Introduction a Biography of Pericles in the Context of the Ancient Sources
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Who Freed Athens? J
Ancient Greek Democracy: Readings and Sources Edited by Eric W. Robinson Copyright © 2004 by Blackwell Publishing Ltd The Beginnings of the Athenian Democracv: Who Freed Athens? J Introduction Though the very earliest democracies lildy took shape elsewhere in Greece, Athens embraced it relatively early and would ultimately become the most famous and powerful democracy the ancient world ever hew. Democracy is usually thought to have taken hold among the Athenians with the constitutional reforms of Cleisthenes, ca. 508/7 BC. The tyrant Peisistratus and later his sons had ruled Athens for decades before they were overthrown; Cleisthenes, rallying the people to his cause, made sweeping changes. These included the creation of a representative council (bode)chosen from among the citizens, new public organizations that more closely tied citizens throughout Attica to the Athenian state, and the populist ostracism law that enabled citizens to exile danger- ous or undesirable politicians by vote. Beginning with these measures, and for the next two centuries or so with only the briefest of interruptions, democracy held sway at Athens. Such is the most common interpretation. But there is, in fact, much room for disagree- ment about when and how democracy came to Athens. Ancient authors sometimes refer to Solon, a lawgiver and mediator of the early sixth century, as the founder of the Athenian constitution. It was also a popular belief among the Athenians that two famous “tyrant-slayers,” Harmodius and Aristogeiton, inaugurated Athenian freedom by assas- sinating one of the sons of Peisistratus a few years before Cleisthenes’ reforms - though ancient writers take pains to point out that only the military intervention of Sparta truly ended the tyranny. -
Reading Plutarch's Women: Moral Judgement in the Moralia
Received: 5th September 2018 Accepted: 12th November 2018 Reading Plutarch’s Women: Moral Judgement in the Moralia and Some Lives* [Lectura de las Mujeres de Plutarco: Juicio Moral en los Moralia y en Algunas Vidas] by Lunette Warren Stellenbosch University [email protected] Abstract Plutarch has two distinct bodies of work: the Moralia and the Lives. Increasingly, however, questions about the unity of Plutarch’s work as a whole have been raised, and it has become of some concern to scholars of ancient biography to establish the level of philosophical content in the Lives. A comparative study of the women of the Lives and those in the Moralia may provide some insight into Plutarch’s greater philosophical project and narrative aims. Plutarch’s writings on and for women in the Conjugalia praecepta, Mulierum virtutes, Amatorius, De Iside et Osiride, and Consolatio ad uxorem lays a firm groundwork for the role of Woman in society and the marital unit. The language in these works is consistent with the language used to describe women in the Lives, where historical women appear as exempla for the moral improvement of his female students. This case study of five prominent women in the Lives reveals an uncomfortable probability: Plutarch presents women in the Lives in accordance with the principles set out in the Moralia and uses certain concepts to guide his readers towards a judgement of the exempla that agrees with his views on the ideal Woman. Key-Words: Plutarch, Exempla, Women, Moral education, Virtue. Resumen Plutarco tiene dos corpora distintos en su obra: los Moralia y las Vidas. -
Cato, Roman Stoicism, and the American 'Revolution'
Cato, Roman Stoicism, and the American ‘Revolution’ Katherine Harper A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Arts Faculty, University of Sydney. March 27, 2014 For My Parents, To Whom I Owe Everything Contents Acknowledgements ......................................................................................................... i Abstract.......................................................................................................................... iv Introduction ................................................................................................................... 1 Chapter One - ‘Classical Conditioning’: The Classical Tradition in Colonial America ..................... 23 The Usefulness of Knowledge ................................................................................... 24 Grammar Schools and Colleges ................................................................................ 26 General Populace ...................................................................................................... 38 Conclusions ............................................................................................................... 45 Chapter Two - Cato in the Colonies: Joseph Addison’s Cato: A Tragedy .......................................... 47 Joseph Addison’s Cato: A Tragedy .......................................................................... 49 The Universal Appeal of Virtue ........................................................................... -
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. -
The Funeral Oration of Pericles
Big Takeaway: Pericles Greatly expanded Athenian Democracy by allowing more men to vote!!! The Funeral Oration of Pericles The excerpt below is taken from Thucydides’ History of the Peloponnesian War. The Ancient Greek historian Thucydides recorded a speech made by the Athenian leader Pericles in honor of those who died fighting Sparta in the first year of The Peloponnesian war (431 B.C). In the speech, Pericles describes the superior qualities of Athenian democracy as compared with life in Sparta. This speech is one of the most famous defenses of democracy of all time! “For our government (Athens’) is not copied from those of our neighbors; we are an example to them rather than they to us. Our constitution is called a democracy because it is in the hands not of the few but of the many! But our laws secure equal justice for all in their private disputes, and our public opinion welcomes and honors talent in every branch of achievement, not for any sectional reason but on grounds of excellence alone. And as we give free play to all in our public life, so we carry the same spirit into our daily relations with one another We are lovers of beauty without extravagance, and lovers of wisdom without unmanliness. Wealth to us is not mere material for vainglory but an opportunity for achievement; and poverty we think it no disgrace to acknowledge but a real degradation to make no effort to overcome. Our citizens attend both to public and private duties, and do not allow absorption in their own various affairs to interfere with their knowledge of the city’s. -
Lives, Volume Ii : Themistocles and Camillus
LIVES, VOLUME II : THEMISTOCLES AND CAMILLUS. ARISTIDES AND CATO MAJOR. CIMON AND LUCULLUS PDF, EPUB, EBOOK Plutarch | 640 pages | 01 Jul 1989 | HARVARD UNIVERSITY PRESS | 9780674990531 | English | Cambridge, Mass, United States Lives, Volume II : Themistocles and Camillus. Aristides and Cato Major. Cimon and Lucullus PDF Book Plutarch's many other varied extant works, about 60 in number, are known as Moralia or Moral Essays. Vol 2 by Plutarch , Bernadotte Perrin translator 4. Annotation Plutarch Plutarchus , ca. Contact us. Heath , Hardcover 4. Andreas Hofer. Subscribe to E-News. Most popular have always been the 46 "Parallel Lives," biographies planned to be ethical examples in pairs in each pair, one Greek figure and one similar Roman , though the last four lives are single. Explore Departments. Aristides and Cato Major. Enabling JavaScript in your browser will allow you to experience all the features of our site. Online book clubs can be a rewarding way to connect with readers, Lindsay Chervinsky discovered, when she was invited to join one to discuss her book, The Cabinet: George Washington and the Creation of an American Institution. He appears as a man of kindly character and independent thought, studious and learned. Plutarch's Lives by Plutarch , Bernadotte Perrin 4. AD , was born at Chaeronea in Boeotia in central Greece, studied philosophy at Athens, and, after coming to Rome as a teacher in philosophy, was given consular rank by the emperor Trajan and a procuratorship in Greece by Hadrian. They are of high literary value, besides being of great use to people interested in philosophy, ethics and religion. -
The Differing Journeys Through Childhood in Ancient Athens and Sparta
Growing up Greek: The differing journeys through childhood in ancient Athens and Sparta Elizabeth Ann Robertson Thesis presented in fulfilment of the requirements for the degree of Master of Arts in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Dr Samantha Masters March 2018 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work therein is my own, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: March 2018 Elizabeth Ann Robertson Copyright © 2017 Stellenbosch University All rights reserved Stellenbosch University https://scholar.sun.ac.za Abstract Athens and Sparta were the two most prominent city-states during the 6th and 5th centuries BCE, but their socio-political systems differed markedly. As a result of such radical differences it could be hypothesised that the childhoods and, in particular, the education and socialisation of children, would also differ. The aims of this thesis are: 1. to examine the extent and nature of the differences between the childhood experiences of each group of children from the two city-states, Athens and Sparta, in particular the type of education and socialisation system to which each was exposed; and 2. to discern to what extent and in what way the socio-political system of their respective state had an impact on their upbringing and their journey to adult citizen status. -
Power, Democracy and City-State Interests Is Pericles a Supporter of Democracy? Junyi Xiang
Advances in Social Science, Education and Humanities Research, volume 497 Proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020) Power, Democracy and City-State Interests Is Pericles a Supporter of Democracy? Junyi Xiang Experimental High School Attached to Beijing Normal University, Beijing, 100032, China Corresponding author. Email: [email protected] ABSTRACT The importance of democracy itself in classical times is remarkable. Pericles was the most important statesman of Athens in the fifth century BC. His reign is regarded as the golden age of Athenian democracy. During this time, he was a model democratic politician. His power derives entirely from the approval of the people in a democratic system. With the support of the people, the more people he can participate in democracy, the more stable his power will be. Thus, even if democracy is not necessarily linked to the stable development of the city state, the interests of democratic politicians are also linked to democracy. Starting from the value of democracy itself, this paper tries to prove that Pericles's interests are highly correlated with the democratic system of Athens. Berriks, like other successful politicians in a democracy, do not undermine democracy itself. However, Athenian politicians after Pericles were often obsessed with party conflict, and Athens was less capable of decision-making under their leadership than under Pericles's. Finally, Athens lost the hegemony of the Hellenic world due to the lack of good strategic talents. Keywords: Pericles, Athens, democratic politician Starting from the value of democracy itself, this article attempts to show that Pericles’ interests were highly 1. -
1 POL485H1S/POL2027H1S the Political Theory of Plutarch's Moralia
POL485H1S/POL2027H1S The Political Theory of Plutarch’s Moralia (with a few selection from the Lives) “I did not so much gain the knowledge of things by the words, as words by the experience I had of things.” (Plutarch in ‘Life of Demosthenes’) Winter 2014, Tuesday 12 to 2 in UC 67 Rebecca Kingston, Associate Professor of Political Science Office Hours: Thursdays 3 to 5 or by appointment, Sid Smith 3117 Office Telephone: (416)946-0187 Email: [email protected] Objectives: There are three objectives to this course. The first is to introduce students to a selection of Plutarch’s essays (collectively called the Moralia) and to seek a deeper understanding of their meanings. A second objective is to place these essays in a theoretical and limited historical context. In particular we will reflect on the relation of Plutarch’s theory to his Platonist and Hellenistic roots as well as to the political context of a subjected people on the periphery of the Roman Empire. A third objective of the course is to explore the possibility of some coherent patterns of political analysis throughout his essays as a foundation from which we might begin to sketch a broader picture of Plutarch’s political theory. How can we reconcile his discussions of political leadership and his allusions to public virtue in the context of Greece’s political subjection to Rome? Structure: The course readings will be limited for the most part to selected essays from Plutarch’s Moralia arranged thematically (as opposed to chronologically), ranging from his conception of the relation between philosophy and history, his moral philosophy, his institutional commitments, his writings on women, and his reflections on the nature of public duties and the qualities of leadership. -
Taking Centre Stage: Plutarch and Shakespeare
chapter 29 Taking Centre Stage: Plutarch and Shakespeare Miryana Dimitrova William Shakespeare (1564–1616) was familiar with various classical sources but it was Plutarch’s Lives of the noble Greeks and Romans that played a de- cisive role in the shaping of his Roman plays. The Elizabethan Julius Caesar (performed probably at the opening of the Globe theatre in 1599), and the Jacobean Antony and Cleopatra (c. 1606–1607) and Coriolanus (c. 1605–1610) are almost exclusively based on the Lives, while numerous other plays have been thematically influenced by the Plutarchan canon or include references to specific works. Although modern scholarship generally recognises Shakespeare’s knowl- edge of Latin (ultimately grounded in the playwright’s grammar school educa- tion, which included canonical texts in its curriculum) as well as French and Italian,1 it is widely accepted that he used Sir Thomas North’s translation of the Plutarch’s Lives. Ubiquitously dubbed “Shakespeare’s Plutarch”, its first edi- tion in the English vernacular appeared in 1579 and was followed by expanded editions in 1595 and 1603. North translated the Lives from the French version of Jacques Amyot, published in 1559 (see Frazier-Guerrier and Lucchesi in this volume). Shakespeare was also acquainted with the Moralia, possibly in its first English translation by Philemon Holland published in 1603, although a version entered in the Stationers Register in 1600 allows for a possible influence on Shakespeare’s earlier works.2 Shakespeare’s borrowings should be seen in the light of the fact that Plutarch’s Lives were admired in early modern England for their profound in- terest in the complexities of the human character and their didactic signifi- cance. -
University of Cincinnati
U UNIVERSITY OF CINCINNATI Date: May 15, 2009 I, Kristine M. Trego , hereby submit this original work as part of the requirements for the degree of: Doctorate of Philosophy in Classics It is entitled: Plutarch's Story of Agesilaos; A Narratological Commentary Student Signature: Kristine M. Trego This work and its defense approved by: Committee Chair: Holt Parker Peter van Minnen Kathryn Gutzwiller Approval of the electronic document: I have reviewed the Thesis/Dissertation in its final electronic format and certify that it is an accurate copy of the document reviewed and approved by the committee. Committee Chair signature: Holt Parker Plutarch’s Story of Agesilaos; A Narratological Commentary A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctorate of Philosophy (Ph.D.) in the Department of Classics of the College of Arts and Sciences 2009 by Kristine M. Trego B.A., University of South Florida, 2001 M.A. University of Cincinnati, 2004 Committee Chair: Holt N. Parker Committee Members: Peter van Minnen Kathryn J. Gutzwiller Abstract This analysis will look at the narration and structure of Plutarch’s Agesilaos. The project will offer insight into the methods by which the narrator constructs and presents the story of the life of a well-known historical figure and how his narrative techniques effects his reliability as a historical source. There is an abundance of exceptional recent studies on Plutarch’s interaction with and place within the historical tradition, his literary and philosophical influences, the role of morals in his Lives, and his use of source material, however there has been little scholarly focus—but much interest—in the examination of how Plutarch constructs his narratives to tell the stories they do. -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays.