This is the second volume of a new narratological history of Ancient Greek lietrature, which deals with aspects of time: the order in which events are narrated, the amount of time devoted to the naration, and the number of times they are presented.

In this wide-ranging survey of ancient Greek narrative from archaic epic to classical prose, Alex Purves shows how stories unfold in space as well as in time. She traces a shift in authorial perspective, from a godlike overview to the more focused outlook of human beings caught up in a developing plot, inspired by advances in cartography, travel, and geometry. Her analysis of the temporal and spatial dimensions of ancient narrative leads to new interpretations of important texts by Homer, Herodotus, and Xenophon, among others, showing previously unnoticed connections between epic and prose. Drawing on the methods of classical philology, narrative theory, and cultural geography, Purves recovers a poetics of spatial representation that lies at the core of the Greeks' conception of their plots.

In this elementary textbook, Philip S. Peek draws on his twenty-five years of teaching experience to present the ancient Greek language in an imaginative and accessible way that promotes creativity, deep learning, and diversity. The course is built on three pillars: memory, analysis, and logic. Readers memorize the top 250 most frequently occurring ancient Greek words, the essential word endings, the eight parts of speech, and the grammatical concepts they will most frequently encounter when reading authentic ancient texts. Analysis and logic exercises enable the translation and parsing of genuine ancient Greek sentences, with compelling reading selections in English and in Greek offering starting points for contemplation, debate, and reflection. A series of embedded Learning Tips help teachers and students to think in practical and imaginative ways about how they learn. This combination of memory-based learning and concept- and skill-based learning gradually builds the confidence of the reader, teaching them how to learn by guiding them from a familiarity with the basics to proficiency in reading this beautiful language. Ancient Greek I: A 21st-Century Approach is written for high-school and university students, but is an instructive and rewarding text for anyone who wishes to learn ancient Greek.

An examination of remedies for violent rage rediscovered in ancient Greek myths Millennia ago, Greek myths exposed the dangers of violent rage and the need for empathy and self-restraint. Homer's Iliad, Euripides' Hecuba, and Sophocles' Ajax show that anger and vengeance destroy perpetrators and victims alike. Composed before and during the ancient Greeks' groundbreaking movement away from autocracy toward more inclusive political participation, these stories offer guidelines for modern efforts to create and maintain civil societies. Emily Katz Anhalt reveals how these three masterworks of classical Greek literature can teach us, as they taught the ancient Greeks, to recognize violent revenge as a marker of illogical thinking and poor leadership. These time-honored texts emphasize the costs of our dangerous penchant for glorifying violent rage and those who would indulge in it. By promoting compassion, rational thought, and debate, Greek myths help to arm us against the tyrants we might serve and the tyrants we might become.

This is the second volume of a new narratological history of Ancient Greek lietrature, which deals with aspects of time: the order in which events are narrated, the amount of time devoted to the naration, and the number of times they are presented.

In this book, Tim Whitmarsh offers an innovative new introduction to ancient Greek literature. The volume integrates cutting-edge cultural theory with the latest research in classical scholarship, providing a comprehensive, sophisticated and accessible account of literature from Homer to late antiquity. Whitmarsh offers new readings of some of the best-known and most influential authors of Greek antiquity, including Sophocles, Euripides, Herodotus, Aristophanes and Plato, as well as introducing many lesser-known figures. Unlike conventional narrative histories, this volume focuses on the profound effects of literature within Greek society. Whitmarsh shows that literature, distributed via a range of social institutions, such as festivals, theatres, symposia and book production, played an important role in the legitimization – and challenging – of ideologies of gender, class and cultural identity. The volume also addresses the legacy of Greek literature: how the Victorian cult of Hellenism and its successors have structured the reception of ancient texts, and how and why the modern West has adopted the Greeks as its ancestors. This book will be important reading for undergraduates, in their first year and above, of ancient Greek literature and culture. All texts in the volume are translated, and no knowledge of ancient Greek literature is assumed.

Visual culture, performance and spectacle lay at the heart of all aspects of ancient Greek daily routine, such as court and assembly, cult and ritual, and art and culture. Seeing was considered the most secure means of obtaining knowledge, with many citing the etymological connection between ‘seeing’ and ‘knowing’ in ancient Greek as evidence for this. Seeing was also however often associated with mere appearances, false perception and deception. Gazing and visuality in the ancient Greek world have had a central place in the scholarship for some time now, enjoying an abundance of pertinent discussions and bibliography. If this book differs from the previous publications, it is in its emphasis on diverse genres: the concepts ‘gaze’, ‘vision’ and ‘visuality’ are considered across different Greek genres and media. The recipients of ancient Greek literature (both oral and written) were encouraged to perceive the narrated scenes as spectacles and to ‘follow the gaze’ of the characters in the narrative. By setting a broad time span, the evolution of visual culture in Greece is tracked, while also addressing broader topics such as theories of vision, the prominence of visuality in specific time periods, and the position of visuality in a hierarchisation of the senses.

What does it mean to be a hero? The ancient Greeks who gave us Achilles and Odysseus had a very different understanding of the term than we do today. Based on the legendary Harvard course that Gregory Nagy has taught for well over thirty years, The Ancient Greek Hero in 24 Hours explores the roots of Western civilization and offers a masterclass in classical Greek literature. We meet the epic heroes of Homer’s Iliad and Odyssey, but Nagy also considers the tragedies of Aeschylus, Sophocles, and Euripides, the songs of Sappho and Pindar, and the dialogues of Plato. Herodotus once said that to read Homer was to be a civilized person. To discover Nagy’s Homer is to be twice civilized. “Fascinating, often ingenious... A valuable synthesis of research finessed over thirty years.” —Times Literary Supplement “Nagy exuberantly reminds his readers that heroes—mortal strivers against fate, against monsters, and...against death itself—form the heart of Greek literature... [He brings] in every variation on the Greek hero, from the wily Theseus to the brawny Hercules to the ‘monolithic’ Achilles to the valiantly conflicted Oedipus.” —Steve Donoghue, Open Letters Monthly

Interpretation of ancient Greek literature is often enough distorted by the preconceptions of modern times, especially on ancient morality. This is often equivalent to begging the question. If we think e.g. of aretê, which has different meanings in different contexts, we shall think in English (or in Modern Greek or in French or in German) and shall falsify the phenomena. If we are to understand the Greek concept e.g. of aretê we must study the nature of the situations in which it is applied. For it is an important fact in the study of Greek society that the Greeks used the one word (e.g. aretê) where we use different words. If we are to understand properly the texts, we have to view them in their historical and social context. Ancient Greek thought needs to be studied together with politics, ethics, and economic behaviour. Moreover, the best insights can be found in those who confine themselves to the terms of each ancient author's analysis. From this principle each of the contributions of the volume begins.