Ancient Fiction: The Matrix of Early Christian And Jewish by Jo-Ann A. Brant

By Jo-Ann A. Brant

The essays during this quantity research the connection among old 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 supply sorts of literature that expressed new rules or formed neighborhood identification in the transferring 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 various assortment unearths and examines favourite 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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5; Rufus of Perinthus, Rhet. 399, 17–400, 3); and Anon. Seg. 5 (Dilts and Kennedy, Two Greek Rhetorical Treatises, 2). For full discussion of the prooi/mion, see Quintilian, Inst. 1–79. For the captatio benevolentiae, see Bruce Winter, “The Importance of the Captatio Benevolentiae in the Speeches of Tertullus and Paul in Acts,” JTS 42 (1991): 505–31, esp. 507–15. 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.

10 More important, she has used this documentary material to devise a typology of school hands, which distinguishes four grades of increasing skill—zero-grade, alphabetic, evolving, and rapid. 11 This typology has led Cribiore to make some significant modifications in our understanding of the primary and secondary curricula. 13 She shows that students learned to copy and read their 9. See Booth, “Elementary and Secondary Education,” 1–14. His views are confirmed by Robert A. Kaster, “Notes on ‘Primary’ and ‘Secondary’ Schools in Late Antiquity,” TAPA 113 (1983): 323–46.

His use of historians and orators for quotations, allusions, phraseology, and historical details; his sure grasp of progymnasmata like h)qopoii/ai; and his relish for the courtroom and judicial speeches—all these features of the novel document a tertiary education as well. Hence Chariton deserves being called a pepaideume/noj. And yet, Chariton’s education must not be overestimated either. Aside from Homer’s epics, which he knew intimately, Chariton’s reading of other 113. See Quintilian, Inst.

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