Past and Process in Herodotus and Thucydides

Hunter, Virginia

doi:10.1515/9781400886289

Cited by 69 publications

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“…121 Yet, he does not take their traditions and records for granted and he put them thoroughly through a critical assessment based on probability and the presence of reliable sources. 122 This is evident in the Egyptians' account of Helen's abduction. In this story, the Egyptians are depicted as morally superior to the Hellenes on some issues.…”

Section: Herodotus' Travel Narrativementioning

confidence: 99%

“…90 More, Herodotus is using others' traditions and sources, and more specifically the Egyptians', as a critical resource to decenter the Greeks' traditions and sources, seen as based on mythoi rather than logoi that he deemed to be often unreliable. 91 Indeed, ''wherever the opportunity presented itself he challenged the mythoi of the poets and attempted to establish in their place 'true' logos, which constituted a revised history of men, heroes, and gods.'' 92 In order to better understand how alterity is articulated within self-understandings/representations thus requires a wider scope of heuristic tools than inversion.…”

Section: From the Moderns To The Premodernsmentioning

confidence: 99%

“…[The Odyssey] contributed to, not in an abstract way but through an adventure narrative, a framework, a long-standing paradigm in order to see and say the world, to traverse it and have a representation of it, or to 'inhabit' its lands and make it a 'human' world, that is to say a Greek one.'' 103 The Histories offer instead a critical enquiry 104 of the Greek knowledge and moral spaces Herodotus is himself helping to constitute. While the Odyssey is a ''poetic anthropology,'' the Histories are a social and political anthropology.…”

Section: Herodotus' Travel Narrativementioning

confidence: 99%

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Travelogues of Difference

Guillaume

2011

Alternatives: Global, Local, Political

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Influenced especially by Tzvetan Todorov’s analysis of early modern European travelogues, travel literature has provided a strong heuristic for comprehending the development of modern and contemporary expressions of the international. This heuristic tends to emphasize the overpowering frameworks of the figure of inversion and the mechanism of othering to make sense of the relation between identity and alterity. This article retains the intuition that travel literature can provide for an heuristic of this relation while exploring an alternative way to decenter the European centeredness and modernist core of contemporary theories of international relations (IR) and calling on a non-European and non-modern travelogue to provide for such heuristic. Specifically, it explores some aspects of classical Greece as offering both a similar and a dissimilar experience to alterity by analyzing Herodotus' travel literature and the ways by which he translates difference into the realm of sameness. Calling upon Herodotus' writing shows that narration of difference does not necessarily imply othering and thus opens up new ways to conceptualize identity and alterity.

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Section: Herodotus' Travel Narrativementioning

confidence: 99%

Section: From the Moderns To The Premodernsmentioning

confidence: 99%

Section: Herodotus' Travel Narrativementioning

confidence: 99%

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Travelogues of Difference

Guillaume

2011

Alternatives: Global, Local, Political

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“…Cf. already Hunter (1982) ration, based on my unpublished doctoral thesis and Corcella (1984), esp. 239-66.…”

Section: Introductionmentioning

confidence: 99%

The Hedgehog and the Fox: Form and Meaning in the Prologue of Herodotus

Węcowski

2004

J. Hell. Stud.

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The paper focuses on Herodotus' authorial self-representation, and on the problem of the intellectual tradition and genre(s) behind the Histories. The main assumption is that the opening sections of the work are a natural place to present its subject and principles to the public. Despite and beyond the notoriously loose grammatical structure of the first sentence, this paper offers a formal analysis of the whole 'extended preface' (incipit through 1.5.4), a carefully organized large-scale 'pedimental composition'. A detailed examination of this structure yields the following results: (1) the stories about the abductions of women form an ironic attack against a peculiar model of causality of some contemporary Greek poets and writers, whose pragmatic outlook deprives the world of its ethico-religious dimension.(2) Conversely, Herodotus himself propounds a symbolic view of the world and seeks a monistic principle encompassing the past and the whole range of human experience. He ultimately finds it in the idea of the 'cycle of human affairs'. This idea is the carefully stated subject of the Histories. (3) Although he belongs to the agonistic and display-oriented intellectual world of the sophistic era, Herodotus poses as a 'sage' capable of penetrating the whole variety of 'all things'. Thus, he refers his reader to the tradition of wisdom literature. (4) Not unlike Thucydides, Herodotus' research into the greatest military conflict thus far forms in his view the best possible paradigmatic diagnosis of the human condition -much better than that of his fellow wise men (poets, philosophers, etc.) because based on the firm ground of verifiable historical data. (5) Although Herodotus is intent upon seeing the world from the standpoint of a single organizing principle, one of the most salient features of the Histories is the notion of the 'marvellous' (thomaston), which clearly elicits the pragmatic or factual attitude of the thinkers he dislikes. Many problems we experience when interpreting this author are due to the tension between the two attitudes. (6) This inherent breach in Herodotus' mind should be seen as a result not of a development or evolution of his work and thought, but of the contemporary debate between two diametrically opposed types of knowledge, viz. between the exponents of polvmathie, or Vielwisserei, and those of sophie, or 'wisdom'. Herodotus' contemporaries active in the field of arkhaiologia (including mythography, genealogy, etc.) andperiegesis (geography, ethnography, etc.) were widely considered 'polymaths'. Herodotus' ambition to apply the monistic (and symbolic) bent of wisdom literature to the subject-matter dominated thus far by the 'pluralistic' (and pragmatic) way of thinking was at least partly responsible for this discontinuity in his thought, but also accounts for the originality of the Histories.

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“…Algunos estudiosos abordan aspectos que muestran la semejanza o diferencia entre ambos autores: cf Hunter, 1982;Moles, 1993;Scardino, 2007;. Foster-Lateiner, 2012; Will, 2015.…”

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Observaciones sobre el léxico de la educación en Heródoto y Tucidídes

Férez¹,

Antonio²

2019

fortunat

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A la memoria de Alfonso Férez Hernández, mi tío-abuelo materno. Fue mi maestro, tutor, guía y ejemplo durante los cuatro primeros cursos de Bachillerato, preparados sucesivamente a su lado (Albudeite. Murcia) y aprobados, como alumno libre, en el Instituto «Alfonso X el Sabio» de Murcia (1951Murcia ( -1954. RESUMENEl léxico de la educación entendido en sentido amplio, es decir, como la acción y resultado de transmitir o recibir algún conocimiento con voluntad de hacerlo, fue especializándose dentro de la literatura griega a lo largo de los siglos. Es un campo oportuno para obtener información sobre numerosas circunstancias sociales, políticas, económicas, familiares, culturales, etc. En los planos literario, léxico y semántico es posible seguir la evolución de algunos de los principales conceptos correspondientes al campo léxico de la educación (sustantivos, adjetivos, verbos) desde el propio Homero (siglo VIII a. C.), es decir, desde el comienzo de la literatura europea. Posteriormente, en la poesía arcaica puede rastrearse el desarrollo de los términos más destacados concernientes a la educación, todavía en un estadio preliminar. En cambio, en el siglo V a. C., gracias a la evolución de las condiciones sociales, económicas y políticas, los textos literarios nos ofrecen abundante información sobre diversos aspectos de la educación. El presente estudio no pretende recoger todo el léxico usado por Heródoto y Tucídides que roce de algún modo el campo de la educación, sino que se concentra en varias familias léxicas relevantes. El trabajo abarca cuatro partes: 1. διδάσκω y su familia léxica; 2. παιδαγωγός y su campo léxico; 3. παιδεία-παιδεύω y su familia léxica; 4. μανθάνω y su campo léxico. Con ayuda del TLG hemos revisado las obras de los dos historiadores, examinando todos los pasajes, viendo los contextos en que tales términos aparecen así como la relación u oposición respecto a otros vocablos relacionados con la educación, en sentido amplio.

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Past and Process in Herodotus and Thucydides

Cited by 69 publications

References 0 publications

Travelogues of Difference

Travelogues of Difference

The Hedgehog and the Fox: Form and Meaning in the Prologue of Herodotus

Observaciones sobre el léxico de la educación en Heródoto y Tucidídes

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