Classics - Readings in English (CLASSICS) 1
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Livy's View of the Roman National Character
James Luce, December 5th, 1993 Livy's View of the Roman National Character As early as 1663, Francis Pope named his plantation, in what would later become Washington, DC, "Rome" and renamed Goose Creek "Tiber", a local hill "Capitolium", an example of the way in which the colonists would draw upon ancient Rome for names, architecture and ideas. The founding fathers often called America "the New Rome", a place where, as Charles Lee said to Patrick Henry, Roman republican ideals were being realized. The Roman historian Livy (Titus Livius, 59 BC-AD 17) lived at the juncture of the breakdown of the Roman Republic and the rise of the Roman Empire. His 142 book History of Rome from 753 to 9 BC (35 books now extant, the rest epitomes) was one of the most read Latin authors by early American colonists, partly because he wrote about the Roman national character and his unique view of how that character was formed. "National character" is no longer considered a valid term, nations may not really have specific national characters, but many think they do. The ancients believed states or peoples had a national character and that it arose one of 3 ways: 1) innate/racial: Aristotle believed that all non-Greeks were barbarous and suited to be slaves; Romans believed that Carthaginians were perfidious. 2) influence of geography/climate: e.g., that Northern tribes were vigorous but dumb 3) influence of institutions and national norms based on political and family life. The Greek historian Polybios believed that Roman institutions (e.g., division of government into senate, assemblies and magistrates, each with its own powers) made the Romans great, and the architects of the American constitution read this with especial care and interest. -
ROMAN REPUBLICAN CAVALRY TACTICS in the 3Rd-2Nd
ACTA MARISIENSIS. SERIA HISTORIA Vol. 2 (2020) ISSN (Print) 2668-9545 ISSN (Online) 2668-9715 DOI: 10.2478/amsh-2020-0008 “BELLATOR EQUUS”. ROMAN REPUBLICAN CAVALRY TACTICS IN THE 3rd-2nd CENTURIES BC Fábián István Abstact One of the most interesting periods in the history of the Roman cavalry were the Punic wars. Many historians believe that during these conflicts the ill fame of the Roman cavalry was founded but, as it can be observed it was not the determination that lacked. The main issue is the presence of the political factor who decided in the main battles of this conflict. The present paper has as aim to outline a few aspects of how the Roman mid-republican cavalry met these odds and how they tried to incline the balance in their favor. Keywords: Republic; cavalry; Hannibal; battle; tactics The main role of a well performing cavalry is to disrupt an infantry formation and harm the enemy’s cavalry units. From this perspective the Roman cavalry, especially the middle Republican one, performed well by employing tactics “if not uniquely Roman, were quite distinct from the normal tactics of many other ancient Mediterranean cavalry forces. The Roman predilection to shock actions against infantry may have been shared by some contemporary cavalry forces, but their preference for stationary hand-to-hand or dismounted combat against enemy cavalry was almost unique to them”.1 The main problem is that there are no major sources concerning this period except for Polibyus and Titus Livius. The first may come as more reliable for two reasons: he used first-hand information from the witnesses of the conflicts between 220-167 and ”furthermore Polybius’ account is particularly valuable because he had serves as hypparch in Achaea and clearly had interest and aptitude in analyzing military affairs”2. -
William Greenwalt
WILLIAM STEVEN GREENWALT DEPARTMENT OF CLASSICS, SANTA CLARA UNIVERSITY SANTA CLARA, CA. 95053 Education Ph.D. Ancient Greek and Roman History, University of Virginia, May 1985 M.A. Ancient Greek and Roman History, University of Virginia, August 1978 B.A. History and English with High Distinction, University of Virginia, May 1975 Dissertation The Development of Royal Authority in Argead Macedonia Academic Honors, Awards and Distinctions Profiled as a Macedonian Scholar of note in Volume One of the journal, Karanos. Member, the Scott R. Jacobs Fund: endowing graduate students and junior faculty for the study of Alexander the Great and his ancient legacy (2010-). Chair, Department of Classics (2013-14). Director of the Honors Program, Lead Scholars Program and the Office of Fellowships, (2008-12). Chair, Department of Classics, 2000-2006. Teaching Award for Summer Excellence, 2005. Durham Summer Program Professor, 2004. University of California at Berkeley, Visiting Professor, 2004. Faculty Director, Alpha Learning Community, 2003-2006. College of Arts and Sciences Special Recognition Award for Energy, Vision, and Leadership in Pioneering Residential Learning Communities, 2002. College of Arts and Sciences Tenure Committee for the Arts and Humanities. Chair, 2003-2004; Committee Member, 2001-04. Brutocao Award for Teaching Excellence, 2001-2002. Promoted to Full Professor, 2001. Chair, Session III (“The Thracian Kings”), Eighth International Congress of Thracian Studies, Sophia, Bulgaria, 2000. Faculty Founder and Director, Communitas Learning Community, 1999-2003. College of Arts and Sciences David E. Logothetti Teaching Award, 1998-1999. College of Arts and Sciences Tenure Committee for the Arts and Humanities Chair, 1995-1996; Committee Member, 1993-1996. -
Read Book Cicero and the Roman Republic 1St Edition
CICERO AND THE ROMAN REPUBLIC 1ST EDITION PDF, EPUB, EBOOK John Murrell | 9780521691161 | | | | | Cicero and the Roman Republic 1st edition PDF Book Just a moment while we sign you in to your Goodreads account. Add to Basket Used Softcover. Cicero, who himself was a prolific writer on philosophy and politics praises the idea of not just a philosopher king, but philosopher leadership in general, and advocates that intellectuals get involved in politics rather than shun it. Many believed he had participated in several murders. Yet, what we do have is simply stunning, a perfect Latinization, Romanization, and republicanization of Socratic ideals and ethics. In this "mixed state," he argued, royalty, the best men, and the common people all should have a role. Indeed, when he denounced the latter in a number of orations called the Philippics, Mark Antony had him murdered. Soon, his skills as an orator made Cicero the leading court advocate in Rome. These afford a revelation of the man all the more striking because most were not written for publication. Views Read Edit View history. For Further Reading Everitt, Anthony. Instead of a king, the republic installed two "consuls" to rule. This new selection of speeches illustrates Cicero's fierce loyalty to the Roman Republic, giving an overview of his oratory from early victories in the law courts to the height of his political career in the Senate. About this Item: Hackett Publishing, By refusing to join this alliance, Cicero left himself vulnerable to attacks from his political enemies. Each consul could veto an act of the other. -
II. the Classical Greek Minor – 15 Hours
The Ohio State University Department of Classics UNDERGRADUATE STUDIES HANDBOOK 2012-2013 Minerva, 1889 – 1890, Roman goddess of poetry, music, wisdom, and warriors (Greek, Athena), bronze sculpture by Norwegian American artist, Jakob H. F. Fjelde, downtown Minneapolis Central Library, Minneapolis, Minnesota, photo © 2008 by QuoinMonkey. All rights reserved. UNDERGRADUATE HANDBOOK Department of Classics 2012-2013 Table of Contents FACULTY 3 ADVISORS 3 COURSES (Classics, Greek, Latin, Modern Greek) 4-18 MAJOR PROGRAM 19 MINOR PROGRAM 19-20 HONORS PROGRAM 20-21 GRADUATION WITH RESEARCH DISTINCTION IN CLASSICS 21-23 CLASSICS CLUB 23 LATIN CLUB CAREERS FOR CLASSICISTS 23 TESTING 24 Placement Tests EM Credit Examination DEFERRED CREDIT 24 STUDY ABROAD OPPORTUNITIES 24 Intercollegiate Center for Classical Studies in Rome College Year in Athens Greek Study Tour SCHOLARSHIPS AND AWARDS AVAILABLE TO 25-26 CLASSICS MAJORS AT OSU MAJOR PROGRAMS 26-37 COURSES OFFERED BY OTHER DEPARTMENTS 38-44 MINOR PROGRAMS 45-50 ARTS AND SCIENCES CONTACTS 51 2 FACULTY Name Office Phone E-mail Address Room ACOSTA-HUGHES, Benjamin 292-2744 [email protected] 414K ANAGNOSTOU, Yiorgos 688-3721 [email protected] 414H BATSTONE, William 292-2673 [email protected] 414G BROWN, Christopher 292-8217 [email protected] 342 COULSON, Frank T. 292-1717 [email protected] 414D FLETCHER, Richard 292-1591 [email protected] 328 GRAF, Fritz 292-7810 [email protected] 426 HARRILL, J. Albert 292-2511 [email protected] 414B HAWKINS, Thomas 292-1083 [email protected] 414E -
Aristotle on Love and Friendship
ARISTOTLE ON LOVE AND FRIENDSHIP DAVID KONSTAN Philia is exceptional among ancient Greek value terms for the number of still unre- solved, or at least intensely debated, questions that go to the heart of its very nature.1 Does it mean “friendship”, as it is most commonly rendered in discussions of Aris- totle, or rather “love”, as seems more appropriate in some contexts? Whether it is love, friendship, or something else, is it an emotion, a virtue, or a disposition? The same penumbra of ambiguity surrounds the related term philos, often rendered as “friend” but held by some to include kin and other relations, and even to refer chiefly to them. Thus, Elizabeth Belfiore affirms that “the noun philos surely has the same range as philia, and both refer primarily, if not exclusively, to relationships among close blood kin” (2000: 20). In respect to the affective character of philia, Michael Peachin (2001: 135 n. 2) describes “the standard modern view of Roman friendship” as one “that tends to reduce significantly the emotional aspect of the relationship among the Ro- mans, and to make of it a rather pragmatic business”, and he holds the same to be true of Greek friendship or philia. Scholars at the other extreme maintain that ancient friendship was based essentially on affection. As Peachin remarks (ibid., p. 7), “D. Konstan [1997] has recently argued against the majority opinion and has tried to inject more (modern-style?) emotion into ancient amicitia”. Some critics, in turn, have sought a compromise between the two positions, according to which ancient friend- ship involved both an affective component and the expectation of practical services. -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Classics (CLAS) 1
Classics (CLAS) 1 CLAS 390 - The Ancient City (3 Credits) CLASSICS (CLAS) Prerequisite: ARTH 114A, CLAS 103 or CLAS 105. The growth and development of selected urban centers in the Greek and Roman world, CLAS 103 - Ideas and Culture: Greek Civilization (3 Credits) with emphasis on the archaeological record. An introduction to ancient Greek literature, thought, art, drama, and CLAS 485 - Guided Research (3 Credits) culture from the Bronze Age to the Hellenistic Era, with particular focus Preparation of a senior thesis under the direction of the Classics faculty. placed upon fifth century Athens. Recommended for all Classics majors; required for graduation with CLAS 105 - Ideas and Culture: Roman Civilization (3 Credits) Honors in Classics. An introduction to ancient Roman literature, thought, architecture, and CLAS 491 - Individual Study (1-4 Credits) culture from the Early Republic to the dissolution of the empire, with Individual study under the direction of a member of the staff. Permission particular focus placed upon the Late Republic and Early Empire. of the department. CLAS 110 - Greek and Roman Mythology in Art and Literature (3 CLAS 492 - Individual Study (1-4 Credits) Credits) Individual study under the direction of a member of the staff. Permission The principal Greek and Roman myths, with emphasis on their of the department. appearance in literature and art. CLAS 499 - Internship (1-4 Credits) CLAS 202C - Ancient Tragedy (3 Credits) A study of the tragic plays of Aeschylus, Sophocles, and Euripides. CLAS 204 - Epic Traditions (3 Credits) A comparative study of epic poetry from the ancient civilizations of Mespotamia, Greece,and Rome. -
Roman History, I: the Republic
Walter Scheidel Office hours: Tue 1.30-2 & Thu 1.30-3 Office: 20-22L Office phone: (650) 723-0478 Mailbox: Classics Department e-mail: [email protected] (Main Quad, Building 20) www.stanford.edu/~scheidel Christelle Fischer ([email protected]) James Greenberg ([email protected]) CLASS HIS 102 = HISTORY 102X ROMAN HISTORY, I: THE REPUBLIC Winter Quarter 2004 TueThu 11-12.15 60-61G Required texts (available at the Stanford Bookstore) • M. Crawford, The Roman Republic (2nd ed., Harvard University Press, 1993) • A. Lintott, The Roman Republic (Sutton, 2000) • R. Mellor, The Historians of Ancient Rome: An Anthology of the Major Writings (Routledge, 1998) • Cicero, Selected Political Speeches (rev. ed. Penguin, 1989) • Plutarch, Fall of the Roman Republic (rev ed., Penguin, 1972) • K. Hopkins, Conquerors and Slaves: Sociological Studies in Roman History, 1 (Cambridge 1978), chapters 1-2 (out of print; available as a course package) Schedule and readings Tue, Jan 6 Introduction: Why Rome matters Thu, Jan 8 What can we know about early Rome? – Bottom-up perspectives Crawford ch. 2; Lintott 1-21 Tue, Jan 13 What are we told about early Rome? – The Fabrication of Historical Tradition Mellor 1-5, 147-210; Crawford ch. 1 Thu, Jan 15 Synopsis, c.400-133 BCE: How to build an empire Mellor 233-246; Crawford ch. 4-6; Lintott 12-66 Tue, Jan 20 The constitutional framework: institutions and process Crawford ch. 3, 7, app. 1 Thu, Jan 22 Governing Rome: oligarchy in action Mellor 211-233, then 47-59; handouts Tue, Jan 27 Roman militarism: continuous ‘just war’ Mellor 17-27, 32-47; Crawford app. -
Naming Effects in Lucretius' De Rerum Natura
Antonomasia, Anonymity, and Atoms: Naming Effects in Lucretius’ DRN Princeton/Stanford Working Papers in Classics Antonomasia, Anonymity, and Atoms: Naming Effects in Lucretius’ De rerum natura Version 1.0 September 2009 Wilson H. Shearin Stanford University Abstract: This essay argues that selected proper names within Lucretius’ De rerum natura, rather than pointing deictically or referring with clear historical specificity, instead render Lucretius’ poem vaguer and more anonymous. To make this case, the essay first briefly surveys Roman naming practices, ultimately focusing upon a specific kind of naming, deictic naming. Deictic naming points (or attempts to point) to a given entity and often conjures up a sense of the reality of that entity. The essay then studies the role of deictic naming within Epicureanism and the relationship of such naming to instances of naming within De rerum natura. Through analysis of the nominal disappearance of Memmius, the near nominal absence of Epicurus, and the deployment of Venus (and other names) within the conclusion to Lucretius’ fourth book, the essay demonstrates how selected personal names in De rerum natura, in contrast to the ideal of deictic naming, become more general, more anonymous, whether by the substitution of other terms (Memmius, Epicurus), by referential wandering (Venus), or by still other means. The conclusion briefly studies the political significance of this phenomenon, suggesting that there is a certain popular quality to the tendency towards nominal indefiniteness traced in the essay. © Wilson H. Shearin. [email protected] 1 Antonomasia, Anonymity, and Atoms: Naming Effects in Lucretius’ DRN Antonomasia, Anonymity, and Atoms: Naming Effects in Lucretius’ De rerum natura Poet, patting more nonsense foamed From the sea, conceive for the courts Of these academies, the diviner health Disclosed in common forms. -
CLCS 380: ALEXANDER the GREAT and the HELLENISTIC WORLD SPRING, 2021 Tth 1:30-2:45 AM, VIRTUAL PRELIMINARY SYLLABUS
CLCS 380: ALEXANDER THE GREAT AND THE HELLENISTIC WORLD SPRING, 2021 TTh 1:30-2:45 AM, VIRTUAL PRELIMINARY SYLLABUS Prof. Nicholas K. Rauh SLC/SC 211 OFFICE HOURS: Tues. & Thurs. 10:00-11:30 AM, and by appt. Phone: 496-6079 email: [email protected] The PURPOSE of this course is to examine the career of Alexander the Great and to explore the rise of Macedonia and of Hellenistic Civilization in the fourth century B.C. The first third of the course, roughly, will focus on 1) the decline of classical Greece in the 4th Cent; 2) the rise of Macedonia as a military power under Philip II; and 3) aspects of Greek warfare, particularly the development of the Macedonian phalanx; 4) the assassination of Philip II. The second part of the course will focus on 1) the personality (changes) and achievements of Alexander the Great; 2) the path of his campaigns from Asia Minor to the Indus Valley and back to Babylon; 3) the power struggles which occurred within the Macedonian officer staff; and 4) his plans and accomplishments at the end. The remaining (2) weeks will focus on the tumultuous wars of succession that followed his demise, and on a general presentation of economic, social, cultural, and religious life of the times. COURSE REQUIREMENTS: Required Readings in the Alexander text and four essential primary sources: 1. Rauh, CLCS 181 Website: Classical World Civilizations 2. A.B. Bosworth, Conquest and Empire. The Reign of Alexander the Great. Cambridge, 1988. 3. Plutarch, The Life of Alexander. (on line text) 4. -
AUM Catalog 16-17
Antioch University Midwest Academic Catalog 2016‐2017 Welcome to Antioch University Midwest, where lives are transformed daily through our signature hands-on learning experiences. Our campus is accessible, our programs are affordable, and many offerings are accelerated through hybrid or online formats. Our multiple pathways to success are embedded within Antioch University’s commitment to continue our Horace Mann heritage by answering his challenge to win, “…some Victory for Humanity”! Antioch University Midwest is one of five Antioch University locations located in three states throughout the country (California, New Hampshire, and Washington) that are dedicated to promoting our University’s mission, “to advance social, economic, and environmental justice.” We are a global innovative intellectual center, which empowers our community of learners to demonstrate the leadership competencies that are needed for career success and to make a positive change in the world. Our goal is to be the destination for those who seek exceptional experiential career preparation for today and for the future. Whether you seek to enhance your skill sets, change careers, or empower your life, Antioch University Midwest Has Your Program! Choose from several undergraduate and graduate programs offered by our outstanding scholar-practitioner faculty. If your interest is in Management, Healthcare, or one of the licensure and degree programs offered by our nationally-accredited education programs, then I invite you to join our inclusive and military friendly designated community. It will be one of the best life decisions you will make! Come to Antioch University Midwest and discover success! Become transformed! Be the difference you seek to see in the world! Marian C.