This dissertation examines Cicero’s contribution to the rise of astronomy and astrology in the literary and cultural milieu of the late Republic and early Empire. Chapter One, “Rome’s Star Poet,” examines how Cicero conceives of world building through words to connect Rome to the stars with the Latin language. Through a close study of the Aratea, I consider how Cicero’s pioneering of Latin astronomical language influenced other writers, especially his contemporaries Lucretius and Catullus. In Chapter Two, “The Stars and the Statesman,” I examine Cicero’s attitudes towards politics. By analyzing Scipio’s Dream and astronomy in De re publica, I show how Cicero uses cosmic models to yoke Rome to the stars. To understand the astral dimensions of Cicero’s philosophy, in Chapter Three, “Signs and Stars, Words and Worlds,” I provide a close reading of Cicero’s poetic quotations in context in the De natura deorum and De divinatione to show how Cicero puts the Aratean cosmos to the test in Academic fashion. Ultimately, I argue that Cicero profoundly shaped the Roman view of the stars and cemented the link between cosmos and empire.

This thesis analyzes David Jones’s In Parenthesis to demonstrate the failed notion of chivalry, courtesy, and knighthood in modernity during and after the war. Jones’s semi-autobiographical prose poem recounting his experiences of WWI was published in 1937, nineteen years after the war ended. Jones applied the concepts of chivalry, courtesy, and knighthood to his experiences during WWI through In Parenthesis. Jones used these concepts, which originated in the classical period and the Middle Ages, to demonstrate how they have changed over time, especially given the events of WWI. The best way for Jones to demonstrate the impact of WWI was to use the medieval ideas of knighthood (which were arguably idealized up until the war) to describe how the modern world could no longer be identified with those ideals.

As a text Botandōrō demonstrates bibliographic codes that straddle the border between modern and pre-modern literature. Wakabayashi would present his work as the fruit of his technique of ‘photographing language’ that, by extension, would provide closer and more direct access to the interiority of “author.” In his prologue he presented his shorthand method as a technique that would come to represent the new standard of modern writing. As they created a new system for transcribing language, stenographers were wrestling with the philosophical nature and limitations of language in spoken and written form, and their discoveries and accomplishments would provide a framework for future authors during a highly transformative period in the history of Japanese literature, whether intentional or not. By focusing on these paratextual elements in Botandōrō in the context of the tale’s intertextual construction we find that it is best viewed as a text that exhibits aspects of modern and pre-modern literature in its presentation as a material object, the claims it makes for sokki as a modern writing technique, and its negotiations with the idea of authorship.

Thesis (MA (Ancient Studies)--University of Stellenbosch, 2006. / The aim of this study is to effectively render into Afrikaans the impact of the Latin text of Catullus for readers living through another language, within another culture. The challenge not only lies in transporting the spirit of the original to the translation, but also to represent the detail of the text itself: the stilistic features of word order, word choice, imagery and figures of speech. For this purpose I will follow the functionalist approach to translation as expounded by Christiane Nord (1997).

"Italian Readers of Ovid: From the Origins to Dante" studies the reception of Ovid's writings in medieval Italian prose and poetry, from the first vernacular poems composed in Sicily to Dante's "Divina Commedia." Starting from the very beginnings of a new literary culture, I show how the increasing availability of Ovid's texts is mirrored in the increasing textual presence of Ovid in the vernacular writings of the period. Identifying the general traits common to this Ovid-inspired literature, I discuss how medieval Italian authors used Ovid's works and his characters to address questions of poetics, openly debating the value of Ovid's poetry for their own writings. I then illustrate how, in his lyric poetry and the "Commedia," Dante inserts himself into this vernacular practice of discussing poetics through the medium of Ovid. Ultimately, I argue that Dante's reading of Ovid in the "Commedia" is deeply rooted in his own lyric poetry and that of his predecessors. Chapter 1, "Medieval Italian Readers of Ovid, Modern Readers of Reception," describes the material and cultural contexts of the reception of Ovid during the thirteenth and early fourteenth centuries in Italy, challenging existing notions about Ovid's reception in medieval Italian scholarship. Previous studies mostly treat Dante's "Commedia" as the starting point of this reception history, neglecting the preceding and equally important lyric tradition. Questioning this approach, I reconstruct the increasing availability of Ovid's works in the thirteenth and fourteenth centuries in Italy and specify in which formats (commentaries, translations, anthologies, mentions in treatises, other works of literature) and contexts (schools, universities, courts, monasteries) contemporary readers could have encountered Ovid's works. By outlining these texts and contexts, I depict a growing community of Italian readers of Ovid, many of whom not only read Ovid but also incorporated the Latin poet's work in their writings. Chapter 2, "Readers Turned Writers: From the Sicilian School to the dolce stil novo," focuses on a first series of these Ovid-inspired Italian writings. This chapter explores the poetic implications of including Ovid in their works--a trait found in the poetry of Pier della Vigna, Guido Cavalcanti, and Guido Guinizzelli, among others. During this period, poets debate with their contemporaries about how to write poetry, openly addressing and even attacking fellow poets while defending their own poetics. The Italian poets explicitly evaluate their readings of Ovid's love poetry in their poems and single out his poetry as an emblem of the kind of poetry they write, or no longer wish to write. The vernacular poets treat Ovid's "Metamorphoses" similarly. By means of the simile, the Italian poets feature a select group of Ovidian characters to underline their own exceptionality: for example, the poet is similar to the male Ovidian character (but better), his lady to the female (but more beautiful). The third chapter, "Readers Turned Writers: Dante Alighieri and Cino da Pistoia," focuses on the exceptional position of Dante and Cino among this group of vernacular writers. Both Dante and Cino integrate Ovidian material in their poetry with more complexity. Including similes in their poetry, Dante and Cino radically revise this common practice by associating themselves with the female Ovidian character--a gender switch that later Petrarch will adopt. Both poets also go beyond comparing their world with that of the "Metamorphoses" (what all the vernacular poets discussed in Chapter 2 did), but truly integrate Ovidian material into their poetry, blending Ovid's world into theirs. Furthermore, this chapter challenges the notion of two phases of Dante's writing posed in Dante scholarship: one phase when he is exclusively interested in vernacular poetry, and the second phase when he turns to classical literature. Finding Ovid featured in one of Dante's earliest poem exchanges, I illustrate that it is precisely in his vernacular lyric poetry that Dante slowly starts to experiment with Ovidian material. The petrose, a series of four poems written around 1296, are central in this development. These poems test out some new techniques that Dante will use more frequently in the "Commedia": the integration of both central and peripheral elements from a larger passage in Ovid's text, and the combination of different Ovidian sources at the same time. Chapters 4 and 5 trace the development of these techniques from Dante's lyric poems to the "Commedia," where for the first time we encounter Ovidian material in a Christian context. While it is not my aim to de-allegorize Dante's reading of Ovid, I stress that the most radically allegorizing and Christianizing commentaries on Ovid are not part of the cultural context of Dante's time and, instead, illustrate how much Dante's reading of Ovid is rooted in the lyric tradition. Chapter 4, "Metapoetics in Ovid and Dante's Commedia," focuses on the role Ovid's writings play in Dante's definition of his poetics. Looking at metanarrative moments in the "Commedia" (Inf. 24-25, Purg. 24, the poetic invocations in Purg. 1 and Par. 1), I illustrate how Dante repeatedly discusses poetics through the medium of Ovid, just as the Italian lyric poets did. Chapter 5, "Shifting Shapes of Ovidian Intertextuality: Ovid's Influence in Purgatorio and Paradiso," proposes to categorize Ovidian allusions in the "Commedia" by the kinds of elements Dante drew from his Ovidian sources. The primary method with which Dante incorporates Ovidian material in the "Commedia" is the rhetorical trope of the simile, which was also repeatedly used by the vernacular lyric poets. Focusing on the Purgatorio and Paradiso, the two canticles where the poet compares himself most often with certain characters from the "Metamorphoses," I illustrate how Dante adopts and transforms this vernacular lyric practice. Of these vernacular poets, Dante is certainly the Italian reader of Ovid who integrates Ovidian material in his poetry most frequently and with the most complexity: he combines the methods of the vernacular lyric poets with other classical or theological sources and conforms these methods to the poetics of the "Commedia." But this complexity, I ultimately argue, can only be fully understood in connection within the cultural context of the reception of Ovid: an Italian literary culture that from its very beginnings reflects on Ovid's texts.

Alcman's Partheneion has a deserved reputation as an ambiguous and allusive fragment of Greek poetry; it has engendered a great amount of debate regarding every facet of the poem. This thesis investigates the ritual context and the propitiated deity of the Partheneion from an inter-cultural perspective. I integrate the relationship which flourished between Greece and the Near East with Alcman's poetry. This approach aims to situate the poem in the larger world of the Eastern Mediterranean and connect it to traditions of female goddesses worshiped in biblical Israel, Phoenicia and ancient Babylon. I also demonstrate that there are connections between the ritual context of Alcman's poetry, sung and danced by a chorus of young women, to similar cults celebrated by cultures throughout the Near East, both contemporaneous as well as more ancient.

La Sibylle est a la fois une figure mythologique et religieuse, Dans l'Antiquité elle devient également un personnage épique qui figure, par exemple. dans l’Éneide de Virgile. De plus, au Moyen Age, la Sibylle - devenue personnage romanesque apparaît sous forme d'une fée dans la tradition arthurienne. Dans cette these, j'explore - à travers l'analyse des discours sur la Sibylle dans dans Le chemin de longue étude (1402-03) de Christine de Pizan et Le paradis de la Reine Sibylle (1437-8) d'Antoine de la Sale, le repérage des intertextualités aussi bien que les contextualisations historiques et culturelles - l'utilisation littéraire de cette figure religieuse de la Sibylle au XVe` siecle. Le genre expérimental de l'autobiographie des deux textes permet aux écrivains de créer, par l'inclusion (Christine) ou une prise de distance (Antoine) des traditions sibyllines existantes, deux Sibylles nouvelles qui marquent, dans ce contexte littéraire, l'accession au livre de la parole féminine.

Zugl.: Münster, Universiẗat, Diss., 2007 u.d.T: Mülke, Markus: Falsare haec et corrumpere non timerunt.

Diss.--Tübingen, 1964. / Bibliography: p. 233-238.

Submitted by LARA JATKOSKE LAZO (larajlazo@yahoo.com) on 2018-10-19T18:27:17Z No. of bitstreams: 1 Definitiva Texto Dissertação.pdf: 2169042 bytes, checksum: 0852a551f61bb30892f3ffa8cca26bd8 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-10-19T19:01:23Z (GMT) No. of bitstreams: 1 lazo_lj_me_rcla.pdf: 2013779 bytes, checksum: b66d1d28ea8901b028df045516b50452 (MD5) / Made available in DSpace on 2018-10-19T19:01:23Z (GMT). No. of bitstreams: 1 lazo_lj_me_rcla.pdf: 2013779 bytes, checksum: b66d1d28ea8901b028df045516b50452 (MD5) Previous issue date: 2018-08-27 / A presente dissertação traz observações e elaborações teóricas da experiência de uma professora com a Literatura Clássica. Apresenta reflexões sobre a interseção entre leitura, escrita e práticas artísticas na formação e constituição do espaço subjetivo fronteiriço entre essas práticas, na formação do aluno adolescente leitor. De abordagem qualitativa, apresenta- se como uma pesquisa narrativa e autobiográfica (ARFUCH, 2002). A professora parte de observações ao longo de alguns anos de experiências realizadas em uma escola pública agrícola de período integral de um município de São Paulo. Das colocações discursivas, “Amo ler” e “Odeio ler", identificam-se três tipos de leitores: o que ama, o que odeia ler e o indiferente; dois níveis de leitura: o narrativo ("Tempo Relativo") e o atemporal ("Tempo Absoluto"), que se interligam pela "Ponte de Einstein-Rosen", processo pelo qual se dá a diluição e reconstituição do eu no ato de ler. Outras elaborações teóricas, que possibilitam outras relações do aluno com o ato de ler, também foram desenvolvidas. O'Sullivan et al., (2015) e Calvino (2007) embasam o porquê da proposta da Literatura Clássica. E a partir das ideias de Barthes (1987) e Proust (2003), observou-se que, e como, os espaços físico e psicológico influenciam o “espaço psicológico” da leitura. No âmbito artístico, com Chekhov (2015), na representação teatral, e Vigotski ([1999?]), na valorização do social, as práticas artísticas tornaram o contexto de ler um ambiente criativo de liberdade, de releitura e recriação da literatura e de si, em que a construção dialógica polifônica (BAKHTIN, 2015) assumiu destaque e potência. A pesquisa identificou elementos cognitivos, psicológicos, sociais e concretos importantes no processo de formação de alunos leitores adolescentes, e constatou a importância e a efetivação da leitura coletiva de clássicos na escola pública em que foi experimentada, a sua não efetivação nas práticas individuais e a importância das atividades artísticas no processo de ler. Valorizou-se a experiência do discurso num espaço enunciativo criativo. / The present dissertation brings one teacher’s theoretical observations and elaborations from experiencing Classic Literature. It is a compilation of reflections on the co-interactions among practices of reading, writing and artistic tasks, as well on their influence on adolescent-student-reader’s formation and constitution. Findings, obtained from qualitative approach, are presented as a narrative and autobiographical research (ARFUCH, 2002). Observations were conducted, experiences gathered over several years at a public agricultural school in Sao Paulo city (Brazil). Based on statement positions: "I love to read" and "I hate read", three types of readers were identified: “loves reading”, “hates reading” and “indifferent”. Adjacently defined two levels of reading: the narrative -"Relative Time" and the timeless and continuous time -"Absolute Time", which are interconnected by an "Einstein- Rosen Bridge”. This is a process by which the "I" is diluted and reconstituted in the act of reading. Other theoretical elaborations that enabled other student relations with the act of reading were also developed. O'Sullivan et al. (2015) e Calvino (2007) substantiate the proposal of Classical Literature reasoning. Barthes (1987) and Proust (2003) ideas supported observations of physical and psychological spaces influence on the reading "psychological space". Chekhov (2015)’s theatrical performance along with Vygotsky ([1999?])’s social valorization transformed the context of reading in a creative environment of freedom, of re- reading and re-creation of the “literature” and “self”. In this context the polyphonic dialogic construction (BAKHTIN, 2015) got emphasis and power. This research project identified important cognitive, psychological, social and concrete elements in the process of training adolescent students. It was verified the importance and the effectiveness of the collective reading of classics in the public school where the observation was conducted. Classics individual reading failed to deliver effectiveness reinforcing the importance of artistic activities in the reading process. Discourse experience was valued in a creative enunciate space, making representation also a reinvention.