Black Athena Revisited

Was Western civilization founded by ancient Egyptians and Phoenicians? Can the ancient Egyptians usefully be called black? Did the ancient Greeks borrow religion, science, and philosophy from the Egyptians and Phoenicians? Have scholars ignored the Afroasiatic roots of Western civilization as a result of racism and anti-Semitism? In this collection of twenty essays, leading scholars in a broad range of disciplines confront the claims made by Martin Bernal in Black Athena: The Afroasiatic Roots of Classical Civilization. In that work, Bernal proposed a radical reinterpretation of the roots of classical civilization, contending that ancient Greek culture derived from Egypt and Phoenicia and that European scholars have been biased against the notion of Egyptian and Phoenician influence on Western civilization. The contributors to this volume argue that Bernal's claims are exaggerated and in many cases unjustified. Topics covered include race and physical anthropology; the question of an Egyptian invasion of Greece; the origins of Greek language, philosophy, and science; and racism and anti-Semitism in classical scholarship. In the conclusion to the volume, the editors propose an entirely new scholarly framework for understanding the relationship between the cultures of the ancient Near East and Greece and the origins of Western civilization. The contributors are: John Baines, professor of Egyptology, University of Oxford Kathryn A. Bard, assistant professor of archaeology, Boston University C. Loring Brace, professor of anthropology and curator of biological anthropology in the Museum of Anthropology, University of Michigan John E. Coleman, professor of classics, Cornell University Edith Hall, lecturer in classics, University of Reading, England Jay H. Jasanoff, Jacob Gould Schurman Professor of Linguistics, Cornell University Richard Jenkyns, fellow and tutor, Lady Margaret Hall, Oxford, and university lecturer in classics, University of Oxford Mary R. Lefkowitz, Andrew W. Mellon Professor in the Humanities, Wellesley College Mario Liverani, professor of ancient near eastern history, Universita di Roma, 'La Sapienza' Sarah P. Morris, professor of classics, University of California at Los Angeles Robert E. Norton, associate professor of German, Vassar College Alan Nussbaum, associate professor of classics, Cornell University David O'Connor, professor of Egyptology and curator in charge of the Egyptian section of the University Museum, University of Pennsylvania Robert Palter, Dana Professor Emeritus of the History of Science, Trinity College, Connecticut Guy MacLean Rogers, associate professor of Greek and Latin and history, Wellesley College Frank M. Snowden, Jr., professor of classics emeritus, Howard University Lawrence A. Tritle, associate professor of history, Loyola Marymount University Emily T. Vermeule, Samuel E. Zemurray, Jr., and Doris Zemurray Stone-Radcliffe Professor Emerita, Harvard University Frank J. Yurco, Egyptologist, Field Museum of Natural History and the University of Chicago

Berlinerblau (Judaic studies, Hofstra U.) explores the reactions--widely divergent but mostly intense--to Martin Bernal's 1987 publication of the first volume of Black Athena: The Afroasiatic Roots of Classical Civilization. In light of classicist reacting to an outsider's intrusion into their field and Afrocentrist accusation of stealing the material from black scholars, he considers the question of intellectual responsibility during an age of cultural warfare. He also elucidates the contents of the book itself. Annotation copyrighted by Book News, Inc., Portland, OR

DIVThis book is Bernal’s response to criticisms to his 1987 book, BLACK ATHENA, which argued for an Afro-Asiatic origin for Greek civilization./div

Winner of the 1990 American Book Award What is classical about Classical civilization? In one of the most audacious works of scholarship ever written, Martin Bernal challenges the foundation of our thinking about this question. Classical civilization, he argues, has deep roots in Afroasiatic cultures. But these Afroasiatic influences have been systematically ignored, denied or suppressed since the eighteenth century—chiefly for racist reasons. The popular view is that Greek civilization was the result of the conquest of a sophisticated but weak native population by vigorous Indo-European speakers—Aryans—from the North. But the Classical Greeks, Bernal argues, knew nothing of this “Aryan model.” They did not see their institutions as original, but as derived from the East and from Egypt in particular. In an unprecedented tour de force, Bernal links a wide range of areas and disciplines—drama, poetry, myth, theological controversy, esoteric religion, philosophy, biography, language, historical narrative, and the emergence of “modern scholarship.”

In the early 1990s, Classics professor Mary Lefkowitz discovered that one of her faculty colleagues at Wellesley College was teaching his students that Greek culture had been stolen from Africa and that Jews were responsible for the slave trade. This book tells the disturbing story of what happened when she spoke out. Lefkowitz quickly learned that to investigate the origin and meaning of myths composed by people who have for centuries been dead and buried is one thing, but it is quite another to critique myths that living people take very seriously. She also found that many in academia were reluctant to challenge the fashionable idea that truth is merely a form of opinion. For her insistent defense of obvious truths about the Greeks and the Jews, Lefkowitz was embroiled in turmoil for a decade. She faced institutional indifference, angry colleagues, reverse racism, anti-Semitism, and even a lawsuit intended to silence her. In History Lesson Lefkowitz describes what it was like to experience directly the power of both postmodernism and compensatory politics. She offers personal insights into important issues of academic values and political correctness, and she suggests practical solutions for the divisive and painful problems that arise when a political agenda takes precedence over objective scholarship. Her forthright tale uncovers surprising features in the landscape of higher education and an unexpected need for courage from those who venture there.