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Record W2069665299 · doi:10.1353/mou.2009.0009

The Greeks and their Past: Poetry, Oratory and History in the Fifth Century BCE (review)

2009· article· en· W2069665299 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

venuePublished in a venue whose home country is Canada.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueMouseion Journal of the Classical Association of Canada · 2009
Typearticle
Languageen
FieldSocial Sciences
TopicClassical Antiquity Studies
Canadian institutionsnot available
Fundersnot available
KeywordsGreeksPoetryLiteratureHegelianismCultural memoryHistoryRepresentation (politics)PhilosophyClassicsEpistemologyArtSociologyAnthropologyPoliticsLaw

Abstract

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Reviewed by: The Greeks and their Past: Poetry, Oratory and History in the Fifth Century BCE Andrew Wolpert Jonas Grethlein. The Greeks and their Past: Poetry, Oratory and History in the Fifth Century BCE. Cambridge: Cambridge University Press, 2010. US $95/ CDN $102.95/ £55. ISBN 978-0521110778. Applying phenomenological and hermeneutical theories to the study of ancient memory, Grethlein traces the different ways the past is confronted in the literature of fifth-century bc Greece. Seeking to show how non-historical texts can be as useful as historical for the study of memory, he rightly resists an evolutionist explanation and suggests that differences in the genres reflect different attitudes about the past and its utility for the present. Memory studies have generally treated historical works as reacting against popular representations of the past, and they have tended to privilege either physical objects, such as public monuments and civic memorials, or non-historical texts, such as nursery tales and fables, as sites of popular memory. So the inclusion of poetry and oratory in a memory study does not require special justification. Moreover by finding that Herodotus and Thucydides question traditional uses of the past, Grethlein maintains the distinction between history and other media that memory studies have increasingly challenged. In other ways, his study is unique. In contrast to previous studies that use sociological approaches, Grethlein draws on Hegel and Gadamer to develop a philosophical framework for understanding memory. He suggests that the primary goal of any representation of the past is to manage the tension that exists between past experiences and human expectations. Narratives attempt to free individuals from the anxiety that they face over the contingencies of chance by directing their attention to continuity, regularity, development, or inevitability of chance in history, thereby narrowing the gap between experience and expectation (5–11). [End Page 210] Part 1 brings together non-historical texts to show the different ways that narratives resolve contingencies of chance. Beginning with Olympian 2, Grethlein suggests that Pindar uses Oedipus as a foil to Theron, whose athletic victory reveals his fulfillment of his family’s destiny (28, 33). Although Oedipus is a powerful reminder that all men can be victims of chance, Theron’s genealogy provides other exempla that reaffirm expectations and highlight continuity in the family’s history (43–44). Similarly, the use of heroic vocabulary and the heroization of recent events in the “New Simonides” fragments place the past and present on the same continuum, even as the poems recognize that individuals are vulnerable to chance (54–59, 73). For obvious reasons, Grethlein chose to focus on Aeschylus’ Persae for his chapter on tragedy. Although the historical setting of the Persae makes it exceptional, Grethlein suggests that this allows us to understand better those features that are distinctive to tragedy (98–99). Temporal distance is usually achieved through the use of mythical time. The Persae, by contrast, achieves this distancing spatially—with the action taking place in the Persian court—and through a “heroic vagueness” that distances the audience from the actors by presenting their actions in an epic light (75–79). This explains why Aeschylus could cast the Persian Wars on stage even after Phrynichus had angered his audience for retelling the sack of Miletus. In contrast to epinician and elegiac poetry, continuity and regularity in Persian history does not diminish the finality of the Persian defeat. Instead the audience is buffered from contingency of chance by the continuity and regularity of the rituals of the City Dionysia, which place the stability of the polis in sharp contrast to the plight of the Persians (97). To include oratory in his study, Grethlein extends his discussion beyond the fifth century bc. This may explain the selection of Lysias 2 and Andocides 3, since both were delivered in the aftermath of the Peloponnesian War. More surprising is the omission of forensic oratory. Although legal speeches generally contain less discussion of historical events than epideictic or deliberative oratory, many of them discuss past events at least as extensively as Pindar and Simonides (e.g., Aesch. 1, [Dem.] 59, Lys. 12). As a result, Grethlein neglects to consider studies that affect his findings.1 The epitaphios...

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Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.002
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.926
Threshold uncertainty score0.639

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.012
GPT teacher head0.231
Teacher spread0.220 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it