Much has been said about the influence of Plotinus, the Platonist philosopher, on the ideas of Augustine of Hippo, the Western Church Father whose writings had the largest impact on Western Europe in the Middle Ages. This thesis considers both writers’ ideas concerning matter, evil, and language. It then considers the way in which these writers’ ideas influenced their style of writing in the Enneads and the Confessions. Plotinus’ more straightforward negative attitude towards the material word and its relationship to the One ultimately makes his writing more academic and less emotionally powerful. Augustine’s more complicated understanding of the material world and its relationship to God results in a more mystical and more emotionally powerful style, which derives its effectiveness especially from its use of antithesis and the first and second person.

Euripides’ Alcestis and Medea are plays about a woman of exemplary virtue and a woman of horrible vice, respectively. This thesis examines how both heroines have a subjectivity that is destructive because they are female, and which is expressed by making deals with men. Women’s deal-making is dangerous because it conflicts with a system of exchange exclusive to men, in which women function as objects of exchange which solidify men’s homosocial bonds. Alcestis’ and Medea’s deals with men disrupt these bonds. Alcestis’ dangerous subjectivity is contained when she is made the passive object of exchange between men, while in Medea’s case, the absence of deals between men allows the uncontained effect of her deal-making to destroy her family and community. Comparison of the plays shows that the suppression of women’s deal-making, and not the benign or malicious intent of the deal-maker, is crucial to the happy resolution of the play.

Thesis (Ph. D.)--University of Illinois, 1922. / Vita. "Reprinted from the University of Illinois studies in language and literature, volume 13, number 3-4." "This ... is a linguistic and historical study solely, intended to supplement from the side of written or inscriptional records the works on archaeology."--P. 9. Bibliography (p. 201-202).

This thesis aims to solve the apparent problem of the frequent repetitions in Lucretius' De Rerum Natura (DRN). Verbal repetitions of many different lengths pervade DRN, and are noted in the scholarship. Yet a consensus has not been reached as to their purpose and function, or even if they rightly belong in the text. Multi-linear repetitions are viewed as a temporary stop-gap which Lucretius would have removed or adjusted had he lived long enough to effect it; or as later interpolations; while shorter repetitions are underplayed or even ignored altogether. But repetitions and internal allusions in DRN are part of a purposeful, meaningful didactic and rhetorical strategy, and they form much of the intellectual structure of the poem. These internal connections combine in DRN to form a remarkably complex intratextual network. The thesis argues that repetition is a crucial way in which Lucretius conveys his arguments and persuades the reader to pursue a rational life. Chapter 1 analyses the ways in which Lucretius' epic predecessors used repetition and how Lucretius may have applied these models. Chapter 2 looks at the internal evidence for the alleged unfinished state of the poem and examines the function of long repetitions in DRN. Chapter 3 investigates the rhetorical background to and functions of different kinds of repetition in DRN. Chapter 4 explores the didactic and psychological effects of repetitions and internal allusions. Chapter 5 shows how repetition creates an image of the world Lucretius describes: just as Lucretius tells us that atoms and compounds make up different substances depending on their arrangement in combination, so repetitions perform different functions and produce different outcomes depending on their placement in the text. Throughout the poem, repetition serves again and again to reinforce Lucretius' message, creating argumentative unity, and bringing order from chaos.

Made available in DSpace on 2015-05-14T12:39:55Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1291304 bytes, checksum: 9542dd794ea06b8a29e2b22eeddec2c2 (MD5) Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research, entitled STUDY OF MYTH THROUGH LITERARY ANALYSIS OF "THE CONTEST OF HOMER AND HESIOD", aims to present a theoretical study on the myth from the analysis of a literary text whose authorship is attributed to Hesiod, The Contest of Homer and Hesiod. In order to achieve its objective, the research part of the reflection on the myth considering its polysemy, that is, the different senses that the institute may have, that is, its different facets. The theoretical foundation is basically the authors, in alphabetical order, Aristotle (1991), Barthes (2001), Burkert (2001), Campbell (2007), Detienne [19--], Eliade (2010), Hegel (2004) and Vernant (1990 and 2006). The translation of the corpus, whose original is written in Greek, used in the research is that of Torrano (2005), the only version available for Portuguese language. The work is divided as follows: the first chapter presents a brief theoretical study of the myth, considering it as a narrative, as language and in its religious content, highlighting the issue of genealogy and funeral rituals, as well as a study of the function the poet in the classical world. The second chapter presents a contextualization of the corpus, especially its characterization according to gender. The third chapter presents the analysis of the literary text under consideration, The Contest of Homer and Hesiod. / A presente pesquisa, intitulada ESTUDO DO MITO ATRAVÉS DA ANÁLISE LITERÁRIA D"O CERTAME HOMERO-HESÍODO", tem como objetivo apresentar um estudo teórico sobre o mito a partir da análise de um texto literário cuja autoria é atribuída a Hesíodo, O Certame Homero-Hesíodo. A fim de alcançar o seu objetivo, a pesquisa parte da reflexão sobre o mito considerando a sua polissemia, isto é, os diversos sentidos que o instituto pode ter, as suas diferentes facetas. A fundamentação teórica está basicamente nos autores, em ordem alfabética, Aristóteles (1991), Barthes (2001), Burkert (2001), Campbell (2007), Detienne [19--], Eliade (2010), Hegel (2004) e Vernant (1990 e 2006). A tradução do corpus, cujo original é escrito em grego clássico, utilizada na pesquisa é a de Torrano (2005), única versão para a língua portuguesa disponível a que foi possível ter acesso. O trabalho está assim dividido: o primeiro capítulo apresenta um breve estudo teórico sobre o mito, considerando-o como narrativa, como linguagem e em seu teor religioso, com destaque para a questão da genealogia e dos rituais fúnebres, além de um estudo sobre a função do poeta no mundo clássico. O segundo capítulo apresenta uma contextualização do corpus, especialmente a sua caracterização quanto ao gênero. O terceiro capítulo apresenta a análise do texto literário em apreço, O Certame Homero-Hesíodo.

Orientador: Brunno Vinicius Gonçalves Vieira / Banca: Marcelo Tápia Fernandes / Banca: João Batista Toledo Prado / Resumo: Este trabalho analisa as Odes e elegias, livro de poemas de Carlos Magalhães de Azeredo (1872-1963), publicado em 1904, focando em sua tentativa de transposição dos metros clássicos gregos e latinos para a língua portuguesa. Magalhães de Azeredo foi o mais jovem fundador da Academia Brasileira de Letras, e procurou imitar, em seu livro, os versos das Odi barbare, do italiano Giosuè Carducci (1835-1907). Carducci chamava a seus versos metros bárbaros, por contraste com os versos clássicos que imitara. Sabe-se que a métrica utilizada por poetas e tratadistas da Antiguidade baseava-se em características fonológicas e prosódicas das línguas latina e grega que não se encontram mais nas línguas românicas. Assim, toda tentativa de transposição desta métrica em português - uma língua românica - é um problema que exige algum artifício poético como solução. O que se entende por metro clássico em cada época e círculo literário define as condições de recepção dos poemas gregos e latinos nos mesmos círculos; influi, por consequência, na elaboração dos sentidos que vão ser atribuídos à estrutura formal dos poemas. A análise de Odes e elegias, portanto, abrange suas condições tanto quanto seus resultados: não apenas qual foi sua proposta métrica, mas por que se propôs, ao que atenderia tais propostas, qual o contexto de suas tentativas de transposição da métrica clássica. Neste sentido este trabalho se propõe a contribuir para um campo de investigação que tem merecido um interesse crescente no Brasil, qual seja os estudos de história da tradução e da recepção dos clássicos, o que tem condicionado também um aumento de interesse na história das estratégias formais em tradução de poesia antiga / Abstract: This work analyzes Carlos Magalhães de Azeredo's 1904 Odes e elegias, focusing on his transposition of classical meters to Portuguese. Magalhães de Azeredo (1872-1963) was the youngest founder of the Academia Brasileira de Letras (Brazilian Academy), and he emulated, in his book, the verses of Giosuè Carducci's Odi barbare, made in what Carducci (1835-1907) called barbarian meters, contrasting with the true classical verse. It is widely known that ancient metrics was quantity-based-which is to say that it was grounded on Greek and Latin phonological and prosodical features alien to Romance languages. Therefore, every attempt to transpose its meters to Portuguese demands some poetic device to make it work. What, in time and space, is understood as classical meter defines the conditions of ancient poetry reception in literary circles; it has an influence, so, in the meanings attributed to the poems' formal structure. Odes e elegias, then, is to be analyzed in a way that keep in mind conditions as well as results: not only what was the metrical contract, but why was this contract proposed, what demands this contract, and what is its context. In this way, this work aims to add to an interesting and new field of investigation in Brazil: the studies on classics' translation and reception. These studies are conditioning a crescent interest on the history of formal strategies to translate ancient poetry / Mestre

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror / Segundo os documentos oficiais que norteiam as práticas pedagógicas na rede básica, o ensino da literatura deve ser significativo e potencializar o uso da leitura e da escrita, tornando a experiência literária, um aprendizado que possibilita a reflexão, a crítica e o crescimento intelectual, que resultam da experiência estética. Frente a este pressuposto, o presente trabalho objetiva ressaltar a importância da leitura de obras clássicas, destacando sua imprescindibilidade enquanto patrimônio cultural que deve integrar o repertório dos aprendizes; destacar a imortalidade das obras de Machado de Assis e Stevenson, bem como defender a importância de privilegiar a abordagem sincrônica do texto literário e não apenas a dimensão cronológica, a qual limita o texto a uma visão meramente historiográfica. Portanto, foi elaborada uma proposta didática para o segundo ano do Ensino Médio, a qual tem como textos-base o conto machadiano “A causa secreta” (1886) e o romance O médico e o monstro (1886), de Robert Louis Stevenson, clássicos do terror. Como embasamento teórico foram utilizados os conceitos de Rildo Cosson, o qual discute o ensino de literatura, a importância da seleção de textos e propõe duas sequências: a básica e a expandida; Italo Calvino, que defende a imortalidade das obras clássicas; Antonio Candido, que salienta o papel humanizador da literatura como direito inalienável e incompressível, como também, Leyla Perrone-Moisés, para a qual, o cânone constitui um bem inigualável, que deve ser oportunizado aos educandos, independente da classe social ou dos desafios que possam surgir. Como metodologia, foi desenvolvida uma pesquisa-ação, de caráter qualitativo e bibliográfico. Por fim, as ações desenvolvidas mostram que o ensino de literatura deve abranger as obras clássicas e que a sequência expandida representa uma fecunda possibilidade para tornar o cânone uma realidade prática e não apenas uma recomendação que não se efetiva, de fato, nas aulas de Português. / According to the official documents that guide the pedagogical practices in the basic school system, the teaching of literature must be meaningful and enhance the use of reading and writing, making the literary experience a learning which enables reflection, critical and intellectual growth, that result from aesthetic experience. Given this assumption, the present study aims to highlight the importance of reading classical opus, showing its indispensability as a cultural heritage that must integrate the repertoire of learners; emphasize the immortality of Machado de Assis’s and Stevenson’s works, defending the importance to previlege the synchronic approach of the literary text and not only the chronological dimension, which limits the text to a merely historiographical vision. Therefore, a didactic proposal has been prepared for the second year of high school, which is based on Machado's tale The Secret Cause (1886) and the novel Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson, classics horror. As theoretical base the concepts of Rildo Cosson were used, which discuss the teaching of literature, the importance of selecting texts and his proposed sequences: the basic and the expanded; Italo Calvino, who defends the immortality of classical works; Antonio Candido, who emphasizes the humanizing role of literature as inalienable and incompressible rights, as well as Leyla Perrone-Moisés, for her, the canon is unparalleled well, what should be offered to students, regardless of social class or challenges that could arise in the reading route. As methodology, an action research of qualitative and bibliographical nature was developed. Finally, the taken actions show that the teaching of literature should cover the classics, and that the expanded sequence represents an opportunity to make the canon a practical reality and not just a recommendation that is not effective, in fact, in the Portuguese lessons.

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror / Segundo os documentos oficiais que norteiam as práticas pedagógicas na rede básica, o ensino da literatura deve ser significativo e potencializar o uso da leitura e da escrita, tornando a experiência literária, um aprendizado que possibilita a reflexão, a crítica e o crescimento intelectual, que resultam da experiência estética. Frente a este pressuposto, o presente trabalho objetiva ressaltar a importância da leitura de obras clássicas, destacando sua imprescindibilidade enquanto patrimônio cultural que deve integrar o repertório dos aprendizes; destacar a imortalidade das obras de Machado de Assis e Stevenson, bem como defender a importância de privilegiar a abordagem sincrônica do texto literário e não apenas a dimensão cronológica, a qual limita o texto a uma visão meramente historiográfica. Portanto, foi elaborada uma proposta didática para o segundo ano do Ensino Médio, a qual tem como textos-base o conto machadiano “A causa secreta” (1886) e o romance O médico e o monstro (1886), de Robert Louis Stevenson, clássicos do terror. Como embasamento teórico foram utilizados os conceitos de Rildo Cosson, o qual discute o ensino de literatura, a importância da seleção de textos e propõe duas sequências: a básica e a expandida; Italo Calvino, que defende a imortalidade das obras clássicas; Antonio Candido, que salienta o papel humanizador da literatura como direito inalienável e incompressível, como também, Leyla Perrone-Moisés, para a qual, o cânone constitui um bem inigualável, que deve ser oportunizado aos educandos, independente da classe social ou dos desafios que possam surgir. Como metodologia, foi desenvolvida uma pesquisa-ação, de caráter qualitativo e bibliográfico. Por fim, as ações desenvolvidas mostram que o ensino de literatura deve abranger as obras clássicas e que a sequência expandida representa uma fecunda possibilidade para tornar o cânone uma realidade prática e não apenas uma recomendação que não se efetiva, de fato, nas aulas de Português. / According to the official documents that guide the pedagogical practices in the basic school system, the teaching of literature must be meaningful and enhance the use of reading and writing, making the literary experience a learning which enables reflection, critical and intellectual growth, that result from aesthetic experience. Given this assumption, the present study aims to highlight the importance of reading classical opus, showing its indispensability as a cultural heritage that must integrate the repertoire of learners; emphasize the immortality of Machado de Assis’s and Stevenson’s works, defending the importance to previlege the synchronic approach of the literary text and not only the chronological dimension, which limits the text to a merely historiographical vision. Therefore, a didactic proposal has been prepared for the second year of high school, which is based on Machado's tale The Secret Cause (1886) and the novel Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson, classics horror. As theoretical base the concepts of Rildo Cosson were used, which discuss the teaching of literature, the importance of selecting texts and his proposed sequences: the basic and the expanded; Italo Calvino, who defends the immortality of classical works; Antonio Candido, who emphasizes the humanizing role of literature as inalienable and incompressible rights, as well as Leyla Perrone-Moisés, for her, the canon is unparalleled well, what should be offered to students, regardless of social class or challenges that could arise in the reading route. As methodology, an action research of qualitative and bibliographical nature was developed. Finally, the taken actions show that the teaching of literature should cover the classics, and that the expanded sequence represents an opportunity to make the canon a practical reality and not just a recommendation that is not effective, in fact, in the Portuguese lessons.

abstract: This doctoral project involves a multi-disciplined analysis concerning Agamemnon's daughters (Iphigenia, Electra, and Chrysothemis) and how these women's gender and virtues were depicted as compared with ideal Greek women in antiquity. Three composers in three different eras adapted the literary and musical depictions of these women based on the composer's society, culture, audience expectations, musical climate and personal goals. George Friedrich Handel's Oreste (1734), Christoph Willibald von Gluck's Iphigénie en Tauride (1779) and Richard Strauss's Elektra (1909) are the main operas used for this analysis. The Mycenaean House of Atreus, a dynasty which the ancient Greeks traced back to the time of the Trojan War in the 12th century BCE, figures prominently in Greek mythology and ancient Greek literature concerning the Trojan War. The House of Atreus included Agamemnon, King of Mycenae and commander of the Greeks at Troy, his wife Clytaemnestra, their son Orestes, and their daughters: Iphigenia, Electra, and Chrysothemis. For over three thousand years, the legend of this ancient family has inspired musical scores, plays, poetry, architecture, sculpture, paintings, and movies. Numerous studies examine the varying interpretations of the House of Atreus myths; few, if any, address the ways in which female Greek virtues are depicted operatically within the myths. In the music of Handel's Oreste, Gluck's Iphigénie en Tauride and Strauss's Elektra, Agamemnon's daughters contradict the ideal Greek woman while still exhibiting heroic or idealistic virtues. The analysis of the operas in their social contexts will address the audience expectations and composers' dramatic interpretations of the myth. This analysis will include: a brief overview of ancient Greek culture and gender roles; a literary comparison of the original dramas to the librettos; societal audience expectations in their historical contexts; musical, philosophical, and literary influences on the composers; and an examination of music composed in two different centuries and in three different styles. The brief historical, cultural, literary, and musical analyses highlight the absence and presence of ancient Greek virtues, and how these women can be presented both as heroic, or virtuous, and unvirtuous in the same production. / Dissertation/Thesis / D.M.A. Music 2012

O epicurismo apresentou teorias sobre a física que constituíam, em boa parte, uma continuidade do pensamento materialista antigo, ainda assim, há certamente muitos elementos originais em seu pensamento para destacá-lo e torná-lo em um sistema reconhecido por sua própria importância. Como se desenvolveu em uma filosofia de amplo alcance, e por isso mesmo muito visada por adversários, além dos conteúdos de sua física, ética e canônica, disciplinas principais de seu pensamento, Epicuro e os membros de sua escola viam-se compelidos a opinar em assuntos que transcendiam esse grupo de investigações. É notório o conjunto de opiniões que a escola teria apresentado sobre o lavor poético e a veiculação de mitos; testemunhos de Plutarco, Sexto Empírico, Cícero e outros marcam essa postura como de oposição a essas expressões, oposição essa que certamente encontra respaldo na orientação pela busca pela felicidade por meio da remoção do indivíduo das fontes de perturbação com as quais normalmente essas formas de expressão se associam. Ainda assim, a obra mais apreciada dessa mesma escola, o poema De rerum natura do romano Tito Lucrécio Caro, escrito no século I a.C. é notória por transigir com relação a essas modalidades de expressão \"rechaçadas\" por sua escola. Além dessa aparente transgressão, um outro elemento digno de nota nesse poema é a recusa em se usar um termo apenas para referenciar os átomos, definitivamente singularizado por Epicuro por meio do termo ἄτομος e ocasionalmente retomado também por meio termo σομα pelo autor grego. As opções de cunho estético (uso da forma poética e de elementos míticos) revelam a adesão a um programa didático estabelecido e nos convidam a relativizar a postura epicurista e a buscar elementos mais sólidos que corroborem uma visão não tão sectária como a veiculada pelos críticos da doutrina. De outra parte, a variação vocabular reflete o desenvolvimento do programa didático encampado, no qual se faz uso de posições de outros pensadores (pré-socráticos) a respeito dos componentes essenciais da matéria, posições essas que são convenientemente deturpadas como forma de desqualificar escolas de pensamento ativas e influentes na época de Lucrécio (estoicismo e a academia). Outra função que esse expediente cumpre é a de adiantar ao leitor a explicação de conceitos complexos sobre o atomismo, a partir dos quais a exposição das teses epicuristas possa se dar de uma forma mais rápida e completa. / Epicureanism presented theories on physics that can be seen to continue, for the most part, the ancient materialistic thought of the pre-socratics. Even so, it has certainly many original ele-ments on itself so it may be considered to have its own relevance and importance. As it became a well known philosophy in its time, and therefore a constant target for its adversaries, it needed to approach other subjects beyond the contents of its intended fields: physics, canonics and ethics. For this reason, Epicuro and the members of its school were compelled to provide posi-tions on aesthetic matters, even though this was not a primordial object of inquiry. The set of opinions that the school may have presented on subjects such as poetic creation and the propa-gation of myths is well known; testimonies of Plutarch, Sextus Empiricus, Cicero and others mark epicureanism stance as of oppositon to these forms of expressions. This alledged hostility certainly finds endorsement on the guidance for the pursuit of happiness by means of the re-moval of sources of disturbance normally associated with those means of expression. Still the most appreciated work of the epicurean school, the poem De rerum natura by the Roman author Titus Lucretius Carus, writen in the 1st century BC, is notorious for its compromise with regard to those modes of expression \"repeled\" by epicureans. Beyond this apparent violation, another noteworthy element in this poem is the refusal of a single term to mean \'atom\', which was definitively singularized by Epicuro by means of the term ἄτομος and, occasionally referred also by the term σομα. The options of aesthetic matrix (use of the poetical form and mythical elements) disclose Lucretius\' adherence to an established didactic program and invite us to rel-ativize the epicurean position and to search for more solid elements that support a view on aesthetic and mythic matters less sectarian than the one propagated by the critics of the doctrine. On the other hand, the vocabulary variation reflects the development of the didactic program, in that sense Lucretius makes use of positions of other thinkers (pre-socratic thinkers) regarding the essential components of matter. Those positions are conveniently misrepresented so to dis-qualify active and influential schools of thought at the time of Lucretius (stoicism and the Acad-emy). These misrepresentations help Lucretius to guide the reader throught complicated con-cepts and by this mean the exposure of the Epicurean thesis can be performed in a faster and more complete way.