Faire voir: Études sur l'enargeia de l'Antiquité à l'époque moderne ed. by Florence Klein and Ruth Webb
Notice bibliographique
Résumé
Reviewed by: Faire voir: Études sur l'enargeia de l'Antiquité à l'époque moderne ed. by Florence Klein and Ruth Webb Flora Iff-Noël Faire voir: Études sur l'enargeia de l'Antiquité à l'époque moderne. Edited by Florence Klein and Ruth Webb. Villeneuve d'Ascq: Presses universitaires du Septentrion. 2021. Pp. 293, ills. This collective volume, which presents the proceedings of a two-day conference at Tourcoing in 2014, analyzes the theory and practice of enargeia and its relationship to visual art through various case studies from archaic Greece to imperial Rome. It contributes to the constantly growing scholarship on text and image studies since the [End Page 375] 1990s, and more precisely on the connections between the Hellenistic concept of enargeia and ancient art and text.1 Indeed, enargeia, defined as the capacity of words to create the impression that absent things are present to the senses, and in particular to the sense of sight (9; see Quint. IO 6.2.29–32), has already been the object of monographs about Hellenistic poetry, imperial rhetoric, and historiography.2 The present volume aims to fill three gaps in the scholarship by considering the following issues (10–11): 1. How can we study enargeia in archaic and classical Greek texts when there are no contemporary theoretical texts on the matter? Can we identify practices specifically associated with particular literary genres? 2. Even after enargeia's theorization and practice in Hellenistic and Roman times, what is the status of word-created images? Are they effective substitutes to the perception of real objects or deceitful illusions? 3. Especially since the 1950s, scholarship interested in descriptions of artworks has isolated such texts and labeled them ekphraseis, changing the meaning of this word, which was originally used in imperial Greek rhetoric to designate texts full of enargeia, i.e., texts that could "place their object as if under the eyes of their reader or audience" (Aelius Theon, Progymnasmata 118). This volume aims to reconsider such texts within the context of enargeia and to explore the role of enargeia within the reception of real artworks and the production of discourse about them. The book focuses especially on Homer, Aeschylus, Sophocles, Euripides, Zeuxis, Posidippus of Pella, Moschus, Sallust, Pliny, Ovid, Quintilian, and Pseudo-Longinus. Thus, it is of interest to all classicists, as it tackles rhetoric, poetry, historiography, drama, and art history, both in Greece and in Rome. As all quotes are translated, the volume will also be valuable to scholars of modern literature interested in questions of intertextuality, hypotyposis, text and image studies, as well as for historians, art historians, and university students. The Introduction provides a helpful definition of enargeia and a summary of the various chapters. Chapter One by Pierre Judet de La Combe analyzes the description of fountains in the Iliad (22.145–161). How can we explain the presence of a lengthy description of fountains at the precise moment of Hector's defeat, which is the turning point of the war? Judet de La Combe considers it to have a metapoetic meaning, reflecting on the nature of epic. Chapter Two by Deborah Steiner explores the various interactions between objects and texts inscribed on them by comparing the spectator's real vision of the object to the reader's mental vision of the images evoked by the inscribed texts. She focuses on three archaic inscriptions (IG2 I 919 on the oenochoe of Dipylon, Athens, Archeological Museum 192; a funerary epigram on the cenotaph of Ambracia, SEG 41.450; IG I3 833 [End Page 376] bis on an Athenian marble tripod dedicated by a victorious choral poet). Steiner argues that seeing these inscriptions is an anticipation of the images evoked by the inscription's content. For instance, the letters' disposition sometimes seems to represent the shapes of the dance moves evoked in the inscriptions, as when the letters create effects of symmetry that represent the dancers' symmetrical movements, or when the inscription as a whole is placed below representations of dancers and constitutes a wavy line which mimics the dancers' chorus line. The way these inscriptions are written is meaningful for enargeia and...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».