Ancient Fiction: The Matrix of Early Christian And Jewish by et al Jo-Ann A. Brant (Editor)

By et al Jo-Ann A. Brant (Editor)

The essays during this quantity research the connection among historic fiction within the Greco-Roman global and early Jewish and Christian narratives. they think about how these narratives imitated or exploited conventions of fiction to provide types of literature that expressed new principles or formed neighborhood id in the moving social and political climates in their personal societies. significant authors and texts surveyed comprise 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 diversified assortment unearths and examines generic matters and syntheses within the making: the pervasive use and subversive energy of imitation, the excellence among fiction and background, and using background within the expression of identification.

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Extra info for Ancient Fiction: The Matrix of Early Christian And Jewish Narrative (Symposium Series)

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Hock: the educational curriculum 31 hardships, that is an especially apt way of speaking briefly and also of piling words on one another. She says: (Present) “This alone has been left out of my hardships—to enter into a courtroom! 98 And now, Tyche, I am being judged! Wasn’t it enough for you to slander me unjustly to Chaereas? No, you also gave Dionysius reason to suspect me of adultery. At that time you paraded my slander all the way to burial, now to a trial before the King. I have become a scandalous story in both Europe and Asia.

I. Marrou, A History of Education in Antiquity (trans. G. , Madison: University of Wisconsin Press, 1982), and Stanley F. Bonner, Education in Antiquity: From the Elder Cato to the Younger Pliny (Berkeley and Los Angeles: University of California Press, 1977). 2. See Alan Booth, “Elementary and Secondary Education in the Roman Empire,” Florilegium 1 (1979): 1–14; Raffaella Cribiore, Writing, Teachers, and Students in Graeco-Roman Egypt (ASP 36; Atlanta: Scholars Press, 1996); and Teresa Morgan, Literate Education in the Hellenistic and Roman Worlds (New York: Cambridge University Press, 1998).

1–10). 108 For example, Dionysius’s prooi/mion is as follows: I am grateful to you, O King, for the honor which you have shown me, the virtue of self-control,109 and the marriages of all. For you have not allowed a private citizen to be plotted against by a public official. 110 This prooi/mion prompts several rhetorical observations. 113 107. See Quintilian, Inst. 57. 108. For analysis of this speech into its parts, see Hock, “Rhetoric of Romance,” 463. 109. By my translation I reject the emendation proposed by John Jackson (see “The Greek Novelists,” CQ 29 [1935]: 52–57, esp.

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