Challenging Kleos: an FPDA Analysis and Application of Andromache in the Iliad Ayana Marie Rowe Xavier University - Cincinnati
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PLATO's SYMPOSIUM J
50 ccn~ PLATO'S SYMPOSIUM j - - -- ________j e Library of Liberal Arts PLATO'S SYMPOSIUM Tran lated by BENJAMIN JOWETT With an Introduction by FULTON H. ANDERSON Professor of Philosophy, University of Toronto THE LIBERAL ARTS PRESS NEW YORK CONTENTS SELECTED BIBLIOGRAPHY .. .... ................................... ......... ... ........... 6 EDITOR'S INTRODUCTION ................... ............................................. 7 SYMPOSIUM APOLLODORUS 13 THE SPEECH OF PHAEDRUS ...... .......................... .......................... .. 19 THE SPEECH OF PAU ANIAS ................. ... ................................. ... .. 21 THE SPEECH OF ERYXIMACHUS 27 THE SPEECH OF ARISTOPHAN E .. ............................... .................. 30 THE SPEECH OF AGATHON ............ .............................................. .. 35 THE SPEECH OF SocRATES ................................ .. ................... ..... .. 39 THE SPEECH OF ALCIBIADES ................. ............... ... ........... ...... .... .. 55 8 PLATO INTROD CTION 9 crescendo, and culminates in the report by Socrates on wi dom and epistemology, upon all of which the Symposium ha bearing, learned from the "wi e" woman Diotima. are intertwined, we m ay set down briefly a few of the more general The dialogue i a "reported" one. Plato himself could not have principles which are to be found in it author's many-sided thought. been present at the original party. (What went on there was told The human soul, a cording to Plato, is es entially in motion. time and time again about Athens.) He was a mere boy when it It is li fe and the integration of living functions. A dead soul is a con took place. Nor could the narrator Apollodorus have been a guest; _lladiction in terms. Man throughout his whole nature is erotically he was too young at the time. The latter got his report from motivated. His "love" or desire i manifest in three mutually in Aristodemus, a guest at the banquet. -
Trojan Women: Introduction
Trojan Women: Introduction 1. Gods in the Trojan Women Two gods take the stage in the prologue to Trojan Women. Are these gods real or abstract? In the prologue, with its monologue by Poseidon followed by a dialogue between the master of the sea and Athena, we see them as real, as actors (perhaps statelier than us, and accoutered with their traditional props, a trident for the sea god, a helmet for Zeus’ daughter). They are otherwise quite ordinary people with their loves and hates and with their infernal flexibility whether moral or emotional. They keep their emotional side removed from humans, distance which will soon become physical. Poseidon cannot stay in Troy, because the citizens don’t worship him any longer. He may feel sadness or regret, but not mourning for the people who once worshiped but now are dead or soon to be dispersed. He is not present for the destruction of the towers that signal his final absence and the diaspora of his Phrygians. He takes pride in the building of the walls, perfected by the use of mason’s rules. After the divine departures, the play proceeds to the inanition of his and Apollo’s labor, with one more use for the towers before they are wiped from the face of the earth. Nothing will be left. It is true, as Hecuba claims, her last vestige of pride, the name of Troy remains, but the place wandered about throughout antiquity and into the modern age. At the end of his monologue Poseidon can still say farewell to the towers. -
Sophocles' Philoctetes Roisman, Hanna M Greek, Roman and Byzantine Studies; Summer 1997; 38, 2; Proquest Pg
The appropriation of a son: Sophocles' Philoctetes Roisman, Hanna M Greek, Roman and Byzantine Studies; Summer 1997; 38, 2; ProQuest pg. 127 The Appropriation of a Son: Sophocles' Philoctetes Hanna M. Roisman ANHOOD in archaic and classical Greece-as in modern times-is generally manifested not so much in relation M ships with women as in relationships with other men, especially in the relationship between father and son. The Greek male is expected to produce sons who will continue his oikos (e.g. Soph. Ant. 641-45; Eur. Ale. 62lf, 654-57). Further, as Hesiod makes clear, sons should resemble their fathers in both looks and conduct, especially the latter (Op. 182,235; ef Ii. 6.476-81; Theophr. Char. 5.5). Such resemblance earns the father public esteem and proves his manliness; the lack of it may be cause for disparagement and calls his manliness into question. 1 We learn from Ajax and Philoctetes that Sophocles follows the Hesiodic imperative that sons should resemble their fathers in their natures and their accomplishments. Ajax sees himself as an unworthy son, having lost Achilles' arms to Odysseus, and prefers to commit suicide rather than face his father, Telamon, who took part in Heracles' expedition to Troy and got Hesione, the best part of the booty, as a reward (Aj. 430-40,462-65, 470ff, 1300-303; Diod. 4.32.5). At the same time, he expects his son, Eurysaces, to be like himself in nature, valor, and in everything else ('ttl.~' aA.A.' OIlOlO~, Aj. 545-51). Sophocles' Philoctetes, on the other hand, presents the strug gle between Odysseus and Philoctetes for the 'paternity' of Neoptolemus, as each tries to mold the young man in his own 1 Even in contemporary Greece the intense male rivalry for proving oneself takes place among men alone, while women and flocks serve as the object of this rivalry. -
Late Sophocles: the Hero's Evolution in Electra, Philoctetes, and Oedipus
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE Late Sophocles Late Sophocles The Hero’s Evolution in Electra, Philoctetes, and Oedipus at Colonus Thomas Van Nortwick University of Michigan Press Ann Arbor Copyright © Thomas Van Nortwick 2015 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and ex- cept by reviewers for the public press), without written permission from the publisher. Published in the United States of America by the University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2018 2017 2016 2015 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Van Nortwick, Thomas, 1946– . Late Sophocles : the hero’s evolution in Electra, Philoctetes, and Oedipus at Colonus / Thomas Van Nortwick. pages cm Includes bibliographical references and index. ISBN 978- 0- 472- 11956- 1 (hardcover : alk. paper) — ISBN 978- 0- 472- 12108- 3 (ebook) 1. Sophocles— Criticism and interpretation. 2. Sophocles. Electra. 3. Sophocles. Oedipus at Colonus. 4. Sophocles. Philoctetes. I. Title. PA4417.V36 2015 882'.01— dc23 2014049364 For Nathan Greenberg colleague, mentor, and friend Preface Oh children, follow me. I am your new leader, as once you were for me. (Sophocles, Oedipus at Colonus 1542– 431) Sophocles’s Oedipus at Colonus ends with his most famous character walking serenely through the central doors of the stage building (skēnē) in the Theater of Dionysus and into the grove of the Eumenides. -
Indo-European Linguistics: an Introduction Indo-European Linguistics an Introduction
This page intentionally left blank Indo-European Linguistics The Indo-European language family comprises several hun- dred languages and dialects, including most of those spoken in Europe, and south, south-west and central Asia. Spoken by an estimated 3 billion people, it has the largest number of native speakers in the world today. This textbook provides an accessible introduction to the study of the Indo-European proto-language. It clearly sets out the methods for relating the languages to one another, presents an engaging discussion of the current debates and controversies concerning their clas- sification, and offers sample problems and suggestions for how to solve them. Complete with a comprehensive glossary, almost 100 tables in which language data and examples are clearly laid out, suggestions for further reading, discussion points and a range of exercises, this text will be an essential toolkit for all those studying historical linguistics, language typology and the Indo-European proto-language for the first time. james clackson is Senior Lecturer in the Faculty of Classics, University of Cambridge, and is Fellow and Direc- tor of Studies, Jesus College, University of Cambridge. His previous books include The Linguistic Relationship between Armenian and Greek (1994) and Indo-European Word For- mation (co-edited with Birgit Anette Olson, 2004). CAMBRIDGE TEXTBOOKS IN LINGUISTICS General editors: p. austin, j. bresnan, b. comrie, s. crain, w. dressler, c. ewen, r. lass, d. lightfoot, k. rice, i. roberts, s. romaine, n. v. smith Indo-European Linguistics An Introduction In this series: j. allwood, l.-g. anderson and o.¨ dahl Logic in Linguistics d. -
Homer – the Iliad
HOMER – THE ILIAD Homer is the author of both The Iliad and The Odyssey. He lived in Ionia – which is now modern day Turkey – between the years of 900-700 BC. Both of the above epics provided the framework for Greek education and thought. Homer was a blind bard, one who is a professional story teller, an oral historian. Epos or epic means story. An epic is a particular type of story; it involves one with a hero in the midst of a battle. The subject of the poem is the Trojan War which happened approximately in 1200 BC. This was 400 years before the poem was told by Homer. This story would have been read aloud by Homer and other bards that came after him. It was passed down generation to generation by memory. One can only imagine how valuable memory was during that time period – there were no hard drives or memory sticks. On a tangential note, one could see how this poem influenced a culture; to be educated was to memorize a particular set of poems or stories which could be cross-referenced with other people’s memory of those particular stories. The information would be public and not private. The Iliad is one of the greatest stories ever told – a war between two peoples; the Greeks from the West and the Trojans from the East. The purpose of this story is to praise Achilles. The two worlds are brought into focus; the world of the divine order and the human order. The hero of the story is to bring greater order and harmony between these two orders. -
The Wooden Horse
THE WOODEN HORSE 0. THE WOODEN HORSE - Story Preface 1. ACHILLES 2. HELEN AND PARIS 3. THE TROJAN WAR 4. THE PLOT THICKENS 5. DEATH OF HECTOR 6. DEATH OF ACHILLES 7. THE WOODEN HORSE 8. RUINS OF TROY AND MYCENAE This vase—from about 675-650 BC—depicts a horse on wheels. If you look closely, you can also see something else: Greeks inside (and outside) the object. Image copyright Mykonos Archeological Museum, all rights reserved, and online via Beazley Archive at Oxford University. Provided here as fair use for educational purposes. Still unable to subdue the Trojans, Odysseus and the Greeks (Achaeans) needed to find a way to surreptitiously enter the fortified town. They learned, from Helenus—a Trojan seer—that in order to defeat Troy, Neoptolemus (Achilles’ son) would have to join the Achaean forces. Helenus also told the Greeks they would not win the war unless they stole the sacred Palladium—a wooden statue of Athena (called Minerva by the Romans)—which was said to have fallen from heaven. As long as that statue stood in Troy, the Greeks could not take the city take the city. On a dark night, Diomedes (with the help of Odysseus) climbed a wall of Troy. Once inside the city, Diomedes stole the Palladium, thereby weakening Troy’s defenses. Epeios (it is said) created a wooden horse big enough to hide many Greek warriors. Leaving the horse outside the gates of Troy, and moving their ships out of view, the Greeks fooled Priam and his subjects into believing their enemies had given up. -
Preliminary Studies on the Scholia to Euripides
Preliminary Studies on the Scholia to Euripides CALIFORNIA CLASSICAL STUDIES NUMBER 6 Editorial Board Chair: Donald Mastronarde Editorial Board: Alessandro Barchiesi, Todd Hickey, Emily Mackil, Richard Martin, Robert Morstein-Marx, J. Theodore Peña, Kim Shelton California Classical Studies publishes peer-reviewed long-form scholarship with online open access and print-on-demand availability. The primary aim of the series is to disseminate basic research (editing and analysis of primary materials both textual and physical), data-heavy re- search, and highly specialized research of the kind that is either hard to place with the leading publishers in Classics or extremely expensive for libraries and individuals when produced by a leading academic publisher. In addition to promoting archaeological publications, papyrologi- cal and epigraphic studies, technical textual studies, and the like, the series will also produce selected titles of a more general profile. The startup phase of this project (2013–2017) is supported by a grant from the Andrew W. Mellon Foundation. Also in the series: Number 1: Leslie Kurke, The Traffic in Praise: Pindar and the Poetics of Social Economy, 2013 Number 2: Edward Courtney, A Commentary on the Satires of Juvenal, 2013 Number 3: Mark Griffith, Greek Satyr Play: Five Studies, 2015 Number 4: Mirjam Kotwick, Alexander of Aphrodisias and the Text of Aristotle’s Metaphys- ics, 2016 Number 5: Joey Williams, The Archaeology of Roman Surveillance in the Central Alentejo, Portugal, 2017 PRELIMINARY STUDIES ON THE SCHOLIA TO EURIPIDES Donald J. Mastronarde CALIFORNIA CLASSICAL STUDIES Berkeley, California © 2017 by Donald J. Mastronarde. California Classical Studies c/o Department of Classics University of California Berkeley, California 94720–2520 USA http://calclassicalstudies.org email: [email protected] ISBN 9781939926104 Library of Congress Control Number: 2017916025 CONTENTS Preface vii Acknowledgments xi Abbreviations xiii Sigla for Manuscripts of Euripides xvii List of Plates xxix 1. -
Classical Mythology in the Victorian Popular Theatre Edith Hall
Pre-print of Hall, E. in International Journal of the Classical Tradition, (1998). Classical Mythology in the Victorian Popular Theatre Edith Hall Introduction: Classics and Class Several important books published over the last few decades have illuminated the diversity of ways in which educated nineteenth-century Britons used ancient Greece and Rome in their art, architecture, philosophy, political theory, poetry, and fiction. The picture has been augmented by Christopher Stray’s study of the history of classical education in Britain, in which he systematically demonstrates that however diverse the elite’s responses to the Greeks and Romans during this period, knowledge of the classical languages served to create and maintain class divisions and effectively to exclude women and working-class men from access to the professions and the upper levels of the civil service. This opens up the question of the extent to which people with little or no education in the classical languages knew about the cultures of ancient Greece and Rome. One of the most important aspects of the burlesques of Greek drama to which the argument turned towards the end of the previous chapter is their evidential value in terms of the access to classical culture available in the mid-nineteenth century to working- and lower- middle-class people, of both sexes, who had little or no formal training in Latin or Greek. For the burlesque theatre offered an exciting medium through which Londoners—and the large proportion of the audiences at London theatres who travelled in from the provinces—could appreciate classical material. Burlesque was a distinctive theatrical genre which provided entertaining semi-musical travesties of well-known texts and stories, from Greek tragedy and Ovid to Shakespeare and the Arabian Nights, between approximately the 1830s and the 1870s. -
Achilles and Andromache As Tragic Foils
Shannon DuBois Achilles and the Feminine: Achilles and Andromache as Tragic Foils In her article “Reverse Similes’ and Sex Roles in the Odyssey,” Helene Foley examines gender fluidity and role reversal in Homer – in particular how Odysseus often functions in characteristically feminine spheres and empathizes with women. I use a similar lens in my analysis of Achilles, arguing that female figures have the greatest influence on his decisions and on how he articulates his role in the Iliad. I then compare his more “feminized” behavior to Andromache, whose function and fate in the Iliad make her a natural foil to Achilles. The focal point of connection between Achilles and Andromache is their mutual concern for family. Achilles often casts himself in a maternal role when reflecting upon his responsibilities and his bond with Patroclus, especially in his similes (i.e.: the mother bird simile in Book IX, and the mother-daughter simile in Book XVI); this emphasis on mortal mothers and their young offspring builds on Andromache’s first appearance in Book VI, where she awaits her husband on the wall with Astyanax. Moreover, Achilles’ relationship with Patroclus and the grief he experiences at his friend’s death find their greatest thematic equivalent in Andromache’s mourning for her husband and her anticipated grief at the loss of her son. The complex interrelationships tying Achilles and Andromache together, the similarities between their actions throughout the Iliad, and the emotional crises that befall them help expand our understanding of Achilles’ character. His connection to Andromache through these narrative parallels, and the continued emphasis on familial values, suggest a latent desire in Achilles to have a family of his own (seen especially in Il. -
"Andromache As Maenadic Warrior" Sean Signore
"Andromache as Maenadic Warrior" Sean Signore SEAN SIGNORE ANDROMACHE AS MAENADIC WARRIOR In Book twenty-two line 460, Andromache rushes towards the walls of Troy: ὣς φαμένη μεγάροιο διέσσυτο μαινάδι ἴση So speaking, she rushed from the house, equal to a maenad1 What does the phrase μαινάδι ἴση mean in this context? Segal writes that “if μαινάδι means maenad and not simply mad woman (likely, but not absolutely certain), we would have another instance of Homer drawing upon a relatively unfamiliar realm of experience for an unusual degree of emotion.”2 I argue that a link arises from the adaptation of the warrior formula δαίμονι ἶσος to an expression tailored for Andromache. This phrase that only occurs once, μαινάδι ἴση, is adapted from an inherently masculine formula and made appropriate by Andromache's gender and grief. Through a formulaic3 comparison with δαίμονι ἶσος and an analysis of both the nominal form μαινάς and corresponding verb μαίνομαι within epic, μαινάδι ἴση, I argue, elevates Andromache to a divine status as great as a warrior who is δαίμονι ἶσος. In other words, she receives an aristeia within her cultural and gender-specific sphere of 1 All translations are mine. 2 Segal 1971, 47-48. 3 We begin with Parry’s original definition of the formula as “a word or group of words under the same metrical conditions that expresses an essential idea.” His definition has been refined by a number of critics, such as Hainsworth, Martin, and Russo. Martin adds the term paradigmatic to designate a formula that substitutes an isometric morpheme or “meaningful unit” for an element within the regular syntagmatic formula that is not semantically appropriate. -
Fall 2015: the Trojan War in Greece and Rome, Professor Sarah Morris
CLASSICS 191: Capstone Seminar Fall 2015 Sarah P. Morris, Department of Classics, Haines A6 Dodd 247N (Office Hours: Tues 2-5 pm) Thurs 2-5 pm THE TROJAN WAR IN GREECE AND ROME This course will focus on Troy as a locus of the ancient imagination, in poetry, history, art and archaeology. We will consider the tradition of the Iliad and Odyssey in their geographic, poetic and historical settings, and trace the transformations of epic in Greek art, drama, history, and rhetoric; Hellenistic art and literature; Roman epic, tragedy, history, and art. After exploring the archaeological origins of the Trojan war in Anatolian and Aegean prehistory, we will trace later responses to the memory and monuments of Troy in art and literature, including: the evolution of early epic as a cycle of poems, of which only the Iliad and Odyssey have survived; Troy as a topos in history and rhetoric since the classical era; Hellenistic focus on the text and authority of Homer; Rome's re-invention of itself as the successor of Troy in myth, art and literature. We will try to arrange a class trip to the Getty Villa (on a Thursday or Saturday); students have the option of choosing an object in the Villa for study and presentation. Requirements Weekly reading (one primary, one secondary source) Midterm quiz (readings of ancient passages) Class presentation; final research paper (with abstract) Grading basis Class participation 20% Oral presentation 20% Midterm exam/quiz (readings, images) 20% Final Paper (12-15 pages) 40% Abstracts must be submitted with final paper for posting on website as capstone requirement Textbooks (ASCULA): Michael Wood In Search of the Trojan War (California 1998) S.