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Not Just Fun and Games: Exploring Ludic Elements in Greek and Latin Literature

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Not Just Fun and Games: Exploring Ludic Elements in Greek and Latin Literature NOT JUST FUN AND GAMES: EXPLORING LUDIC ELEMENTS IN GREEK AND LATIN LITERATURE _______________________________ A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri _______________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _______________________________ by CHRISTOPHER S. DOBBS May 2018 © Copyright by Christopher S. Dobbs 2018 All Rights Reserved APPROVAL PAGE The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled NOT JUST FUN AND GAMES: EXPLORING LUDIC ELEMENTS IN GREEK AND LATIN LITERATURE presented by Christopher S. Dobbs, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. ____________________________________ Professor Raymond Marks, Chair ____________________________________ Professor Sean Gurd ____________________________________ Professor Daniel Hooley ____________________________________ Professor Dennis Kelley ____________________________________ Professor Anatole Mori ____________________________________ Professor Dennis Trout ACKNOWLEDGMENTS I have incurred a great many debts on the journey to where I am today. A list of those whose guidance, friendship, and encouragement led to the completion of this project would rival the Catalogue of Ships in Book 2 of Homer’s Iliad. Much like the Catalogue of Ships, that list would hold significance, but not be particularly enjoyable to read. I therefore limit myself to only the most influential and ask forgiveness from the rest. Kay Fluharty first showed me how enjoyable the study of the ancient world could be. Every day for four years, she brought patience and kindness to a high school student who seemed incapable of understanding participles no matter how fascinated he was with antiquity. As an undergraduate, I had the distinct privilege of learning from three more of the best educators I have ever met. Steve Tuck, Zara Torlone, and Steve Nimis shaped my career and approach to education in more ways than I can count. To all four of you, thank you for inspiring me as a scholar, nurturing me as a person, and continually demonstrating all the best practices in teaching. Of the many people I am proud to call my friends, I must give special thanks to Mike Savnik. You helped draw a map for an awkwardly loud college freshman trying to find his place in the world. Best of all, for reasons I think only you can explain, you’re still talking to me a decade later. I give my thanks to the many graduate students with whom I have shared conversations, laughs, and frustrations. Our frequent exchange of ideas has helped me immensely with my research and in life. To Justin Arft I offer my sincerest gratitude for particularly stirring conversations and years of continued guidance in professional ii matters. For Dominick Price, Chris Younger, and especially Corey Cook, I am at a loss for what to say. No words can ever describe the years spent forging our brotherhood over video game controllers, scintillating conversations, and a few pitchers—usually all at the same time. Life has taken us in different directions, but I know that some day, the Four Horsemen will ride again. I turn now to the Department of Classical Studies, which has only recently become the Department of Ancient Mediterranean Studies. There is not a single professor who has not had a positive influence on me as a scholar and as a person. I owe special thanks, however, to a few. Thanks to Barbara Wallach for her unflinching positivity and encouragement. Thanks to Dennis Trout for always asking probing questions and for always having a firm, but gentle hand on the wheel. Thanks to Sean Gurd for forcing me be precise in my scholarship and in planning my career. Thanks to Anatole Mori for demonstrating how to balance being productive and having fun, as well as encouraging me to do the same. Thanks to David Schenker for always making time to talk and for prioritizing the needs of graduate students in the department. Thanks to Jim Crozier for his unfailing friendship and unflappable honesty. I don’t know how many chicken wings we’ve eaten together over the years, but I’m sure we’ve cleaned out a few farms by now. Thanks to Dan Hooley for his many years of guidance, both in person and from afar, for his finesse of the English language, and for always making me keep the big picture in mind. A special thanks to Ray Marks for his tact and affable direction of this dissertation even though, as he reminded me almost every dissertation meeting, this isn’t his specialty. Here I also thank Dennis Kelley from the Department of Religious Studies for serving on my committee and always being excited to talk about anything. To all of you iii on my committee, I thank you for reading my dissertation with an unrelenting attention to detail for which I hope some day to forgive you. I am eternally grateful to my family. Whether related by blood or by marriage, every family member has shown unswerving optimism that I would succeed. My family has been a rock or, rather, series of equally firm rocks that have weathered the storms of my exasperation as I found my path. Thank you all for your support. My greatest thanks go to Lisa Dobbs, my wife and best friend, who married a graduate student—on purpose. You have been everything I have ever needed. You forced me to relax when I worked too hard and pushed me back to the books when I didn’t work hard enough. I can never express my gratitude for the years of support, encouragement, and letting me bounce ideas off of you in languages you don’t know. Talking at you has become an integral part of my creative process and I am looking forward to many decades more of it. I know you are too. iv TABLE OF CONTENTS Acknowledgments ............................................................................................................... ii Abstract .............................................................................................................................. vii Introduction ......................................................................................................................... 1 Chapter 1: Ludic Ideology in Greek Literature ................................................................. 24 Introduction ..................................................................................................... 24 Homer .............................................................................................................. 32 The Iliad and Knucklebones ................................................................. 32 The Odyssey and Pessoi ........................................................................ 35 The Cosmic Game ........................................................................................... 41 The Cosmic Game in Sophocles ........................................................... 52 Cities and Citizenship: Embodied Citizenship ................................................ 60 Cities and Citizenship: Polis ........................................................................... 68 Cities and Citizenship: The Game of Citizenship ........................................... 72 Playing Your Roll ............................................................................................ 76 Conclusion ....................................................................................................... 85 Chapter 2: Ludic Ideology in Latin Literature .................................................................. 88 Introduction ..................................................................................................... 88 Terence: Playing Your Roll in the Adelphoe ................................................... 93 Horace: The Cosmic Game and Playing Your Roll in Sermones 2.8 ............ 100 Horace: The Cosmic Game in the Carmina .................................................. 106 Horace: Carmina 1.34 and 1.35 .......................................................... 107 Horace: Carmina 2.1 ........................................................................... 113 Horace: Carmina 3.29 ......................................................................... 116 Cities and Citizenship in the Laus Pisonis .................................................... 126 Conclusion ..................................................................................................... 137 Chapter 3: Games and Morality in Greek Literature ....................................................... 141 Introduction ................................................................................................... 141 Gorgias .......................................................................................................... 152 Alcidamas ...................................................................................................... 161 Isocrates ......................................................................................................... 166 Aeschines ....................................................................................................... 171 Lysias ............................................................................................................. 183 Conclusion ..................................................................................................... 185 Chapter 4: Games and Morality in Latin Literature ........................................................ 188 Introduction
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