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World Literature > Exam #1 > Flashcards

Exam #1 Flashcards

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0
Q

Description of isolation

A

We should avoid being in contact with anything that is unholy.

Why should we waste our time rereading anything other than the scriptures?

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1
Q

Three common “Christian” attitudes to “secular” literature

A
  1. Isolation
  2. Integration
  3. Compartmentalization
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2
Q

Strengths of isolation

A

Concern for sanctification

They want to be holy

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3
Q

Weaknesses of isolation

A

Impossible to do- John 17:11,14-16

Scripturally impossible to achieve sanctification by this method

Monastic disinterest in transforming culture

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4
Q

Description of integration

A

The world can teach us the truths that are not in the scriptures. “All truth is God’s truth”

We seek to balance the “general revelation” with the “special revelation”

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5
Q

Strengths of integration

A

Concern for transforming culture

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6
Q

Weaknesses of integration

A

Compromise of the scripture and of the “secular” knowledge

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7
Q

Description of compartmentalization

A

Separation of secular and sacred: work/church, study/bible study, friendship/witnessing, etc.

Failure to see the connection between the two

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8
Q

Strengths of compartmentalization

A

Neither isolation nor integration

Clear conscience

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9
Q

Weaknesses of compartmentalization

A

Don’t know how to live a Christian life

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10
Q

Nature of sin

A

There is nothing that is intrinsically sinful

Temptations don’t come from an object

Sin is in us, not in an object

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11
Q

Why study literature?

A

The value of popular culture

Systematic understanding of human struggles

Application of the mind of Christ

Development of spiritual muscles

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12
Q

Value of popular culture

A

Practical knowledge

Prophetic knowledge: social critique

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13
Q

How do we approach literature?

A

Critical discernment

Sanctified enjoyment

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14
Q

Critical discernment

A

Examine literature in light of the scriptures

How close does it come to the truth?
How far does it fall short of the truth?

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15
Q

Truth

A

The nature and the works of God and his creation so revealed in the scriptures

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16
Q

Sanctified enjoyment

A

We cannot enjoy something unless we first find out that it is indeed “true”, “just”, “pure”, “lovely”, etc.

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17
Q

Pre-classical history

A

Mycenaean culture (2000-1200 bc)

Dorian invasion (ca. 1104 bc)

Dark ages (lasted about 400 years)

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18
Q

Literary periods

A

Pre-classical (8-6th BC)

Classical (6-4th BC)

Hellenistic-Roman (4-1st BC; 1st BC - 4 AD)

Byzantine (4-15 AD)

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19
Q

Classical Greek literature

A 
Epic
Lyric
Tragedy
Comedy
History
Philosophy
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20
Q

Epic vs. lyric

A

Long vs. short

Extraordinary vs. mundane

Differentiation vs. identification

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21
Q

Homer

A

Nothing is certain about him

According to tradition
Blind poet, native to Chios (Ionia)
Based on oral poetry

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22
Q

History of the Trojan war

A

Heinrich Schliemann
German archaeologist
Excavated Troy in 1870-1873

Ruins of nine cities built top one another
Homer’s Troy: 7th (1250-1020 BC)
Ruins of its walls measured at 16 feet thick

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23
Q

Theme of the Iliad

A

Honor/virtue

Two types of honor
Aretē
Timē

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24
Aretē
Virtue, excellence Associated with fame (kleos)
25
Timē
Honor Associated with giving of material gifts
26
Which type of honor is most important?
Ancients- aretē Contemporary- timē
27
Honor and immortality
Contemporary glorification of timē- "he who dies with the most toys wins". Ancients aretē over timē- afterlife is a shadowy, half-existence. Immortality through memory. Live beyond death in songs and stories.
28
Achilles
Son of goddess Thetis Doubly doomed- short painful life with honor or long peaceful life Dishonored taking away of timē
29
Biblical option of honor
Seek a long peaceful life But be ready for anything
30
Attempts to restore honor
Agamemnon's reconciliation Odysseus' intercession Achilles' refusal- death as ultimate honor Phoenix's appeal Ajax's appeal Death of Patroclus
31
Death and funeral of Hector
Honor in the manor of death Honor and funeral
32
Three ancient public speeches
Forensic discourse- given in court Deliberative discourse- course of action Epideictic discourse- funeral (most important) validation of ones life
33
Aeschylus' personal background
524-456 BC Earliest of the great Greek tragic poets- "father of tragedy" Introduced 2nd actor (creating dialogue) Soldier and patriot- fought in the battle of marathon (490 BC) and battle of salamis (480 BC)
34
Aeschylus historical-political background
Birth of Athens as a democratic city-state Oligarchy under Pisistratus and Hippias (6th BC) Cleisthenes reintroduced democracy in 510 BC Celebrated internal and external peace under the new form of government
35
Origin of tragedy
Originated in the Dionysian festival of 6th century BC Made of a dancing chorus and a masked actor Invention of 2nd and 3rd actor Separation of actor
36
Philosophy of tragedy
Dialectic opposition of two elements: Apollo and Dionysus Attempt to resolve the tension in life
37
Apollo
Masculinity God of the sky: presides over music, poetry, and prophecy Represents: individuality, rationality, civilization, human mind
38
Dionysus
Femininity God of the earth: presides over harvest, festivity, and intoxication Represents: mob mentality, madness, nature, and human body
39
Tragedy
Conflict between Dionysian and Apollonian Resolution in destruction
40
Conflict between Dionysian and Apollonian
Nature (physis) vs. culture (nomos) Nature (physis) vs. art/technology (techne) Individual vs. state
41
Theme of Aeschylus
Justice (dikē)
42
Definition of justice
Righting the wrong The law of retribution and the first act of injustice Only way to stop the cycle: forgiveness
43
Aristocratic justice
Individual justice- taking matter into his/her own hand
44
Democratic justice
Communal justice- a group of people judging and administering justice
45
Furies (Erinyes) appearance, origin, justice
Appearance- hideous Origin- ancient, earth, fate Justice- law of equal retaliation
46
Apollo and Athena
Young gods Apollo and logic Symbol of new dispensation from primitive justice to democratic justice governed by human rationality
47
Eumenides
The kindly ones Nature of crime: matricide (against flesh and blood) Crime against the balance of nature Crime against the Dionysian principle
48
Trial in Aeschylus (type of trial, verdict, outcome)
Trial by jury Verdict- masculine principle over feminine (Apollonian over Dionysian) Outcome: furies turn into Eumenides
49
Oresteia trilogy
Parable of democracy
50
Euripides
480-406 BC Last of the great tragic poets Not as popular as Aeschylus and Sophocles (only won 5 awards) Did not cater to the Athenian crowd Exposed injustice and hypocrisy Tried and exiled from Athens for impiety (significance: loss of identity) "Euripides drew men as they are, not as they ought to be"
51
Three dramatist contrasted
Aeschylus, Sophocles, and Euripides
52
Aeschylus' innovation and theme
Innovation- 2nd actor Theme- triumph of culture over nature
53
Sophocles' innovation and theme
Innovation- 3rd actor Theme- culture and nature in stalemate
54
Euripides' innovation and theme
Innovation- introduction, separation of actors and audience Theme- triumph of nature over culture
55
Historical background of Medea
Composed in 431 BC (beginning of peloponnesian war Weakened faith in democracy and Olympian gods Moral decay and materialism
56
Theme of Medea
Passion Return of nature/Dionysian Subversion of culture/Apollonian
57
Character of Medea
Outsider to polis (city-state) Woman- 2nd class, no right to vote Foreigner- non-Greek, no citizenship Witch- ancient religion, didn't worship Olympian deity
58
Medea's background: historical
Pelia's usurpation of the throne of Iolcos Argonaut's sailing to Colchis Golden Fleece adventure Murder of Apsyrtos, Medea's brother
59
Medea's background: personal
Priestess of Hecate Granddaughter of Helios
60
What does it mean to be a foreigner?
No privilege of a citizen No personal identity No honor/virtue
61
Medea's speech #1
Addressed to women of Corinth 2nd class citizen Dowry to buy a master Double standard Fight war rather than bear child Women endure all for love, but if this love is wronged...
62
Passion
Centrality for the play Medea Reference to "self-control" Comparison to virtue
63
Dénouement of Jason and Medea
Jason- maintain citizenship, but die without honor Medea- monster, will not be touched by the furies
64
Plato
429-347 BC Aristocratic family Fought in the peloponnesian war (409-404 BC) Rule of the thirty tyrants (404 BC) Restoration of democracy (403 BC) Execution of Socrates (399 BC) Left Athens and traveled to Egypt, Sicily, Italy Returned to Athens and founded the academy (387 BC)
65
Plato's philosophy
Theory of ideal Phenomenal world as shadow Real world as ideal Allegory of the cave
66
Socratic dialectic
Question/answer mode of teaching- maieutics (midwifery) Assumption of "soul knowledge"- transmigration of the soul
67
Apology of Socrates
Conflict of philosophy and rhetoric Opening defense- manner of words vs. "truth" of words
68
Philosophy
Substance/essence Universal knowledge
69
Rhetoric
Appearance Local knowledge
70
Two accusations of Socrates
Teaching corruptive doctrine Impiety
71
Corruptive doctrine of Socrates
Pythian oracle- no one wiser than Socrates Observed three groups- polititians, poets, craftsmen Knowledge in specialized areas vs. knowledge of "high matters"
72
Impiety of Socrates
Not believing in the gods of the state Belief in Daimonia Universal deity vs. local gods
73
Political significance of Socrates' doctrine
Creation of new reality/nature that is more real/natural than the real/natural itself Overcoming Apollonian/Dionysian dilemma New aristocracy: the philosopher king
74
Christian belief system and platonic philosophy
Christian God and platonic deity Spiritual world and platonic ideal
75
Biblical answer to Apollo/Dionysus
Transformation of human nature "inner man" Regeneration Sanctification Transformation of human nature to body glorification Transformation if nature

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