Afleveringen
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This week the guys wrap up the second portion of Marrou's chapter on the ancient ephebia, that system of education for youth ages 14-21 that was popularized by the city of Athens and which spread to more than 100 cities around the Mediterranean during the Hellenistic era. What were the features of this system, and how did they vary from polis to polis? What happened when the generosity of local benefactors, euergetes, couldn't be tapped anymore for resources? How did public funding come into play? What about all of those multiplied titles, the various underlings who supervised the various underlings who supervised the athletes? If you are interested in golf, polo, tennis, and the aristocracy, this is one you won't want to miss.
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This week the guys are back into Marrou and off into the history of education during the Hellenistic Era. Contrary to what one might think, following the transformation of the world after the conquests of Alexander, the world of education did not become centralized and governed from on high by the potentates of succeeding dynasties. In fact there was eclectic mix (as does befit this time period) of things happening--certainly a recognition that the State did have an interest in fostering education (especially of the elites) but largely in a hands-off manner that left decisions to local municipalities; a shift away from private to public education but also with a "throw-back" emphasis on a sporting/military ideal at the same time; Athens now a vassal state of the Macedonians but still held up as the model of what higher education should be. Tune in, and remember, if you're still short a few credits it's never too late to go back and finish up your ephebia. Wait, actually it might be.
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Zijn er afleveringen die ontbreken?
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Dave and Jeff are off to Abonoteichus this week to wrap up Lucian of Samosata's crazy account of Alexander the False Prophet. If you like crazy, you're going to love this episode. It has a bit of everything: Big Sid the Standale Terror, Jeff's dad sporting with fugitive serpents, the origin of mustard, food trucks, snakes in a can, and so much more. And, oh yeah, Classics. As the Second Sophisitic (c. 60-230 A.D.) got into full swing, Lucian emerged as the most successful satirist, detaling the foibles of the rich, the famous, and the divine. In this conclusion to our treatment of his lesser-known story, we find out what happened when Alexander of the flowing locks teamed up with shyster apprentice Cocconas. Will they go a-bilking in Paphlygonia -- with their fake eggs, rumors of Asclepius, and puppet snakes -- or are the "fatheads" more numerous in Chalcedon? Tune in to find out.
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This week Jeff and Dave take a break from the Marrou series to talk about 2nd century A.D. satirist Lucian of Samosata. Born in the further reaches of Asia Minor, Lucian made a name for himself as a Greek stylist by making fun of the rich and powerful, including the gods. Many claim him as the inventor of the science fiction genre because of his most famous work, A True Story. This fantastic voyage seems to anticipate Jules Verne and H.G. Wells by almost 2000 years! But the subject of this episode is Lucian's take on the fraudulent shyster Alexander, a good looking chap (with great hair) who worships a snake god leads and many astray. But what exactly is Lucian doing? Is this all a game to entertain the elite, or is he trying to educate the gullible away from belief in the supernatural and paranormal? And, what do Erasmus and Thomas More have to do with it all? Be sure to tune in.
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This week Jeff and Dave continue on with Marrou's clues, finishing up the last portion of Chapter VII, Part I, Isocrates, and taking on all of Chapter I, Part II, "The Civilization of the Paideia". For Isocrates, the comparison to Plato continues, particularly with respect to the question of the teaching and inculcation of virtue. Is it possible, and if so, how is it done? Don't miss Marrou's thought-provoking concluding remarks on the relationship between P and I, how they "enriched the classical tradition without disturbing its unity." In the next portion, the guys get into the question of paideia, an old and storied concept. Specifically, how does culture, according to Marrou, become religion, and how is this a part of Alexander's enduring influence? Finally, the theme of the whole second portion of the episode focuses on how classical education took on its finalized, concrete form during the Hellenistic era (323-31 B.C.), and "thereafter it underwent no substantial change".
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Isocrates, Yousocrates, Hesocrates? This week Jeff and Dave are back at it with the work of H. I. Marrou and education in antiquity. Here they tackle the last bit of Part I of the book, Chapter VII, and the groundbreaking "humanist" Isocrates. Born in 436, he spent the first part of his career as a "hired gun" speech-writer, before developing an influential -- and profitable -- school for rhetoric. But if you have never heard of this guy, no wonder. He has spent the last two millennia trying to creep out from beneath Plato's massive shadow. So just what is the purpose of rhetoric and dialectic? Is it to get to the truth, Ć la Plato, or should we veer more toward Isocrates' perspective, that rhetoric, honed by literary study, develops us into persons who are moral and useful to the state? Isocrates certainly had the time to develop his ideas, as he championed nascent Panhellenism to the rip old age of 98! Along the way, the hits keep coming, and the fallout from Jeff's opening pun is massive. Finally, don't miss the tease about how Plato spent his last days, link.
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This week Jeff and Dave welcome into the studio Classicist extraordinaire and all around good guy Dr. Kirk Summers. We should probably also mention that Kirk is a Prof. of Classics at the University of Alabama in Birmingham, former co-owner of the Red Cat Coffee Houses in the same city, and one of the world's leading experts in Theodore Beza. And he still finds time to root for the Alabama Crimson Tide. Kirk drops by to talk about one of his earliest works on Beza, A View from the Palatine. First published in 1548 before his conversion to the Protestant faith, Beza issued this collection of poems, Sylvae, much in the style of Catullus, Martial, and other Roman love poets. This got him into a little bit of hot water, as Kirk explains. Along the way, we hear how Beza's early training in the humanities shaped him for a career in theology and polemics, about his wife Claudine Desnosse (that she was not Candida of his poetry), and some of Beza's views on the relationship between Christianity and the ancient Greeks and Romans. All this and more can be yours, if you can survive Dave's first, atrocious pun.
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Herein Dave and Jeff resume their tour through Henri-IrƩnƩe Marrou's ground-breaking volume on ancient education. We wrap up Chapter VI, "The Masters of the Classical Tradition", and see what Plato thought about mathematics, elementary education, gymnastics, plastic-segmented jumpropes, playing the triangle and blocks in Kindergarten, and more. How was Plato's Academy organized? Was it a rigorous shool for political science, a training ground for the abstruse, esoteric, and recondite? Or did it mostly exist in Plato's mind, a thought experiment akin to not ever seeing an actual circle? We tackle these and other questions, including "What are the olfactory nuances of the Athens Metro ride to Piraeus on a sunny January day?" This is something we wall want to know, so tune in!
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This week tune in as the guys interview one of the greatest and most prolific translators of this and the previous centuryāDr. Stanley Lombardo. In this conversation we hear about Stanleyās early education where he was, yes, drawn to Greek and Latin but especially the rhythms and performance of poetry. The idea that these ancient works were meant to be performed and heard (not read silently) has always been at the center of his attempts to make these texts sing and become something new. So how does he do it? How does oneyou thread that needle of āstaying close to the original textā while āmaking it new for a contemporary audienceā? How do different authors lend themselves to different approaches? And how do you accompany your own poetry with a drum?
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This week the guys welcome back good friend, former colleague, and two-time Newberry Medal honoree, young-adult writer Gary Schmidt. How did Jeff and Dave manage that? Well we invited him in, and just like that he accepted our invitation. He found the studio comfortable, or at least okay for now, but the conversation was more than a little bit super. We focused on his 2023 novel The Labors of Hercules Beal, a rip-roaring adaptation of the strongman's 12 tasks, with cats, coyotes, a katabasis, a sculpted hippo, and more. Like so much of Gary's work, it is a beautiful tragicomedy, blending moments of hilarity with unvarnished reflection on suffering. So, pay attention, Carter Jones (and everyone else), and stay out of trouble. And for our younger listeners, from the first boy to the last girl, regardless of what planet you orbit, this one is a can't-miss!
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This week, Jeff and Dave resume their woolly perambulations through the wonders of Henri-IrĆ©nĆ©e Marrou's august volume on ancient education. Specifically, we look at Chapter VI, entitled "The Masters of the Classical Tradition" to get our bearings on Plato's pedagogical revolution. Along the way, we ask, and seek to answer, such questions as: What is the Socratic method? What is the relationship between ĻĪæĻĪÆĪ± and practical efficiency? How many students did Plato have that pursued, and acquired, political power (the number is high)? How was the Academy organized? And, what is the genus of pumpkin? If you're interested in education, Plato, stale Simpsons references, Celine Dion, and more, then let's just say:
This podcast can touch you one timeAnd last for a lifetimeAnd never let go 'til we're gone...
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This week the guys are joined in the Bunker (via Zoom) by scholars Anne Larsen (emerita, French, Hope College) and Stephen Maiullo (Classics, Hope College) for a fascinating discussion of the āMinerva of Utrechtā and "Tenth Muse", Anna Maria van Schurman (1607-1678). Van Schurman was not only an accomplished painter, engraver, and calligraphist, she was also a phenomenally gifted linguist and classical scholar at a time when such was virtually unheard of among women. Tune in to hear about the challenges in translating the Latin of her books and letters into English (for the first time!), and of van Schurmanās extraordinary life in which she went head-to-head with the scholars of her day, made a name for herself in the āRepublic of Lettersā, and laid out a groundbreaking case for the education of women.
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This week Dave and Jeff welcome back into the studio (this guy's becoming a regular!) our longtime friend, mentor, former colleague, and teacher, the inestimable Ken Bratt. You may know him from such episodes as "From there We Travelled to Philippi" (46), and, "A Visit to the Roman Catacombs" (76). For this go 'round, Ken reaches back into the more distant, misty past, as he talks a little about why he chose Herodotus for his doctoral dissertation at Princeton. Using a 1968 article by J.A.S. Evans entitled, "Father of History or Father of Lies: The Reputation of Herodotus", Ken leads us through questions of Herodotus' purpose, methods, theism, charm, and style. Was the man of Halicarnassus a mere credulous stooge, or is there something deeper going on? Does he really deserve such negative comparisons to Thucydides? And what about the urination practices of Egyptians? Tune in for this and more.
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In the beginning was theā¦conversation? In this episode Jeff and Dave tackle a fascinating 1977 article by Marjorie OāRourke Boyle in which she reviews the history of the translation of John 1:1, particularly the Latin words used to express the Greek į½ Ī»ĻĪ³ĪæĻ (logos), usually taken in English as āWordā. We learn that the earliest Latin translations used the word sermo (āconversationā), which seems to have a broader range of meanings and referents (connotation vs. denotation) than the verbum Jerome selected, and which then dominated translations for a millennium. And just when you thought it was safe to crack open the Vulgate, along comes Erasmus in 1516, who rocks the theological and philological worlds by suggesting a return to sermo. Which word better expresses the range of the Greek logos? How might our choice change the way we read John 1:1?
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This week, Jeff and Dave continue on their stroll through the wonders of Marrou's volume on ancient education. Specifically, they look at Chapter V and the question of the Sophists. Men like Protagoras, Gorgias, and Prodicus were doing something new and unusual at the close of the fifth century, no doubt. And that something was -- wait for it -- selling education! Many arch-conservatives like Plato and Aristophanes did not take to it kindly. But is there any way to sort the wheat from the chaff? How can we know that what Plato tells us about the Sophists is the genuine article, and not just some envious hyperbole? Were these traveling salesman peddling snake oil, or could they really teach how to govern a state properly, the ĻĪæĪ»Ī¹ĻĪ¹Īŗį½“ ĻĪĻĪ½Ī·. And if so, does that constitute į¼ĻĪ¹ĻĻĪ®Ī¼Ī·? Come along for a lively discussion, complete with the usual round of questionable puns, absurd asides, and just a dash of inanity. Before long, you'll be eating at the Midway food court just like the rest of us. Did someone say M-Burger?
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This week the guys have the honor of interviewing kids/young adult author Caroline Lawrence (The Roman Mysteries and Roman Quests series, along with many others!) Ms. Lawrence is beaming in to us from London, where she writes her books overlooking the mighty Thames itself. And she's no pretender when it comes to the Classics--she comes to London by way of Classics degrees from Berkeley and Cambridge. Tune in to hear about her own fascinating journey from enthusiast to author, about how she shapes her stories from visits to museums and archaeological sites, and about how she incorporates her knowledge of Latin, Greek, and Hebrew into her fiction. We're sure you'll come away with a new love for Hero Journeys, for following one's passions, for London itself and maybe even apotropaic pillows!
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This week the guys tackle Chapter IV of H.I. Marrou's monumental work, entitled "The 'Old' Athenian Education". Relying on Aristophanes, Thucydides, Solon, and others, Marrou explains how the Athenians decided to lay down their weapons within society, and soon after education was democratized. So, āthe decisive step" was taken from a warrior to a scribe culture, and education was no longer exclusively military. There was a predictable reaction from conservative elites: they sprinted to their Formula 1 roadsters, hotrodding their chariots like any Verstappen, Leclerc, or Russell. Long-haired, aristocratic young dandies stuck to their horses, even as the common peasant, baker, or cobbler sent his son off to the schools of the rhetors to learn how to make the weaker argument stronger. With this new aristocratic ideal, the development of new institutions was needed, and thus was born the epoch-making school. And despite Socrates' trenchant skepticism that arete can be taught, many claimed to teach it, and thus Sophistry surged (which takes us to Chapter V and next time). So, tune in for the Solonic Greek couplets, the KALOKAGATHIA, the mid-winter Michigan nasal congestion, the brawny chicken (Pollo Loco!), and at least one atrocious limerick.
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This week the guys tackle the subject of American Urban Legends with an eye to what classical cultural and narrative archetypes tell us about why these weirdo tales can be so, well, weird. Jeff eagerly (a little too eagerly, Dave might say) drags us into those liminal spaces as we recount the odd tale of the hatchet-wielding, murderous Bunnyman of Clifton, Virginia who creepily lies in wait at the train trestle known as Bunnyman Bridge. All kinds of questions to tackle here: Why do so many urban legends take place at bridges and crossroads? Why are so many of the creatures involved ācomposite monstersā? Could we see kids visiting these creepy sites at midnight as a kind of ādo-it-yourselfā coming of age ritual? Why are most urban legends not āurbanā?
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This episode is part 3 of the guysā walk-through of Marrouās seminal book on education in antiquity. We pick up where the last episode left off with a wrap-up of ancient Spartan education and a look at several questions: What caused Spartan artistic culture to (fairly quickly) calcify and disappear? To what degree can we actually know what Spartan education was, given that so much of our information is filtered through the so-called āSpartan Mirageā loved by Athenian aristocrats? Then we turn our attention to the delicate matter of the role of pederasty or āGreek Loveā in ancient education, not out of any salacious or prurient motive but becauseāto paraphrase Xenophonāany discussion of ancient Greek education would be incomplete without tackling this subject.
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The guys are back for Round 2 in our look at the history of education in antiquity through the lens of Marrouās book. This time we zero in on the ancient Spartans. Wait, Spartans??? Werenāt those guys just a bunch of beefed-up lunkheads whose only education was how to better kill the enemy on the battlefield? Well, not quite. In fact, we learn that the Spartans actually led the way when it came to a number of artsāpoetry, music, danceāin addition to their noted emphasis on physical fitness. They did, however, have issues when it came to spelling and ancient versions of spandex. Donāt ask, just tune in!
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