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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2000. / Includes bibliographical references (p. 319-335). / The dissertation traces the sources of modern Greek architectural discourse in the first period of the modern Greek State following Independence and under the monarchy of Bavarian King Othon I (1834-1862). Its intent is to provide an informed account, first, of the intellectual and ideological dynamic wherein the profession of the modern architect developed in Greece in contradistinction to that of the empirical masterbuilder; and second, of the cognitive realm whereby modern Greeks formed their architectural perception relative to the emerging phenomenon of the westernized city. The dissertation offers a methodical survey of Greek sources of organized discourse on architecture authored mainly by non-architect scholars at the time. The focus of the writings is Athens, the reborn city-capital in which westernization manifested its effects most prominently. Monumentality, a concept with implications of cosmological unity and sharing in the same communicative framework, serves as a working conceptual tool which fa cilitates the identification, categorization, and analysis of different models of thought in reference to key architectural ideas (e.g., beauty, imitation, dignity). Special heed is paid to the writers' attitude relative to the country's monuments, both old and new, which were now considered the principal activators of ethnic unity, cultural assimilation, and national identification for diverse urban populations under the call for a return to the country's "Golden Age." The texts reveal that the urge for nation-building under the aegis of a centralized authority provided but little room for the development of disinterested discourse on architecture as opposed to instructive discourse which often followed the path of prescriptive or ideological reasoning. Bipolarity, moralism, reliance on precedent, and impermeability of boundaries were some of the characteristics of this reasoning. Architecture, in particular, was subjected to an ideologically-based dichotomy of classicism and romanticism which in theory obstructed any fruitful amalgamation of the two intellectual paradigms and which, in effect, displaced any organic/ evolutionist patterns of thought. The dissertation presents the discourse of the Greek philologist-archaeologists as the most influential in the shaping of the theoretical foundations of architecture as a new discipline, in the universalization of neoclassicism as the official style, and in the promotion of monumentality as the preferred rhetorical strategy toward the reacquisition of the country's ancient glory. The written and visual texts of the philologist- archaeologist Stephanos A. Koumanoudis (1818-1899) are set forth as telling witnesses of the relevance of this discourse to architecture, as well as of the positive and negative aspects of such a conjunction. The dissertation finally argues that organic practices of space use and manipulation with roots in the vernacular tradition persisted through the new era and informed people's response to building problems in the new city, yet now coupled with the rational categories of modernity as introduced by the aforementioned discourses. / by Irene Fatsea. / Ph.D.

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This study presents a systematic analysis of motifs, literary devices, and language in the Fourth Gospel that resemble similar motifs, literary devices, and language in Socratic tradition. The persistent recurrence of words and patterns of thought in the Fourth Gospel which are common to Platonic philosophy, Socratic progymnasmata, and well-known descriptions of Socrates’ moral heroism and martyr’s death lead me to conclude that the Johannine authors imagined Socrates’ life as a “pagan prophetic theme” which Jesus fulfilled; their use of Socratic tradition in the Fourth Gospel is subtle but obvious, and was used to appeal to a pagan or highly hellenized audience intimately familiar with Socratic tradition as the embodiment and articulation of social and religious values in the Hellenistic period. Much of the study is devoted to literary analysis of the Fourth Gospel, and draws upon the rhetorical criticism models developed by George Kennedy. Through rhetorical criticism the educational background of the Johannine writers becomes clear, as do their evangelical motives in appropriating Socratic tradition for their invention of Jesus’ speeches and martyrdom. / Department of Modern Languages and Classics

This thesis applies to Archaic Greek literature the medievalist's concept of "women's songs," that is, love-poems given to a female persona and composed in a popular register. In the Greek context a distinct type can be recognised in poems of women's affections (not necessarily love-poems as such) composed in an ingenuous register and created for performance, choral or solo, within a women's thiasos. The poems studied are those of Sappho, along with the few surviving partheneia of Alcman and Pindar. The feminine is constructed, rather mechanically by Pindar, more subtly by the other two, from a combination of tender feeling, personal and natural beauty, and an artful artlessness. / It is not possible to reconstruct a paradigmatic thiasos which lies behind the women's songs, but certain characteristic features merge, especially the pervasiveness of homoerotic attachments and the combination of a personal, affective, with a social, religious function. In general, women's groups in ancient Greece must have served as a counterbalance to the prevailing male order. However, while some of the women's thiasoi provide a vehicle for the release of female aggression, the function of the present group is essentially harmonious and integrative.

M.A. / The school constitutes the main institution, to which modernsocieties assign the systematic socialization of each new generation. Indubitably the school handbook constitutes the basic tool in this process, as it is the main means of teaching and its use is more frequent than all the other means. In particular the books that are used for the teaching of the Greek language to Greek children abroad (outside mainland Greece) function, with their content and with their appearance, as ambassadors of Greece abroad. The analysis and evaluation of these books provide important information on the ideology, the cultural identity, the culture and the total experiences of learning by the scholars. Recognizing, therefore, the role, the big value and also the power that school handbooks have, in the molding and the behaviour of young scholars, I truly consider my Post-graduate work, interesting. It has as its subject: "The image of Greece and hellenism as presented in the two main series of manuals for Greek diaspora pupils", both of which are used for the teaching of the Greek language to Greek children abroad". The series "I LEARN GREEK" constitutes a production made possible through the collaboration of the Pedagogical Institute of Greece and the Greek Orthodox Archdiocese of North America.It was published in 1993 and it is addressed to scholars aged 6 to 14 years, who are taught the Greek language in various types of schools in the USA. In practice, however, Greek schools worldwide use the series. The series "THINGS AND LETTERS" is a production of the University of Crete. It was first published on an experimental basis in 1999 and is addressed to Greek children of the Diaspora. The purpose of the present postgraduate study was to seek out how Greece and Hellenism are presented in the contents of the above-mentioned series of instruction material. The question that occupied me was whether the particular series of books accomplished, through the teaching of the language, the transfer to young scholars of 571 elements of Geography, Greek history, of Greek culture, Greek tradition, cultural heritage, orthodoxy, daily reality of modern Greece. The final aim was to find the messages that the scholars receive and the picture that forms in their minds of Greece and Hellenism on finishing their schooling and having being taught Greek with either series even if they have never visited Greece. The first part of my work constitutes the theoretical part of my study and is constituted of two chapters. The first chapter is an introductory study whilst the second refers to Greek migration and the Diaspora and later to the Greek speaking education abroad. Reference is made to the aims, the forms, the institutions, and the means of support of Greek education abroad and includes a historical review of the implementation of Greek-speaking education as organized from Greece. In this chapter also mention is made of the Greek School abroad, the teaching personnel, the student population, the role of the parents and local Greek Communities. Special reference is made, naturally, to Greek-speaking education in South Africa. The second part of my work consists of tables and statistical charts totaling, roughly 350 pages. Here there is a record of all references that are contained in the series "I LEARN GREEK" and "THINGS AND LETTERS" that have connection or relation with Greece and Hellenism and are classified in eight (8) broad categories. The categories are: Greece as a holiday destination Religion Cultural identity Hellenism abroad (Outside Greece) Geography Modern Greece

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When looking at Dark Age Greece, one of the most important sites to consider is Athens. The Dark Age was a transitional period between the fall of Mycenaean Greece of the Bronze Age, and Archaic Greece of the Iron Age. This period is called the Dark Age because the palaces that ruled the Mycenaean age collapsed, and with them fell civilization in mainland Greece. Writing, fine art, massive architecture, trade, and luxury goods disappear from mainland Greece. But Athens survived the fall of the Mycenaeans. In order to understand the reason why Athens survived one must look at what the causes of the fall of the Mycenaeans were. Theories range from raiders and invasion, to natural disasters, such as earthquakes, droughts, and plagues. One must also examine Greece itself. The landscape and climate of Greece have a large impact on the settlement of the Greeks. The land of Greece also affects what Greek communities were able to do economically, whether a city would be rich or poor. It is because Athens is located in Attica that it survived. Attica had the poorest soil in the Mycenaean world, and was the poorest of the major cities, therefore, when looking at the collapse of the Mycenaeans being caused by people, there would be no reason for said people to raid or invade Athens and Attica. It is because Athens survives that it is such an important site. Athens survived the fall of the Mycenaeans and in doing so acts as a refugee center and a jumping off point for the remaining Mycenaeans to flee east, to the Aegean islands and Anatolia. Athens also stayed occupied during the Dark Age and because of this it was able to make some advancements. In particular Athens was a leader in mainland Greece in the development of iron. Not only this, but Athens became a cultural center during the Dark Age, inventing both proto-geometric and geometric pottery. These styles were adopted by the rest of the Greek world, and Athens was looked to as the influence for these styles. It is because Athens was the poorest city and Attica the poorest area during the Mycenaean age that it survived. Because it survived it was able to continue to develop and in turn influence the rest of mainland Greece.