Achilles in school speeches
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/fb.v0i19.34729 |
Resumo: | nasmata have a prominent place. The first mention of an ensemble of exercises is by the author of Rhetorica ad Alexandrum (4th century B.C.). Through them, the apprentices were called upon to perform rhetorical exercises, argumentation and literary composition on various themes and Greek and mythical historical characters, as a preparation for the longer speeches that future orators would deliver. Achilles is one among these characters. To him a certain reputation, glory, narratives and a temperament are associated.To the teachers of progymnasmata, Achilles’ character was useful for three exercises. One of these progymnasmata was the ethopoeia, in which the character, with a given psychological and emotional profile was worked on and the words that this character would utter under given circumstances and in dialogues with others, were imagined. Plausibility in accordance with the character’s reputation was the criterion of the well composed exercise. See in this regard a scholium to the unplausible questions in his commentaries on Hermogens of Tarsus’ On Issues by Sopratus. Since it’s about a hero, it serves as well to the enkomion and psogos, praise and invective. An invective, yes, because Achilles and his anger also motivated invective-speeches. What’s more, although he is the most famous hero of the legends, a paradigm of bravery in war, in a papyrological text Achilles is portrayed as a coward! Another exercise is the synkrisis, in which a character was compared to another of his equals (such as Diomedes), regarding birth, education, virtues, deeds and death.In this paper, passages from the treatises on progymnasmata by Aelius Theon, Pseudo-Hermogenes, Aphtonius, Nicolaus of Myra and Libanius will be examined. In Libanius, in contrast to his predecessors, there was a concern to provide a wide collection of micro-speeches, as paradigms for each exercise. Our goal in doing so is to retrace a portrait of Achilles in these school discourses. |
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Achilles in school speechesAquiles nos discursos de escolanasmata have a prominent place. The first mention of an ensemble of exercises is by the author of Rhetorica ad Alexandrum (4th century B.C.). Through them, the apprentices were called upon to perform rhetorical exercises, argumentation and literary composition on various themes and Greek and mythical historical characters, as a preparation for the longer speeches that future orators would deliver. Achilles is one among these characters. To him a certain reputation, glory, narratives and a temperament are associated.To the teachers of progymnasmata, Achilles’ character was useful for three exercises. One of these progymnasmata was the ethopoeia, in which the character, with a given psychological and emotional profile was worked on and the words that this character would utter under given circumstances and in dialogues with others, were imagined. Plausibility in accordance with the character’s reputation was the criterion of the well composed exercise. See in this regard a scholium to the unplausible questions in his commentaries on Hermogens of Tarsus’ On Issues by Sopratus. Since it’s about a hero, it serves as well to the enkomion and psogos, praise and invective. An invective, yes, because Achilles and his anger also motivated invective-speeches. What’s more, although he is the most famous hero of the legends, a paradigm of bravery in war, in a papyrological text Achilles is portrayed as a coward! Another exercise is the synkrisis, in which a character was compared to another of his equals (such as Diomedes), regarding birth, education, virtues, deeds and death.In this paper, passages from the treatises on progymnasmata by Aelius Theon, Pseudo-Hermogenes, Aphtonius, Nicolaus of Myra and Libanius will be examined. In Libanius, in contrast to his predecessors, there was a concern to provide a wide collection of micro-speeches, as paradigms for each exercise. Our goal in doing so is to retrace a portrait of Achilles in these school discourses.Na retórica escolar helenística, e mais tardiamente nas épocas imperial romana e bizantina, têm lugar de relevo os progymnasmata. A primeira referê ncia a um tal conjunto de exercícios retóricos é feita pelo autor da Rhetorica ad Alexandrum (séc. IV a.C.). Através deles, os aprendizes eram convocados a realizar exercícios de retórica, argumentação e composição literária sobre variados temas e personagens históricas gregas e míticas, como preparação para os discursos de grande fôlego que os futuros oradores haveriam de ser chamados a pronunciar. Entre essas personagens, figura a de Aquiles. À personagem estão associadas uma determinada reputação, glória, narrativas e um temperamento.Nos mestres da proginasmática, serviu de tema a três exercícios. Um deles, a ethopoeia, no qual se trabalhava a construção de um carácter com determinado perfil psicológico e emocional e se imaginavam as palavras que a personagem proferiria em determinadas circunstâncias e em diálogos com outras. A verosimilhança em concordância com a reputação da personagem era o critério do exercício bem feito. Veja-se a este respeito um escólio de Sópatro às questões inverosímeis nos seus comentários a Estados de causa de Hermógens de Tarso. Tratando-se de um herói, presta-se ainda ao enkomion e ao psógos, encómio e censura. Censura, de facto, porque Aquiles e a sua ira foram também motivos para tal. Mais ainda, sendo embora o mais célebre herói das lendas, paradigma da bravura guerreira, aparece num papiro um texto em que é retratado como um cobarde! Outro é o da synkrisis, em que se comparava uma personagem a outra sua émula (como Diomedes), no tocante ao nascimento, educação, virtudes, feitos e morte.Conferiremos os passos dos tratados de progymnasmata: Élio Téon, Pseudo-Hermógenes, Aftónio, Nicolau de Mira e Libânio. Em Libânio, em contraste com os seus predecessores, houve a preocupação de fornecer uma larga colectânea de mini-discursos exemplares de cada exercício. O objectivo que nos propomos é refazer um retrato de Aquiles nestes discursos de escola.UA Editora - Universidade de Aveiro2023-11-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/fb.v0i19.34729https://doi.org/10.34624/fb.v0i19.34729Forma Breve; No 19 (2023): A fúria de Aquiles: as faces da guerra; 517-533Forma Breve; n.º 19 (2023): A fúria de Aquiles: as faces da guerra; 517-5332183-47091645-927Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/formabreve/article/view/34729https://proa.ua.pt/index.php/formabreve/article/view/34729/23053Direitos de Autor (c) 2023 Rui Miguel Duartehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDuarte, Rui Miguel2023-11-30T18:45:41Zoai:proa.ua.pt:article/34729Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:19:34.368506Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Achilles in school speeches Aquiles nos discursos de escola |
title |
Achilles in school speeches |
spellingShingle |
Achilles in school speeches Duarte, Rui Miguel |
title_short |
Achilles in school speeches |
title_full |
Achilles in school speeches |
title_fullStr |
Achilles in school speeches |
title_full_unstemmed |
Achilles in school speeches |
title_sort |
Achilles in school speeches |
author |
Duarte, Rui Miguel |
author_facet |
Duarte, Rui Miguel |
author_role |
author |
dc.contributor.author.fl_str_mv |
Duarte, Rui Miguel |
description |
nasmata have a prominent place. The first mention of an ensemble of exercises is by the author of Rhetorica ad Alexandrum (4th century B.C.). Through them, the apprentices were called upon to perform rhetorical exercises, argumentation and literary composition on various themes and Greek and mythical historical characters, as a preparation for the longer speeches that future orators would deliver. Achilles is one among these characters. To him a certain reputation, glory, narratives and a temperament are associated.To the teachers of progymnasmata, Achilles’ character was useful for three exercises. One of these progymnasmata was the ethopoeia, in which the character, with a given psychological and emotional profile was worked on and the words that this character would utter under given circumstances and in dialogues with others, were imagined. Plausibility in accordance with the character’s reputation was the criterion of the well composed exercise. See in this regard a scholium to the unplausible questions in his commentaries on Hermogens of Tarsus’ On Issues by Sopratus. Since it’s about a hero, it serves as well to the enkomion and psogos, praise and invective. An invective, yes, because Achilles and his anger also motivated invective-speeches. What’s more, although he is the most famous hero of the legends, a paradigm of bravery in war, in a papyrological text Achilles is portrayed as a coward! Another exercise is the synkrisis, in which a character was compared to another of his equals (such as Diomedes), regarding birth, education, virtues, deeds and death.In this paper, passages from the treatises on progymnasmata by Aelius Theon, Pseudo-Hermogenes, Aphtonius, Nicolaus of Myra and Libanius will be examined. In Libanius, in contrast to his predecessors, there was a concern to provide a wide collection of micro-speeches, as paradigms for each exercise. Our goal in doing so is to retrace a portrait of Achilles in these school discourses. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/fb.v0i19.34729 https://doi.org/10.34624/fb.v0i19.34729 |
url |
https://doi.org/10.34624/fb.v0i19.34729 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/formabreve/article/view/34729 https://proa.ua.pt/index.php/formabreve/article/view/34729/23053 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2023 Rui Miguel Duarte http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2023 Rui Miguel Duarte http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
UA Editora - Universidade de Aveiro |
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UA Editora - Universidade de Aveiro |
dc.source.none.fl_str_mv |
Forma Breve; No 19 (2023): A fúria de Aquiles: as faces da guerra; 517-533 Forma Breve; n.º 19 (2023): A fúria de Aquiles: as faces da guerra; 517-533 2183-4709 1645-927X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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