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152493 results in Classical Studies

Page 257 of 7625

Identities and Ideologies in the Medieval East Roman World
  • Edited by Yannis Stouraitis
  • Published by:
    Edinburgh University Press
    Published online:
    25 January 2025
    Print publication:
    31 October 2022
  • This collection offers new insights into ideology and identity in the Byzantine world. The range of international contributors explore the content and role of various ideological discourses in shaping the relationship between the imperial centre and the provinces. Crucially, they examine various kinds of collective identifications and visions of community in the broader Byzantine world within and beyond the political boundaries of the empire. This interdisciplinary collection includes historical, literary, art-historical and archaeological as well as cross-cultural perspectives along with the exploration of ideas and identifications in cultures on the empire's periphery.

Justice in Plato's Republic
  • The Lessons of Book 1
  • Roslyn Weiss
  • Published online:
    24 January 2025
    Print publication:
    16 January 2025
  • In Book 4 of Plato's Republic, Socrates introduces what is regarded by scholars as the Platonic account of justice, according to which it is essentially internal and self-regarding, a matter of relations among the parts of a city or soul. In this book, Roslyn Weiss contends that there is another notion of justice, as other-regarding and external, which is to be found in a series of conversations in Book 1 between Socrates and three successive interlocutors. Weiss considers the relationship between justice as conceived in Book 1 and Book 4, and carefully examines what can be learned from each of the arguments. Her close analysis of Book 1 brings to light what Socrates really believed about justice, and extracts and explores this Book's many insights concerning justice—at both the political and the personal level.

Catullus: Poem 64
  • Edited by Gail Trimble
  • Published online:
    24 January 2025
    Print publication:
    13 February 2025
  • Catullus' longest poem, a miniature epic or 'epyllion' that tells two apparently unrelated mythological stories, is a central text in the Roman literary tradition. Allusive, exquisite, and sometimes shocking, it offers a profound exploration of human connection and aesthetic response against a backdrop of universal history. This major new edition addresses the interpretative challenges of the poem on every level of detail. The corrupt text is newly edited, while a line-by-line commentary of unparalleled depth and range integrates discussion of textual and linguistic matters with sophisticated literary criticism and a thoroughgoing awareness both of the poem's cultural and intertextual background and of its subsequent influence and reception. The introduction sets Catullus 64 in context, and an innovative epilogue draws together the threads of an overall interpretation. This book is an essential resource for the study of Latin poetry, and will transform its readers' understanding and appreciation of Catullus 64.

  • Plautus’ Casina and its uses in General Education-Level Gender History

  • Terrance L. Lewis
  • Journal:
    Journal of Classics Teaching / Volume 26 / Issue 52 / Autumn 2025
    Published online by Cambridge University Press:
    24 January 2025, pp. 177-180
    • Article
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  • This article details how Plautus’ Casina has been used in a general education comparative gender history class over multiple semesters. Since Casina was based on an Athenian New Comedy play (The Lot-Castors by Diphilus), it incorporates elements of late fourth/early third century BCE Athenian ideas on gender, gender roles, and sexuality as well as Republican Roman views on these same areas from approximately a century later. For an introductory comparative gender history course which is designed for a wide time span, this play therefore offers the opportunity to look at two related cultures in just one work. The article highlights areas of the play emphasising those cultures’ ideals and values, and also deals with which areas students have most commented on and which ones are often ignored, in terms of characters, gender roles, and sexualities. The role and representation of slaves in those societies and within the play are also remarked upon.

  • Aristotle for all? The work of Walter Mooney Hatch

  • Alan Towey
  • Journal:
    Journal of Classics Teaching / Volume 26 / Issue 52 / Autumn 2025
    Published online by Cambridge University Press:
    24 January 2025, pp. 191-195
    • Article
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  • This article considers the publication in 1879 of the Moral Philosophy of Aristotle, a book aimed at Oxford University undergraduates studying for the Classics degree course known as Literae Humaniores. This book is of contemporary interest. It takes us to the heart of the question of whether the work of Aristotle is meant for everyone or just for a select few. In principle, whatever we have inherited from Antiquity (whether materially or intellectually) belongs to us all. Therefore, there is an educational requirement to make it accessible to everyone and this should apply to Aristotle’s Nicomachean Ethics. But Aristotle is famously obscure and so in practice the study of Aristotle is confined to a small elite. Hatch’s The Moral Philosophy of Aristotle tries to overcome the problem of Aristotle’s obscurity by paraphrasing the Nicomachean Ethics in a popularising fashion and in sharp contrast to the way Aristotle is usually presented. To bring out the distinctive qualities of the Hatch approach this article compares The Moral Philosophy of Aristotle with the translations published in the modern Clarendon Aristotle series, which are intended for a readership made up largely of professionals working in universities. The article contrasts Hatch’s goals of readability and dogmatic clarity with the insistence on semantic fidelity which is the hallmark of the Clarendon series. The article concludes that there is a greater risk of distorting Aristotle’s meaning on the Hatch approach, but that this is compensated for by its pedagogic merits, and suggests that ideally teachers will use both Hatch and Clarendon together.

  • Introduction

  • Jeremy Hartnett, Wabash College, Indiana
  • Book:
    The Remarkable Life, Death, and Afterlife of an Ordinary Roman
    Published online:
    16 December 2024
    Print publication:
    23 January 2025, pp 1-6

  • Summary

    In 1626, workers took aim at four spots marked on the floor of the largest church in Christendom, Saint Peter’s Basilica in Rome. The structure’s immense dome hovered more than four hundred feet above them, for they stood at the intersection of the church’s nave and transept. They began to dig. These shafts, when eventually filled with masonry, would support a towering bronze tent (called a baldacchino) over the high altar. As shovels and picks hacked deep, the excavation took laborers back through layers of history. After breaking through the floor of the Renaissance church, they burrowed through the fill separating it from its fourth-century predecessor. They then cracked through that building’s pavement and struck an ancient cemetery (Fig. I.1). If authorities expected to find anyone’s remains, they were those of Peter himself or one of his papal successors, for they believed the key apostle and later popes were buried here.

  • 4 - The Efficacy of Empirical Vision for Belief

  • from Part II - Seeing God
  • Luke Irwin, Covenant College, Georgia
  • Book:
    Jesus and the Visibility of God
    Published online:
    18 January 2025
    Print publication:
    23 January 2025, pp 137-168

  • Summary

    Chapter 4, ‘The Efficacy of Empirical Vision’, argues that physical sight can and should lead to belief in John. Scholars often cite John 2:23; 4:48; and 20:29 as evidence for John’s own critique of physical seeing as a means of coming to belief. The chapter argues that close reading of John 2:23 and 4:48 reveals human hearts to be the true cause of unbelief and shows that physical sight is the catalyst for all unbelief and all belief. Neither does John 20:29 condemn sight as a means of acquiring belief. Rather, it suggests that mediated seeing – via the text of the Gospel – can be as efficacious for belief as an actual encounter with Jesus. The chapter concludes that sight is complex, but that no critique of the positive relationship between sight and belief exists in John.

Page 257 of 7625