By et al Jo-Ann A. Brant (Editor)
The essays during this quantity study the connection among historical fiction within the Greco-Roman international and early Jewish and Christian narratives. they give thought to how these narratives imitated or exploited conventions of fiction to supply sorts of literature that expressed new principles or formed group identification in the moving social and political climates in their personal societies. significant authors and texts surveyed contain Chariton, Shakespeare, Homer, Vergil, Plato, Matthew, Mark, Luke, Daniel, three Maccabees, the testomony of Abraham, rabbinic midrash, the Apocryphal Acts, Ezekiel the Tragedian, and the Sophist Aelian. This assorted assortment unearths and examines favourite concerns and syntheses within the making: the pervasive use and subversive strength of imitation, the excellence among fiction and background, and using historical past within the expression of identification.
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Additional resources for Ancient Fiction: The Matrix of Early Christian And Jewish Narrative (Symposium Series)
See Nicolaus, Progymn. 10 (Felten, 66, 9–15); cf. Aphthonius, Progymn. 11 (Rabe, 35, 12–13). 87. See Aphthonius, Progymn. 11 (Rabe, 35, 15 – 36, 20); for English translation, see Kennedy, Progymnasmata, 116–17. 88. 2–5. 89. 5–6. 90. 1–5. 94 Chariton is likewise aware of the distinction between h)qopoii/ai that are a(plai= and those that are diplai=. 97 Three examples will show that Chariton has followed the temporal structure of an h)qopoii/a as well as an appropriate style. 3–4), which is understandably paqhtikh/, obviously pro\j e(auth/n, and structured temporally, as indicated by the temporal markers inserted at appropriate points.
51. See Cribiore, Gymnastics of the Mind, 215–19. 52. See Cribiore, Gymnastics of the Mind, 86. Cribiore’s lengthy discussion of women and education, including papyrus letters written by women, is well worth reading (Gymnastics of the Mind, 74–101). 53. On the clear preference for rhetoric over philosophy, see Marrou, History of Education, 194–96. Indeed, Cribiore says (Gymnastics of the Mind, 3) that she will not include philosophical education since it was not part of the e)gku/klioj paidei/a, or standard curriculum.
Indeed, it is Chariton’s typicality that makes him historically interesting. Secondly, from what we know about the educational curriculum it is clear that Chariton’s description of his characters’ education is accurate. 1–10). 4). Lastly, Chariton’s placement of educated men and women in the full context of early imperial social and intellectual life allows us to get a sense of the functions of paidei/a. 10). On the other hand, Chariton often draws attention to his characters’ paidei/a functioning in a way not mentioned by scholars, namely paidei/a as the best means to assure appropriate behavior, or virtue, in all manner of situations.