This chapter discusses the dazzling array of creativity that is language and metaphor in Pindar, in terms of its impact on us as its consumers and in terms of the questions that aspects of lyric diction and style ask of us. The discussion reaffirms the importance of close reading from the inside out as the key to appreciating the nature and challenge of Pindaric lyric. It assesses the powers and risks that come with lyric language in detail and across time, as readers and audiences are stopped in their tracks. The chapter discusses the experiential potential of a representative selection of examples taken from across the corpus, in three sections. Section 1, ‘Options’, investigates how Pindaric lyric fosters both a freedom of expression and an encouragement to audiences and readers to keep their minds open in response. Section 2, ‘Colours of Desire’, explores the sustained intensificatory effects of marked imagery in one extended example from Olympian 6. Section 3, ‘Access and Appropriateness’, explores how the hyperbolic nature of lyric imagery may raise further questions about our commitments to the sentiments that Pindaric lyric finds itself able to project.

This introduction explores the growing presence of offensive language on social media platforms like TikTok, YouTube and Instagram, where anonymity often encourages more aggressive behaviour. It discusses the difficulty in distinguishing between what is ‘merely offensive’ and what crosses into illegal or grossly offensive territory, highlighting how this is a complex issue spanning multiple disciplines. The chapter highlights the importance of linguistic insights in understanding offensive language, especially given the limitations of automatic detection systems and the inherently subjective nature of offence. It also provides an overview of the chapters that follow.

When Elizabeth Maconchy entered the British compositional scene in 1930 with the premiere of her orchestral suite, The Land, she and her fellow composers had an unsettled relationship with the prevailing musical styles of Europe. Whereas continental composers were highly regarded by British critics as cutting edge, their British contemporaries were faulted as derivative, unoriginal, and too steeped in national traditions to contribute to the ‘new’ music. Constant Lambert argued his rival countrymen (and women) had let their moment to be ‘modern’ pass them by. This chapter examines the scope of modernism on the continent and scholars’ difficulties in pinning down a precise functional definition of the so-called ‘modernist’ style. Practitioners of European modernism sought to be sensational or at the very least individual. British modernism, on the other hand, tended toward the juxtaposition of ‘old’ and ‘new’, an eclecticism that is not bound to any specific ideology.

This chapter argues that our subjective experiences – how we experience the world and understand ourselves within it – are just as closely governed as our objective conduct, discussed in Chapter 5. Whether they realise it or not, contemporary teachers are expected to play a significant role in this form of regulation. After all, teachers are now not simply responsible for transmitting a given curriculum and keeping children in line; they are de facto psychologists, responsible for the mental health, regulation and development of their pupils.

This essay discusses Pablo Neruda’s youth love poetry collection Veinte poemas de amor y una canción desesperada (1924) in relation to situated subjectivities, from decolonial, intersectional feminist perspectives. One hundred years after the collection was published, we briefly account for Neruda’s inter- and intra-subjective exploration of love and otherness. Particular attention is given here to the poetic process as an unending dialogue between production and reception, including some current poetic and nonpoetic canceling, as well as rediscoveries of his rich eco- and geopoetic vocation.

This chapter contains a first formulation of the question ‘What is science?’, followed by a brief treatment of realism vs. antirealism and an introduction to how observations can be made more trustworthy. The theory-dependence of ‘facts’ and the resulting fallibility of observations are introduced - how scientific findings can turn out to be wrong. A first brief treatment of how science is used and misused in society is also included as a stepping stone to why some understanding of the philosophy of science matters to everybody.

The concern of this chapter is with varieties of philosophical humanism and their own conceptions of the nature and significance of science. After an initial characterization of major themes in Renaissance humanism, it describes three main varieties that are evident in twentieth-century European philosophy – humanism as essentialism, humanism as rational subjectivity, and existential humanism. Different varieties of humanism are associated with different conceptions of science, some allied to the sciences, others antipathetic to them, while yet others offer subtler positions. The upshot is that there are different tales to tell about the relationship of (varieties of) philosophical humanism to (conceptions of) science, only some of which fit popular modern celebratory claims about a necessary alliance of humanism and science. If we take a wider look at the history of philosophy, we find ongoing experimentation with forms of humanism and explorations of diverse ways of understanding and evaluating scientific knowledge and ambitions. What we find is what we ought to expect of social, creative, epistemically sophisticated, self-expressive creatures: endless variety.

The introduction sets the scene at the catacombs of San Gennaro in Naples, where our only early Christian fresco from the Shepherd of Hermas is painted on a tomb wall. I lay out the thesis and roadmap for the book, namely, that the Shepherd crafts obedient early Christian subjects within the ancient Mediterranean discourse of enslavement. A brief overview of the Shepherd’s content is provided, as well as regarding its popularity and transmission history across the ancient, late ancient, and medieval worlds. I especially note how the Shepherd became a pedagogical tool in late antiquity, and that the Shepherd’s teachings are even placed in Jesus’s own mouth by some late ancient writers, heightening the stakes for understanding how enslavement is utilized in a text used to shape Christian thought and practice for centuries after its composition. Also provided is a brief introduction to slavery in antiquity to situate the reader, as well as outline some of the major influences on my approach to reading the text, especially womanist translational theory and Chris de Wet’s concept of doulology.

The book concludes by pointing out two major shifts that my reading of the Shepherd produces: one focused on how the centrality of slavery in the Shepherd that complicates earlier treatments of the text as most invested in baptism and/or repentance, and the other focused on the ethical and historical anxieties that emerge from the enslaved–enslaver relationship being so deeply embedded in early Christian literature, ethics, and subject formation. Additionally, I point to how my findings reveal why the Shepherd would be appealing to late ancient Christians: its visionary, dialogical, parabolic, and ethical content are aimed toward crafting obedient enslaved believers who were unified in their ecclesiastical vision. The work of feminist, womanist, Africana, and slavery studies scholars offer an intellectual and ethical scaffolding upon which I contend with the centrality in early Christian thought of God as an enslaver and believers as enslaved persons, as well as the continuations and challenges of the embeddedness of slavery in Christian vocabulary into the twenty-first century.

This chapter is a description and analysis of the modern and postmodern periods and how they influenced theologians from a variety of traditions as they wrestled anew with the doctrine of Christ. In characterizing modernity as an era which celebrates universal reason and human progress, the author examines the ways in which modern theologians both chafed against and conformed to these insights as they developed their ideas about the person and work of Christ. Likewise, the author engages postmodernity as a disavowal of universal reason and progress, and thereby examines the manner in which these concepts were both rejected and embraced by various theologians as they sought to answer Christ’s question: “Who do you say I am?” within a postmodern era.

This chapter discusses the role of phenomenology in psychological anthropology, with an emphasis on its ongoing productive potential for the field. The chapter explores how a phenomenological framework has been mobilized in psychological anthropology to illuminate central concepts like subjects and lifeworlds, intersubjectivity, and the aspectual nature of consciousness and experience. The chapter also emphasizes the valuable methodological implications of bringing a phenomenological framework to the practice of anthropology. Throughout, recent ethnographic examples are engaged to illustrate how psychological anthropologists have generated innovative insights through the use of phenomenological approaches.