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Gullible's Travels? An Introduction to Herodotus with Dr. Ken Bratt (Ad Navseam, Episode 141)

This week Dave and Jeff welcome back into the studio (this guy's becoming a regular!) our longtime friend, mentor, former colleague, and teacher, the inestimable Ken Bratt. You may know him from such episodes as "From there We Travelled to Philippi" (46), and, "A Visit to the Roman Catacombs" (76). For this go 'round, Ken reaches back into the more distant, misty past, as he talks a little about why he chose Herodotus for his doctoral dissertation at Princeton. Using a 1968 article by J.A.S. Evans entitled, "Father of History or Father of Lies: The Reputation of Herodotus", Ken leads us through questions of Herodotus' purpose, methods, theism, charm, and style. Was the man of Halicarnassus a mere credulous stooge, or is there something deeper going on? Does he really deserve such negative comparisons to Thucydides? And what about the urination practices of Egyptians? Tune in for this and more.

In the Beginning was Sermo: Reopening the Conversation on John 1:1 (Ad Navseam, Episode 140)

In the beginning was the…conversation? In this episode Jeff and Dave tackle a fascinating 1977 article by Marjorie O’Rourke Boyle in which she reviews the history of the translation of John 1:1, particularly the Latin words used to express the Greek ὁ λόγος (logos), usually taken in English as “Word”. We learn that the earliest Latin translations used the word sermo (“conversation”), which seems to have a broader range of meanings and referents (connotation vs. denotation) than the verbum Jerome selected, and which then dominated translations for a millennium. And just when you thought it was safe to crack open the Vulgate, along comes Erasmus in 1516, who rocks the theological and philological worlds by suggesting a return to sermo. Which word better expresses the range of the Greek logos? How might our choice change the way we read John 1:1?

H.I. Marrou’s A History of Education in Antiquity, Part V (Ad Navseam, Episode 139)

This week, Jeff and Dave continue on their stroll through the wonders of Marrou's volume on ancient education. Specifically, they look at Chapter V and the question of the Sophists. Men like Protagoras, Gorgias, and Prodicus were doing something new and unusual at the close of the fifth century, no doubt. And that something was -- wait for it -- selling education! Many arch-conservatives like Plato and Aristophanes did not take to it kindly. But is there any way to sort the wheat from the chaff? How can we know that what Plato tells us about the Sophists is the genuine article, and not just some envious hyperbole? Were these traveling salesman peddling snake oil, or could they really teach how to govern a state properly, the πολιτικὴ τέχνη. And if so, does that constitute ἐπιστήμη? Come along for a lively discussion, complete with the usual round of questionable puns, absurd asides, and just a dash of inanity. Before long, you'll be eating at the Midway food court just like the rest of us. Did someone say M-Burger?

The Roman Mysteries: A Conversation with Bestselling Children’s Author Caroline Lawrence (Ad Navseam, Episode 138)

This week the guys have the honor of interviewing kids/young adult author Caroline Lawrence (The Roman Mysteries and Roman Quests series, along with many others!) Ms. Lawrence is beaming in to us from London, where she writes her books overlooking the mighty Thames itself. And she's no pretender when it comes to the Classics--she comes to London by way of Classics degrees from Berkeley and Cambridge. Tune in to hear about her own fascinating journey from enthusiast to author, about how she shapes her stories from visits to museums and archaeological sites, and about how she incorporates her knowledge of Latin, Greek, and Hebrew into her fiction. We're sure you'll come away with a new love for Hero Journeys, for following one's passions, for London itself and maybe even apotropaic pillows!

H.I. Marrou’s A History of Education in Antiquity, Part IV (Ad Navseam, Episode 137)

This week the guys tackle Chapter IV of H.I. Marrou's monumental work, entitled "The 'Old' Athenian Education".  Relying on Aristophanes, Thucydides, Solon, and others, Marrou explains how the Athenians decided to lay down their weapons within society, and soon after education was democratized. So, “the decisive step" was taken from a warrior to a scribe culture, and education was no longer exclusively military. There was a predictable reaction from conservative elites: they sprinted to their Formula 1 roadsters, hotrodding their chariots like any Verstappen, Leclerc, or Russell. Long-haired, aristocratic young dandies stuck to their horses, even as the common peasant, baker, or cobbler sent his son off to the schools of the rhetors to learn how to make the weaker argument stronger. With this new aristocratic ideal, the development of new institutions was needed, and thus was born the epoch-making school. And despite Socrates' trenchant skepticism that arete can be taught, many claimed to teach it, and thus Sophistry surged (which takes us to Chapter V and next time). So, tune in for the Solonic Greek couplets, the KALOKAGATHIA, the mid-winter Michigan nasal congestion, the brawny chicken (Pollo Loco!), and at least one atrocious limerick.

Legend-tripping at Bunnyman Bridge: American Urban Legends and Classical Mythological Tropes (Ad Navseam, Episode 136)

This week the guys tackle the subject of American Urban Legends with an eye to what classical cultural and narrative archetypes tell us about why these weirdo tales can be so, well, weird. Jeff eagerly (a little too eagerly, Dave might say) drags us into those liminal spaces as we recount the odd tale of the hatchet-wielding, murderous Bunnyman of Clifton, Virginia who creepily lies in wait at the train trestle known as Bunnyman Bridge. All kinds of questions to tackle here: Why do so many urban legends take place at bridges and crossroads? Why are so many of the creatures involved “composite monsters”? Could we see kids visiting these creepy sites at midnight as a kind of “do-it-yourself” coming of age ritual? Why are most urban legends not “urban”?

H.I. Marrou’s A History of Education in Antiquity, Part III (Ad Navseam, Episode 135)

This episode is part 3 of the guys’ walk-through of Marrou’s seminal book on education in antiquity. We pick up where the last episode left off with a wrap-up of ancient Spartan education and a look at several questions: What caused Spartan artistic culture to (fairly quickly) calcify and disappear? To what degree can we actually know what Spartan education was, given that so much of our information is filtered through the so-called “Spartan Mirage” loved by Athenian aristocrats?  Then we turn our attention to the delicate matter of the role of pederasty or “Greek Love” in ancient education, not out of any salacious or prurient motive but because—to paraphrase Xenophon—any discussion of ancient Greek education would be incomplete without tackling this subject.

H.I. Marrou’s A History of Education in Antiquity, Part II (Ad Navseam, Episode 134)

The guys are back for Round 2 in our look at the history of education in antiquity through the lens of Marrou’s book.  This time we zero in on the ancient Spartans.  Wait, Spartans???  Weren’t those guys just a bunch of beefed-up lunkheads whose only education was how to better kill the enemy on the battlefield?  Well, not quite.  In fact, we learn that the Spartans actually led the way when it came to a number of arts—poetry, music, dance—in addition to their noted emphasis on physical fitness.  They did, however, have issues when it came to spelling and ancient versions of spandex.  Don’t ask, just tune in!

H.I. Marrou’s A History of Education in Antiquity, Part I (Ad Navseam, Episode 133)

Join us this week as Dave and Jeff launch le paquebot onto the deep waters of pedagogical history, namely, H. I. Marrou's seminal work The History of Education in Antiquity. Written in 1956 by a very learned Frenchman, and translated into English by Charles Lamb, the work is a sweeping review, artfully written, of how education functioned from the very beginnings of Western civilization down to the end of antiquity in the fifth century A.D. With Marrou as guide, the guys begin to examine such pressing questions as, what's a proper definition of education, can Classical education exist today, and, will they succeed in escaping the book's Introduction before the clock runs down on the episode? Join us for the first in this multi-parter.

Io Wanna be a Cowboy: Aeschylus’ Prometheus Bound, Part III (Ad Navseam, Episode 132)

This week Jeff and Dave wrap up their 3-parter on Aeschylus' famous play. When Io mooves onto the scene, her first impulse is to show compassion for the shackled Promy, even though she herself is writhing in gadfly-induced agony. Why? To seek an answer, we take a long look at the thesis of Stephen White, namely that the play subtly reinforces ancient Greek gender roles: women are to be complaisant and domestic (something Io has transgressed), while men's ingenuity ought not threaten the social order (as Prometheus has done). But is this a persuasive way to look at the plot, or even helpful? What does the play mean, and can Bernad Knox shed any light on that question? Stick around, and we'll get it all sorted.