Title: Las gnomai euripideas en los papiros escolares de época helenística
Variant title:
- Euripidean gnomai in school papyri of the Hellenistic period
Source document: Graeco-Latina Brunensia. 2022, vol. 27, iss. 1, pp. 5-18
Extent
5-18
-
ISSN1803-7402 (print)2336-4424 (online)
Persistent identifier (DOI): https://doi.org/10.5817/GLB2022-1-1
Stable URL (handle): https://hdl.handle.net/11222.digilib/145026
Type: Article
Language
License: CC BY-SA 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Euripides, like Homer and Menander, was one of the classical authors most frequently quoted in Greek schools, according to the evidence from papyri. To study the use of Euripidean γνῶμαι in school papyri, however, we must consider two handicaps: first, the definition of "scholastic field" is not clear since the variety of the papyri makes it difficult to distinguish between school and non-school texts; second, we must add that the school texts include texts written by students as well as by teachers. In turn, due to the decontextualisation of the material, it is also difficult to distinguish the meaning of a γνώμη or gnomic text due to its similarity to other exercises. The purpose of this study is to establish a list of the different uses of Euripidean γνῶμαι in school papyri. On this basis, we will analyse and classify each of these papyri to determine the following aspects: the use of Euripidean γνῶμαι; in which type of exercises we find them and in which context; what the purpose of this use is; what information the presence of the Euripidean γνῶμαι in school papyri brings and how it contributes to the establishment of the text; what the reason for this presence is; which uses are derived from the different types of exercises in which we find the sentences; what the different adaptations are that the γνῶμαι undergo; and what the purpose of these adaptations is. In the same way, we will address the difficulty that some types of gnomic papyri pose in ascribing them either to school exercises or to possible lists of gnomai for private use. We will try to sketch a map of the reception of the γνῶμαι of Euripides' work in school papyri and to shed light on the image of Euripides that these gnomai give off.
References
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[37] Pordomingo, F. (2007). La recepción de Eurípides en la escuela: el testimonio de los papiros. In J. V. Bañuls, F. De Martino, & C. Morenilla (Eds.), El teatro greco-latino y su recepción en la tradición occidental (Vol. 2; pp. 255–296). Bari: Levante Editori.
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[41] Rees, B. R. (1961). Euripides, Medea, 1415–19. American Journal of Philology, 82, 176–181.
[42] Schubart, W. (1921). Das Buch bei den Griechen und Römern (2nd ed.). Bonn: Vereinigung wissenschaftlicher Verleger.
[43] Ureña Bracero, J. (1994). Monólogos de comedia en papiros escolares: naturaleza y función. Faventia, 16(1), 7–19.
[44] Van Minnen, P. (1998). Boorish or bookish? Literature in Egyptian villages in the Fayum in the Graeco-Roman period. The Journal of Juristic Papyrology, 28, 99–184.
[45] Wilamowitz, U. (1918). Sentenzensammlung. Sitzungsberichte der Berliner Akademie der Wissenschaften, 36, 742–743.
[2] Bastianini, G. (2003). Testi gnomici di ambito scolastico. In M. S. Funghi (Ed.), Aspetti di letteratura gnomica nel mondo antico (Vol. I; pp. 167–175). Firenze: Olschki.
[3] Berardi, F. (2017). La retorica degli esercizi preparatori: glossario ragionato dei «Progymnásmata». Hildesheim: Olms.
[4] Boscà Cuquerella, A. (2021). La gnome en Eurípides. Diss., Universidad de Salamanca.
[5] Bremer, J. M. (1983). Papyri containing fragments of Eur. Phoenissae. Some corrections to the first editions. Mnemosyne, XXXVI, 293–305. | DOI 10.1163/156852583X00223
[6] Bremer, J. M. (1984). The popularity of Euripides' Phoenissae in late antiquity. In J. Harmatta (Ed.), Actes du VIIe Congrès de la Fédération Internationale des Associations d'Études Classiques (Vol. I; pp. 281–288). Budapest: Akadémiai Kiadó.
[7] Bussès, S. (2004). Euripides, Phoenissae 469 and a consular date. Tyche, 19, 9–14.
[8] Cadell, H., & Le Rider, G. (Eds.). (1997). Prix du blé et numéraire dans l'Égypte lagide de 305 à 173. Bruxelles: Fondation Égyptologique Reine Élisabeth.
[9] Carrara, P. (2009). Il testo di Euripide antichità: ricerche sulla tradizione testuale euripidea antica (sec. IV a.C.–sec. VIII d.C.). Firenze: Università di Firenze, Dipartimento di scienze dell'antichità.
[10] Cavallo, G. (Ed.). (2008). La scrittura greca e latina dei papiri: una introduzione. Pisa: Serra.
[11] Clarysse, W. (1983). Literary papyri in documentary archives. In E. Van't Dack, P. van Dessel, & W. van Gucht (Eds.), Egypt and the Hellenistic World. Proceedings of the International Colloquium, Leuven, 24–26 May 1982 (pp. 43–61). Leuven: Orientaliste.
[12] Cribiore, R. (1996a). Gli esercizi scolastici dell'Egitto greco-romano: cultura letteraria e cultura popolare nella scuola. In O. Percere, & A. Stramaglia (Eds.), La letteratura di consumo nel mondo greco-latino (pp. 507–525). Cassino: Università degli studi di Cassino.
[13] Cribiore, R. (1996b). Writing, teachers, and students in Graeco-Roman Egypt. Atlanta (Ga.): Scholars Press.
[14] Cribiore, R. (2001). The grammarian's choice: the popularity of Euripides' «Phoenissae» in Hellenistic and Roman education. In Y. L. Too (Ed.), Education in Greek and Roman antiquity (pp. 241–259). Leiden – Boston: Brill.
[15] Début, J. (1986). Les documents scolaires. Zeitschrift für Papyrologie und Epigraphik, LXIII, 251–278.
[16] Dodds, E. R. (1960). Bacchae (1st ed. 1944). Oxford: Oxford University Press.
[17] Fernández Delgado, J. A., & Pordomingo, F. (2010a). P.Cairo inv. 65445 ll. 140–154, a la luz del nuevo papiro de Posidipo. In F. Cortés Gabaudan, & J. Méndez Dosuna (Eds.), Dic mihi, musa, virum. Homenaje al prof. Antonio López Eire (pp. 179–189). Salamanca: Universidad de Salamanca.
[18] Fernández Delgado, J. A., & Pordomingo, F. (2010b). Topics and Models of School Exercises on Papyri and Ostraca from the Hellenistic Period: P.Berol inv. 12318. In T. Gagos (Ed.), Proceedings of the XXV International Congress of Papyrology (July 29–August 4, 2007, University of Michigan) (pp. 227–237). Ann Arbor: University of Michigan.
[19] Fernández Delgado, J. A., Pordomingo, F., & Stramaglia, A. (Eds.). (2007). Escuela y literatura en Grecia antigua: actas del simposio internacional: Universidad de Salamanca, 17–19 noviembre de 2004. Cassino: Ed. dell'Università degli Studi di Cassino.
[20] Fernández Galiano, E. (Ed.). (1987). Posidipo de Pela. Madrid: Consejo Superior de Investigaciones Científicas.
[21] Ferrini, M. F. (1990). Le parole e il personaggio: monologhi nel romanzo greco. Giornale Italiano di Filologia, XLII, 45–85.
[22] Giannini, A. (1960). La figura del cuoco nella commedia greca. Acme, XIII, 135–216.
[23] Grenfell, B. P., & Hunt, A. S. (1906). The Hibeh Papyri I. London: Milford.
[24] Guéraud, O., & Jouguet, P. (Eds.). (1938). Un livre d'écolier du IIIe siècle av. J.-C. Le Caire: Institut français d'archéologie orientale.
[25] Hock, R. F., & O'Neil, E. N. (1986). The Chreia in ancient rhetoric, I: The Progymnasmata. Atlanta (Ga.): Scholars Press.
[26] Hock, R. F., & O'Neil, E. N. (Eds.). (2002). The chreia and ancient rhetoric: classroom exercises. Leiden – Boston (Mass.): Brill.
[27] Kannicht, R. (1969). Helena, II: Einleitung und Text. Heidelberg: Winter.
[28] Kassel, R. (1974). Ärger mit dem Koch (Com. Gr. Fr. 219 Austin). Zeitschrift für Papyrologie und Epigraphik, XIV, 121–127.
[29] Kühn, E. (1921). Ein antiker Schulaufsatz. Berliner Museen, 42(9), 101–104.
[30] López Graña, V. (2020). Las expresiones proverbiales en la Orestea de Ésquilo. Diss., Universidad Complutense de Madrid.
[31] Martínez Bermejo, M. Ll. (2017). La recepción de la tragedia fragmentaria. De Platón a Diodoro Sículo. Diss., Universidad de Salamanca.
[32] Müller, C. (1991). Leben im ägyptischen Altertum. Literatur, Urkunden, Briefe aus vier Jahrtausenden (3rd ed.). Berlin: Staatliche Museen zu Berlin.
[33] Nachtergael, G. (1998). Une tablette scolaire du British Museum. Chronique d'Égypte, 73(146), 324–326. | DOI 10.1484/J.CDE.2.309084
[34] Pernigotti, C. (2007). Antologie gnomologiche su papiro: materiali per una nuova analisi del problema. In B. Palme (Ed.), Akten des 23. Internationalen Papyrologenkongresses: Wien, 22.–28. Juli 2001 (pp. 535–539). Wien: Verlag der Österreichischen Akademie der Wissenschaften.
[35] Piano, V. (2017). GNOM 7: O.Berol.inv.12319. In Corpus dei papiri filosofici greci e latini (pp. 96– 105). Firenze: Leo S. Olschki Editore.
[36] Pordomingo, F. (2001). Les anthologies de P. Tebt. I 1 et 2. In I. Andorlini (Ed.), Atti del XXII congresso internazionale di papirologia: Firenze, 23–29 agosto (pp. 1077–1093). Firenze: Istituto Papirologico G. Vitelli.
[37] Pordomingo, F. (2007). La recepción de Eurípides en la escuela: el testimonio de los papiros. In J. V. Bañuls, F. De Martino, & C. Morenilla (Eds.), El teatro greco-latino y su recepción en la tradición occidental (Vol. 2; pp. 255–296). Bari: Levante Editori.
[38] Pordomingo, F. (2010). Antologías escolares de época helenística. In L. Del Corso, & O. Pecere (Eds.), Libri di scuola e pratiche didattiche dall'Antichità al Rinascimento (Atti del Convegno Internazionale di Studi, Cassino 7–10 maggio 2008) (pp. 29–61). Cassino: Ed. dell'Università degli Studi di Cassino.
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[40] Pordomingo, F. (2013). Antologías de época helenística en papiro. Firenze: Gonnelli.
[41] Rees, B. R. (1961). Euripides, Medea, 1415–19. American Journal of Philology, 82, 176–181.
[42] Schubart, W. (1921). Das Buch bei den Griechen und Römern (2nd ed.). Bonn: Vereinigung wissenschaftlicher Verleger.
[43] Ureña Bracero, J. (1994). Monólogos de comedia en papiros escolares: naturaleza y función. Faventia, 16(1), 7–19.
[44] Van Minnen, P. (1998). Boorish or bookish? Literature in Egyptian villages in the Fayum in the Graeco-Roman period. The Journal of Juristic Papyrology, 28, 99–184.
[45] Wilamowitz, U. (1918). Sentenzensammlung. Sitzungsberichte der Berliner Akademie der Wissenschaften, 36, 742–743.