By Jo-Ann A. Brant
The essays during this quantity study the connection among historic fiction within the Greco-Roman global and early Jewish and Christian narratives. they give thought to how these narratives imitated or exploited conventions of fiction to supply varieties 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 assorted assortment finds and examines widespread matters and syntheses within the making: the pervasive use and subversive strength of imitation, the excellence among fiction and historical past, 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
Hock, “Homer in GrecoRoman Education,” in Mimesis and Intertextuality in Antiquity and Christianity (ed. Dennis R. : Trinity Press International, 2001), 55–71). 49. See Dio Chrysostom, Orat. 8. 50. Later references to letter writing, brief to be sure, appear in the context of one of the progymnasmata, namely, h)qopoii/a, which is an exercise of the tertiary curriculum (see Theon, Progymn. , Osanbrück: Zeller, 1968], 1:235, 19–236, 1; and Nicolaus, Progymn. , Nicolai Progymnasmata [Rhetores Graeci 11; Leipzig: Teubner, 1913], 67, 2–5).
Hock: the educational curriculum 35 Dionysius’s praise conforms to this advice, since he praises Artaxerxes specifically for his commitment to swfrosu/nh and to the institution of marriage, both of which are central to the charge of adultery that Dionysius will level against Mithridates later in the speech. 115 Several other features of Dionysius’s speech, not to mention Mithridates’ defense speech with its dramatic summons of the “dead” Chaereas during the e)pi/logoj,116 show Chariton’s familiarity with the rules for composing judicial speeches and the demands of “sophistopolis,” Donald A.
Marrou and Stanley F. Bonner,1 has recently been the object of increasing and intense investigation, through the work of Alan Booth, but especially the work of Raffaela Cribiore and Teresa Morgan. 2 To be sure, literary sources are not excluded—witness Cribiore’s frequent use of Herodas and Libanius;3 nevertheless, their use can be increased and especially with respect to sources that deal with educated persons and place their educations in a broader social and intellectual 1. See H. I. Marrou, A History of Education in Antiquity (trans.
Ancient Fiction: The Matrix of Early Christian And Jewish Narrative by Jo-Ann A. Brant