Education Religion And Literary Culture In The 4th Century Ce

This book contextualizes Claudian's handling of the Proserpina myth and the underworld in the history of literature and religion while showing intersections with and differences between the literary and religious uses of the underworld topos. In doing so, the study provides an incentive to rethink the dichotomy of the terms 'religious' and 'non-religious' in favour of a more nuanced model of references and refunctionalisations of elements which are, or could be, religiously connotated. A close philological analysis of De raptu Proserpinae identifies the sphere of myth and poetry as an area of expressive freedom, a parallel universe to theological discourses (whether they be pagan-philosophical or Christian), while the profound understanding and skilful use of this particular sphere – a formative aspect of European religious and intellectual history – is postulated as a characteristic of the educated Roman and of Claudian's poetry.

This book contextualizes Claudian's handling of the Proserpina myth and the underworld in the history of literature and religion while showing intersections with and differences between the literary and religious uses of the underworld topos. In doing so, the study provides an incentive to rethink the dichotomy of the terms 'religious' and 'non-religious' in favour of a more nuanced model of references and refunctionalisations of elements which are, or could be, religiously connotated. A close philological analysis of De raptu Proserpinae identifies the sphere of myth and poetry as an area of expressive freedom, a parallel universe to theological discourses (whether they be pagan-philosophical or Christian), while the profound understanding and skilful use of this particular sphere - a formative aspect of European religious and intellectual history - is postulated as a characteristic of the educated Roman and of Claudian's poetry.

This monograph examines the literary representation of encounters between the living and the dead in Homer and the Roman epic poets of the early imperial period. The focus is on one particular situation: a witness to the afterlife (e.g. Odysseus or the Sibyl) who narrates encounters with the dead that he or she cannot (it would appear) actually have seen. This insufficiently studied and intriguing motif, namely seemingly impossible eye-witness testimony, can already be traced in Homer and then with variations in Vergil, the Culex poet, Lucan, Silius Italicus, and Statius. Die vorliegende Monographie untersucht die literarische Gestaltung von Begegnungen zwischen Lebenden und Toten bei Homer und den römischen Epikern der frühen Kaiserzeit. Im Mittelpunkt steht dabei eine besondere Situation: Ein Jenseitszeuge (z.B. Odysseus oder die Sibylle) berichtet von Begegnungen mit Toten, die er oder sie (scheinbar) nicht gesehen haben kann. Dieses unzureichend erforschte und faszinierende Motiv, nämlich die scheinbar unmögliche Autopsie, lässt sich bereits bei Homer und dann in Variationen bei Vergil, dem Culex-Dichter, Lucan, Silius Italicus und Statius nachweisen.

This is the first book-length study of the reception of Valerius Flaccus' Argonautica in the epic poems of Silius Italicus (Punica), Statius (Thebaid, Achilleid), and Claudian (De Raptu Proserpinae). It sheds new light on the importance of Valerius' poem and enhances our understanding of the intertextual richness of imperial Latin epic. The readings offered in this book provide new evidence to support the view that Valerius' Argonautica predates the Punica and Thebaid, thus helping to clarify the literary history of the Flavian period (69-96 CE). Stover shows how Silius, Statius, and Claudian use programmatic allusion to the Argonautica to present themselves as Valerius' epic successors. Silius, Statius, and Claudian rework Valerian material to achieve various effects; analysis of these effects is organized by the primary function of allusive interactions, such as 'reversal', 'enrichment', and 'contrast'. This study is essential for scholars of Latin epic poetry. Yet the Greek and Latin of its close readings are translated, making it accessible to all readers interested in intertextuality, comparative literature, and other related topics.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

A Cultural History of Education in Antiquity presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The book balances traditional approaches towards education with the new history of education that tackles the topic from a much broader scope. The chapters integrate evidence from the Greek and the Roman world, next to Christian evidence from late antiquity. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

Brill’s Companion to the Reception of Plutarch offers the first comprehensive analysis of Plutarch’s rich reception history from the high Roman Empire, Late Antiquity and Byzantium to the Renaissance, Enlightenment, and the modern era, across various cultures in Europe, America, North Africa, and the Middle East.

Late Antiquity is often assumed to have witnessed the demise of literature as a social force and its retreat into the school and the private reading room: whereas the sophists of the Second Sophistic were influential social players, their late antique counterparts are thought to have been overshadowed by bishops. Literature and Society in the Fourth Century AD argues that this presumed difference should be attributed less to a fundamental change in the role of literature than to different scholarly methodologies with which Greek and Latin texts from the second and the fourth century are being studied. Focusing on performance, the literary construction of reality and self-presentation, this volume highlights how literature continued to play an important role in fourth-century elite society.