipelago off the shores of Sicily “The sea is in my veins – all my family have worked in boating and fishing. It’s a very special relationship, which all the Aeolians have with the sea … You have to live with its moods and our survival depends on it – particularly in winter, when sometimes we can’t come and go.” Silvia Carbone is the owner of a small artfilled hotel on the island of Lipari. It is very marine in decor, with its azzurrocoloured tiles and inner courtyard billowing with saillike curtains. This is our homely bolthole in the little harbour of Canneto – our first port of call in the Aeolians. Like all islands, getting there takes some mental gymnastics. In the case of the Aeolians – an archipelago of seven islands off Sicily’s north coast – the workout becomes even more vigorous as you try to decide which islands you should visit– in what order – and how to get between them. Though their lyrical string of names – Lipari, Panarea, Vulcano, Stromboli, Salina, Alicudi and Filicudi – would have you believe it is as easy as tiptoeing through the tulips – boat travel always means seasonal precariousness. We get an immediate taste of that, coming in October – just when the transport switches to its lowseason schedule and the waters get choppier. Being an islander myself (from Tasmania, in Australia) – islands are everpresent in my imagination – and the prospect of holing myself up on these breakaway pieces of land is as tempting as their wild, UNESCOlisted nature and deep blue mythladen seas. -
7Th Grade Lesson Plan: It's Greek to Me: Greek Mythology
7th grade Lesson Plan: It’s Greek to me: Greek Mythology Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the edu- cator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. This particular lesson plan is primarily effective in a classroom setting. Assessment strategies and rubrics are included. The lessons were developed by Lisa Van Gemert, M.Ed.T., the Mensa Foundation’s Gifted Children Specialist. Introduction Greek mythology is not only interesting, but it is also the foundation of allusion and character genesis in literature. In this lesson plan, students will gain an understanding of Greek mythology and the Olympian gods and goddesses. Learning Objectives Materials After completing the lessons in this unit, students l D’Aulaires’ Book of Greek Myths by Ingri and will be able to: Edgar Parin D’Aulaire l Understand the Greek view of creation. l The Gods and Goddesses of Olympus by Aliki l Understand the terms Chaos, Gaia, Uranus, Cro- l The Mighty 12: Superheroes of Greek Myths by nus, Zeus, Rhea, Hyperboreans, Ethiopia, Mediter- Charles Smith ranean, and Elysian Fields. l Greek Myths and Legends by Cheryl Evans l Describe the Greek view of the world’s geogra- l Mythology by Edith Hamilton (which served as a phy. source for this lesson plan) l Identify the names and key features of the l A paper plate for each student Olympian gods/goddesses. -
General Index
GENERAL INDEX A.GILIM, and n. Aesopic tradition, , and abstractions, n. nn. –, Acarnania, Aetna, , Acastus, Aetna, n. Accius, and n. Agamemnon, n. , , , accusative, , n. , –, , –, , – Agdistis, Achelous, Agenor, Achilles, , , , , , , , ages, myth of, see races, myth of –, , , , , Agias of Troezen, , Acontius, , n. , , agriculture, , , , , , – and n. , , , , , –, Actaeon, n. , , , , n. , –, ; Actor, agriculture section in Works and Acusilaus of Argos, and n. , Days, , , –, and n. Agrius, Adad, aidos, n. , ; personified, , adamant, adjective(s), , , Aietes, Admonitions of Ipuwar,andn. Aigipan, Adodos, ainos, , –, Adrasteia, Aither, and n. Adriatic (sea), Aithon, , n. Aegean (sea), , , aitiology, , , nn. –, Aegimius, – and n. , , , and Aegle, , n. , , , , Aelian Ajax son of Oileus, Historical miscellany, , Ajax son of Telamon, , , – and n. Aeolic dialect, , –, , Akkadian, n. , n. , , , , –; East Al Mina, , or Asiatic Aeolic, –, Alalu, , n. , , Alcaeus, , , n. Aeolids, , , Alcidamas, , , , , , Aeolis, Eastern, , , –, , n. Aeolism, , , , Alcinous, , n. , n. , Aeolus, –, , , , Aeschines, Alcmaeonidae, Aeschylus, , , , and Alcmaeonis, n. , Alcman, n. , and n. , Prometheus Bound, n. , and n. n. Alcmaon, – general index Alcmene, –, –, Antoninus Liberalis, , , n. , , , Anu, –, , –, –, aoidos see singer Alcyone, , , , aorist, , –, Alexander Aetolus, , n. apate, ; personified, Alexander the Great, n. , Aphrodite, , , n. , and n. , n. , and n. , -
Tammuz Pan and Christ Otes on a Typical Case of Myth-Transference
TA MMU! PA N A N D C H R IST O TE S O N A T! PIC AL C AS E O F M! TH - TR ANS FE R E NC E AND DE VE L O PME NT B! WILFR E D H SC HO FF . TO G E THE R WIT H A BR IE F IL L USTR ATE D A R TIC L E O N “ PA N T H E R U STIC ” B! PAU L C AR US “ " ' u n wr a p n on m s on u cou n r , s n p r n u n n , 191 2 CHIC AGO THE O PE N CO URT PUBLISHING CO MPAN! 19 12 THE FA N F PRAXIT L U O E ES. a n t Fr ticpiccc o The O pen C ourt. TH E O PE N C O U RT A MO N TH L! MA GA! IN E Devoted to th e Sci en ce of Religion. th e Relig ion of Science. and t he Exten si on of th e Religi on Periiu nen t Idea . M R 1 12 . V XX . P 6 6 O L. VI o S T B ( N . E E E , 9 NO 7 Cepyricht by The O pen Court Publishing Gumm y, TA MM ! A A D HRI T U , P N N C S . NO TES O N A T! PIC AL C ASE O F M! TH-TRANSFERENC E AND L DEVE O PMENT. W D H H FF. -
Validation of a Quasi-Steady Wind Farm Flow Model in the Context of Distributed Control of the Wind Farm
Validation of a quasi-steady wind farm flow model in the context of distributed control of the wind farm A.J. Brand J.W. Wagenaar Presented at: Torque 2010, 28-30 June 2010, Crete, Greece ECN-M--10-058 JULY 2010 2 ECN-M-10-058 Validation of a quasi-steady wind farm flow model in the context of distributed control of the wind farm A J Brand J W Wagenaar ECN Wind Energy ECN Wind Energy P.O. Box 1, NL 1755 ZG Petten, P.O. Box 1, NL 1755 ZG Petten, Netherlands Netherlands [email protected] [email protected] wind farm flow model, and presents load Abstract quantifiers calculated by the model. First, the research objectives of the FP7 project This work presents validation of an Aeolus are described (section 2) and the intermediate version of a quasi-steady quasi-steady wind farm flow model is wind farm flow model which will be part of introduced (section 3). Next, a comparison distributed control of a wind farm. In is presented between model output for and addition power and three load quantifiers measured data from the ECN Wind turbine as calculated by the model are Test site Wieringermeer EWTW (section demonstrated. It is concluded that 4). In addition power and three short-term differences between measurement and load quantifiers as calculated for the prediction are smaller than 2 m/s (wind considered cases are presented (section speed) and 200 kW (power), measured 5). Finally, a summary of the work and an minimum in wind speed and aerodynamic outlook to future work are given (section power at second or third turbine is not 6). -
Aspects of the Demeter/Persephone Myth in Modern Fiction
Aspects of the Demeter/Persephone myth in modern fiction Janet Catherine Mary Kay Thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Ancient Cultures) at the University of Stellenbosch Supervisor: Dr Sjarlene Thom December 2006 I, the undersigned, hereby declare that the work contained in this thesis is my own original work and that I have not previously in its entirety or in part submitted it at any university for a degree. Signature: ………………………… Date: ……………… 2 THE DEMETER/PERSEPHONE MYTH IN MODERN FICTION TABLE OF CONTENTS PAGE 1. Introduction: The Demeter/Persephone Myth in Modern Fiction 4 1.1 Theories for Interpreting the Myth 7 2. The Demeter/Persephone Myth 13 2.1 Synopsis of the Demeter/Persephone Myth 13 2.2 Commentary on the Demeter/Persephone Myth 16 2.3 Interpretations of the Demeter/Persephone Myth, Based on Various 27 Theories 3. A Fantasy Novel for Teenagers: Treasure at the Heart of the Tanglewood 38 by Meredith Ann Pierce 3.1 Brown Hannah – Winter 40 3.2 Green Hannah – Spring 54 3.3 Golden Hannah – Summer 60 3.4 Russet Hannah – Autumn 67 4. Two Modern Novels for Adults 72 4.1 The novel: Chocolat by Joanne Harris 73 4.2 The novel: House of Women by Lynn Freed 90 5. Conclusion 108 5.1 Comparative Analysis of Identified Motifs in the Myth 110 References 145 3 CHAPTER 1 INTRODUCTION The question that this thesis aims to examine is how the motifs of the myth of Demeter and Persephone have been perpetuated in three modern works of fiction, which are Treasure at the Heart of the Tanglewood by Meredith Ann Pierce, Chocolat by Joanne Harris and House of Women by Lynn Freed.