WHAT’S IT LIKE? Episode 1: Professor Eleanor Dickey – A Specialist in Ancient Languages and Education.

Interviewee: Prof. Eleanor Dickey, Interviewer: Bunny Waring.
Date: 19th February 2021

Welcome to the Classic Department’s series What’s it Like? During these episodes staff, volunteers and students who specialise in all fields of Classics, Archaeology and Museums, will share with you the realities of their jobs. What to be a Linguist? Museum Curator? Archaeologist? Lecturer? Well Travelled Researcher? A Barrier-Breaker? Have No Idea? Then read on!

This week: Professor Eleanor Dickey

A Specialist in Ancient Languages and Education. 

Name: Professor Eleanor Dickey, FBA
Area of Specialism: Classics
Topics of Interest: Education in antiquity; language teaching; linguistics; papyrology; ancient languages
Job Title: Professor of Classics
Job Responsibilities: Teaching (all levels from first-year undergraduates to PhD supervision), research, research impact (Reading Ancient Schoolroom), Study Abroad coordinator, academic tutor, a union rep for Classics and a union caseworker.

Introduction

I’ve wanted to be a scholar since I was a little girl; it seemed like it must be so much fun to discover new things about the past. And you know what? It is so much fun! It is also hard work, but I love being a Classicist, and that’s why I do it. Of course, I also want to transform my students’ abilities by brilliant teaching, to bring the ancient world to life for people who might never have understood it, to make discoveries that advance scholarship, and to write books that people will want to read and use long after I’m gone. Little things like that. And I work very hard at these goals — but the heart of it all is simply a love of the ancient world.

A favourite papyri

What is your daily life really like?

You’re sure you want to know? Absolutely sure? You wouldn’t rather keep your illusions about the luxurious life of the full professor? Okay, so here goes…

I work pretty much all the time, from long before dawn until late at night. I’m married to another Classical linguist (Philomen Probert of Wolfson College Oxford), whom I’ve known since we were students together; we live in a little house crammed full of books, with a cat inherited from another Classical linguist. Both our lives are completely focussed on Classics — it’s a passion that we share. And that’s good because life with Philomen can be demanding. For example, lately, she’s been teaching Hieroglyphic Luwian in Swiss German over Zoom from our dining room table before dawn, every single day, even on Christmas.

On teaching days I normally spend about 12 hours on campus and eat all meals in my office. I have a lot of teaching hours (up to 6 per day), but I prefer it that way because it means that my classes are all small and interactive, rather than big, passive groups. I enjoy the kind of teaching where you find out what the students are thinking because that allows you to help them learn effectively; I’ve never been convinced that lectures do much of anything towards learning. My own student days were mostly wonderful, exciting periods of challenge, stretching, and constant discovery; although the discoveries about the subject matter were good, the best were the discoveries about the extent to which one can develop new abilities. University transformed me from someone hampered by endless limitations into someone who could do pretty much whatever she set her mind to — and now that I’m a teacher I want to give my students something similar. They don’t all want that, of course (many are just as attached to their limitations as I once was to mine, because limitations are an important part of one’s identity), but some do.

On days in between teaching days I spend most of my time reading student work; of course, that’s entirely my own fault for assigning so much of it, which I do because I’m convinced that that’s the best way to give students the experience I’m aiming for. I enjoy reading the work when it goes well, and tear my hair when it goes badly.

Out of term, and in terms when I’m not teaching (such as this one), I concentrate on research. I’m currently finishing a book on Latin loanwords in ancient Greek; I’ve been working on it for over a decade, and the book is enormous, so I’m very keen to send it to the publisher soon. But I don’t want to ruin my reputation as a scholar by making mistakes, so I have to double-check it very carefully, which is taking forever. My main workspace is the bed; I sit on it with the cat and the laptop sharing my lap and books and papers all around. It would be a bit easier if the cat wanted to sleep somewhere else, but then I’d miss her.

One reason this book has taken so long to finish is that I’ve also been working on other research projects. One of those is editing 35 papyri (scraps of ancient paper dug up by archaeologists) as part of a project at the University of Naples (https://platinum-erc.it/) that is producing a re-edition of all known Latin papyri (there are thousands). I really enjoy editing ancient texts, because you’ve got a good chance to discover something completely new. For example, I recently discovered that one of my papyri was a copy of a text that is supposed to have been composed in the sixth century AD, except that this papyrus had been written at least 300 years before then. So suddenly our whole understanding of that text has to change (Read more). The other reason I enjoy editing texts is that it’s a great excuse to travel: you need to inspect the original papyri or manuscripts, and those inspections result in delightful visits to libraries, museums, and even beautiful monasteries where women aren’t allowed in at all, unless they need to see a manuscript.

Most years I also run an event called the Reading Ancient Schoolroom (www.readingancientschoolroom.com), in which we re-create a Roman school for a few days and invite local children to come to experience it. This is a research-impact project based on my work on ancient education , so we focus particularly on what children actually did in ancient schools, from interrupting the teacher and saying hello as they came into reciting poetry from memory. But in order to make it feel authentic, we also have Roman costumes, wax tablets, reed pens, papyrus rolls, etc. We also have a slave, because slavery was an important aspect of ancient life that can’t be ignored, but as the director of the event, I feel uncomfortable about asking anyone else to play a slave. So I always take that role myself.

Prof. Dickey ready to teach at the ancient schoolroom.

What is the best part of your job?

1) The subject matter: Classics is endlessly fun.

2) I get to do a lot of travel and practice foreign languages because I’m frequently invited to give lectures in interesting places (although sometimes I bite off more than I can chew and end up wishing I hadn’t accepted quite so many invitations). I also travel to look at manuscripts and papyri when editing texts, sometimes for weeks at a time.

3) The job is highly varied, so you don’t get sick of doing any one thing (except perhaps e-mail).

4) You’re always learning and overcoming new challenges, so you continue to grow and improve.

5) Academia is a very tolerant place, which is great if you have characteristics that some people don’t like. I’m an immigrant, married to another woman, with prosopagnosia (face blindness: I can’t normally identify people by looking at them). In some settings, I might have a very difficult time, but universities are very tolerant in these respects.

Why do you think your specialism is important?

Understanding other societies and cultures is important because it helps us understand our own world better and appreciate something of the range of cultural possibilities within which our own ways of doing things fall. In order to decide whether you want to continue doing things as usual or try something different, you need to know what other options exist. Of course, you can get those benefits from studying any other cultures, but understanding ones from the past is particularly useful, because that allows you to know what happened on previous occasions when various other options were tested out.

More specifically, take my research specialism of education in antiquity. Ancient education was fundamentally different from its modern equivalent, because instead of grouping children by age and expecting them all to master particular skills at particular points in their lives, it was highly individualised with each child learning at his or her own pace. That has some obvious advantages over our own system in terms of reduced stress, anxiety and boredom for students whose brains work faster or slower than average, but also obvious disadvantages in terms of efficiency: the modern system allows more students to share one teacher. Are there elements of the ancient education system that we could adopt into our own without losing too much efficiency? In fact, if you look, you see that there are. For example, does everyone always have to have the same deadlines? Inspired by the ancients, for several years now I have been letting my first-year students choose their own essay deadlines, and that is a classic win-win solution: not only do they each get the deadline that suits them best, but I get my marking spread out over a month, which makes the essays much easier to hand back quickly.

 If you didn’t have you current job, what else could you apply your skills to?

With some reorientation I could do pretty much all ‘graduate jobs’ that don’t require degrees in specific fields: charity work, financial services, consulting, advertising, publishing, etc. Most such jobs require skills that any good Classicist has: how to think analytically, write well, argue persuasively, work hard, learn fast, take responsibility, be creative, not let your colleagues down, etc. By this time I’m also very good at studying, so if I wanted to do something that requires further study, like being a lawyer or engineer, the retraining wouldn’t be too difficult. I could even branch out into careers that require non-academic learning, such as farming or plumbing: once you really understand how to learn fast and efficiently, you can apply those learning skills in different ways.

Did you always want to be what you are today?

Not really. I had a tough childhood and wasn’t very ambitious about what I could achieve. I wanted to be a scholar, but without fully understanding what a scholar is; it wasn’t until I got to university that I started to realise what my options really could be. If someone had said to me when I was young that eventually I would be a professor of Classics, publish ten books, travel all over giving lectures and workshops in different languages, and live in a house Oxford with a wife and a cat, I’d have been thrilled (especially about the cat), but I probably wouldn’t have entirely believed it.

Where do you hope to be in 5 years time?

I hope my current book will be finished and published, and that I’ll be in the middle of another project that’s just as good. Apart from that I’d like to be just where I am now, because this is a lovely department.

 What 3 tips would you give to someone who wants to follow a similar path?

Work really, really hard: that’s the only way to get here.

Never give up on a goal just because you haven’t got the right abilities: most abilities can be acquired if one is determined enough.

Pay close attention to reality and see things as they really are: self-deception, even if temporarily soothing, is limiting in the long run.

What to know more? Click the book for more details or visit the ancient school room website here.

 

 

Seminar Series Programme -Autumn 2020

The Department of Classics’ Autumn 2020 seminar series will take place on Wednesdays at 4pm, via MS TEAMS. To request a link to attend one or all of the following sessions, please email a.c.smith@reading.ac.uk

7 October: Prof. Thorsten Fögen (Durham), Rival or ally? Competition, controversy and polemics in ancient technical discourse

14 October: Dr Maria Pretzler (Swansea), The Beginning of the Peloponnesian League – not quite as Herodotus tells it?

21 October: Dr Chris Stray (Swansea), Uncovering Kenneth Dover: A scandalous eminence.

28 October: Dr Jennifer Cromwell (Manchester Metropolitan), The use of indigenous languages in conquest societies: the case of Coptic in early Islamic Egypt

11 November: Prof. Fiona Macintosh (University of Oxford), Archiving and Interpreting Performance

18 November: Dr Jack Hanson (Reading), Cities, temples, and scale: A comparative approach

25 November: Dr Julia Hamilton (Leiden), Secondary epigraphy in Old Kingdom Saqqara

Fear in Ancient Culture

The 15th Annual Meeting of Postgraduates in Ancient Literature 2020 University of Reading, Department of Classics
Monday 15th and Tuesday 16th of June 2020

The Department of Classics at the University of Reading is delighted to host the 15th Annual Meeting of Postgraduates in Ancient Literature (AMPAL) in 2020. The theme for this year is Fear in Ancient Culture.

This year’s AMPAL includes a tour of the Ure Museum of Greek Archaeology, our departmental museum founded by Percy and Annie Ure. In addition to the museum’s permanent display, we are proud to present two temporary displays: the British Museum’s Spotlight loan on the theme of Helen and Achilles: beauty, heroism & the fall of Troy, and an inaugural student exhibit, Fear Beyond Words.

We are delighted to announce that the AMPAL 2020 Keynote Speech will be delivered by Professor Fiona McHardy (University of Roehampton). The speech will be open to all university members and the general public.

Fear is a driving force behind human action that can push people to exceed their own expectations or prevent them from acting at all. As a powerful motivator and emotion, fear has a pervasive presence in ancient life and thought, which is also reflected in literature in multiple ways relating among others to motivation, social interaction and power dynamics. Furthermore, as early as Aristotle’s Poetics, fear had already been understood as a ruling force and a powerful notion even for the construction of literary genres, especially of tragedy. While evaluating the ancient literature as an integral part of understanding such a concept, the diverse influences of different fields of study, such as literary criticism, political theory, psychoanalysis, and philosophy, can add valuable insights.

In this context, AMPAL 2020 invites presentations on fear from literary or interdisciplinary approaches. Questions as to how fear can be defined, who, how and why, causes fear, how fear is related to other aspects of ancient thought, how the sense of fear grows or fades, how this notion forms the interaction among humans or between mortals and gods,

and the role of language in the creation of a fearful or fear-free context, are all considered to be substantial aspects of this year’s theme.

Suggested topics on fear may include, but are not limited to:

  • Fear and literary criticism, meta-poetical or reception analysis
  • Fear and other emotions; fear disguised as other emotions; fear and the sense of respect; fear and related notions and experiences; fear and the five senses or other body reactions
  • Cognitive and behavioural approaches to fear, and emotions in general
  • Fear and the manipulation of memory
  • Fear and the construction of myth and heroic profiles or/and social or political identity
  • Fear and power play; the control of political dynamics; the promotion of political agendas and ideas
  • Psychoanalytical approaches to fear; gendered fear; fear as a significant aspect of rites; fear as anxiety
  • Fear of the other (Orientalism, Amazons etc.); philosophical approaches to fear; fear and the fundamental existential questions
  • Depictions and illustrations of fear in ancient art and material culture
  • Aspects, perceptions and depictions of fear in late antique and early Christian literature and thought; reception of the ancient concept of fear in early modern literature

The Department of Classics at Reading invites postgraduates of every level to submit an abstract of 250-300 words for a 20-minute paper followed by 10-minute discussion by the 21st of February 2020. Abstracts should be sent as an unnamed PDF to readingampal2020@reading.ac.uk. Please include your name, university affiliation, programme and year of study in the body of your email and not in the abstract.

AMPAL 2020 is open to all undergraduate and postgraduate students in any relevant discipline as well as to the general public. Details on the registration fee, the conference dinner and other relevant procedures will be announced in due time. All welcome!

Further information on the exact location of the conference and other events attached to AMPAL 2020 can be found at its website.

Please keep an eye on AMPAL 2020 website and to AMPAL Facebook and Twitter for further announcements. Feel free to follow us on Facebook and Twitter and spread the word!

Research of Ure Museum interns acclaimed

Every year the Ure Museum welcomes and benefits from the work of several interns from around the world, other UK universities and even Reading. This week two of our interns from Summer 2019 were celebrated for their work in the Ure. At the 2019 UROP showcase last night Ruth Lloyd, a third-year student in Classics, was awarded Best Poster in the Heritage and Creativity theme, for her work on the biography of Annie Dunman Hunt Ure (1893-1976) on a paid internship through the University of Reading’s UROP scheme. Ruth’s poster moreover was one of two singled out for inclusion in a BCUR (British Conference of Undergraduate Research) event — Posters in Parliament — which brings together undergraduate students from universities across the UK to exhibit their research in Westminster. For her research Ruth worked with Ure staff and archives, University archives and conducted oral history with Ure’s family. Some of her research has already been incorporated into Annie’s Box, an interactive museum outreach project funded by The Friends of the University of Reading. We are delighted that through Ruth’s work our museum’s co-founder Annie Ure will finally have her day in Parliament!

Meanwhile a report of Kutsi Atcicek’s internship has been published in the latest volume of Imperial College’s Imperial Engineer. Kutsi, now in his third year of a course in Materials Science with Nuclear Engineering at Imperial, came to Reading through a grant from RSMA (Royal School of Mines Association) to pursue his interest in ancient materials. Working with Professor Amy Smith & James Lloyd, one of our PhD students who has just completed his viva, Kutsi employed various analytical techniques to research the Ure’s collection of miniature votive vessels found at Sparta’s ‘Achilleion’.

Interaction in Imperial Greek Literature Workshop

Brief

Postgraduate workshop on the theme of interaction in imperial Greek literature, to be held at the University of Reading on Friday September 16, 2016.

Abstract

When we think of imperial Greek literature, we tend to think of creative and innovative authors, like Plutarch, Lucian, and Aelius Aristides, whose works draw deeply and (self-)consciously from the existing literary tradition, but also frequently subvert and play with readers’ expectations.  Many of the works produced in Greek during the imperial period are difficult to categorise, at first glance seeming to participate in one genre, but upon closer examination engaged in a more intricate interplay of genres, styles, and allusions.  The theme of interaction is here interpreted broadly; we may think of interaction as encompassing processes of innovation, enrichment, influence, adaptation, or repurposing.  In imperial Greek literature, in particular, we may observe the interaction that occurs between genres, between fiction and non-fiction, prose and poetry, past and present, and between what is and is not considered ‘Greek’.

While recent scholarship has emphasised the great variety and intensity of interaction that characterises imperial literature, much work is required to move away from pursuing authors and their works in isolation, towards a more universal approach.  The aim of this workshop is, therefore, to foster dialogue between the different fields of imperial Greek literature (the novel, rhetoric, biography, historiography, etc.), in order to reach new and more nuanced conclusions.

Speakers will address wider issues concerning imperial authors’ engagement with earlier established genres and texts, from archaic and classical lyric poetry to later Latin works.  They will consider how authors viewed their own work and its place in the literary tradition, and the ways in which readers interpreted the fusions and tensions these works embody.  Exploring these complex processes of (re-)invention and (re-)interpretation can open up new ways of understanding the literary polyphony of imperial culture.

One of the anticipated outcomes of the workshop is the creation of an imperial Greek literature network for those working in the area, to be organised in the final group discussion of the day.

The titles of the papers are included in the programme outlined below.

The organisers gratefully acknowledge the support of the Department of Classics at the University of Reading, the Graduate School at the University of Reading, the Jowett Copyright Trust, and the Society for the Promotion of Hellenic Studies

Programme

9:30 – 9:45: Registration
9:45 – 10:00: Introduction (Caitlin Prouatt, Claire Jackson)

10:00 – 11:10, Session 1

(chair: Caitlin Prouatt)

Chrysanthos Chrysanthou (Heidelberg): ‘Generic hybridity in the prologues to Plutarch’s Lives’
Francesca Modini (King’s College London): ‘Playing with Terpander & Co.: lyric interactions in imperial rhetoric’

11:10 – 11:30: Tea break

11:30 – 12:40, Session 2
(chair: Chris Mallan)
Nick Wilshere (Nottingham): ‘Homer among the Celts: Lucian’s Hercules’
Nicolò d’Alconzo (Exeter): ‘Mapping Greek novels with Lucian’

12:40 – 1:30: Lunch

1:30 – 2:40, Session 3
(chair: Claire Jackson)
Chris Mallan (Oxford): ‘Further thoughts on the Parthica of Pseudo-Appian’
Dan Jolowicz (Cambridge): ‘Greek imperial authors reading Latin literature for pleasure’

2:40 – 3:00: Tea break

3:00 – 4:30, Session 4
Ian Rutherford (Reading): keynote address
Group discussion

5:00: End of conference

Fishing Through Time

Every year the Department of Classics supports students through generous travel awards. Here is a report from our doctoral researcher Lee Graña:

FRWG

This autumn Lisbon was host to the 18th biennial meeting of the Fish Remains Working Group (FRWG), a conference attracting historians, archaeologists and ichthyologists from across the globe, with a common passion for the study of fish and fishing. Following my successful application for the Alan Wardman Travel Award I was able to attend the conference and following field trips to several important sites in the districts of Lisbon and Setubal. The insight into ongoing studies of ancient fisheries, alongside the contacts made, have made this a fruitful and influential experience.

FRWG2

The conference took place at the Lisbon Geographic Society over three days. There were nine diverse sessions promoting a rich interdisciplinary approach to the subject and therefore providing invaluable information on potential theories and approaches. Session Three: ‘Roman Fisheries and Fish Products’, highlighted the ongoing debates on the subject of Roman fish-processing. There continue to be various contrasting interpretations of the literary evidence, concerning the methods of salting fish for dried or sauce products. It seems the archaeological evidence from the Southern Iberian coast continues to be highly influenced by the classical authors and our interpretations of these texts. In addition to this debate, archaeological discoveries throughout Europe are revealing a complex structure of Roman fisheries with diverse approaches to the exploitation of freshwater and marine resources. I had a great opportunity to discuss this evidence further with current researchers and specialists in the field, while receiving invaluable feedback on my research. Several contacts were made with potential case studies for ongoing or future research.

FRWG3

The field trip started at the port of Setubal with a boat journey on a seventy-year-old ‘galleon’, originally used to transport salt. Accompanied by curious dolphins, we followed the Sado estuary to where it meets the Atlantic Ocean and where the coastline is strewn with over two thousand years of manmade structures applied to the exploitation of marine resources. To date, many traditional fishing methods continue to be used, avoiding the influences of modern fisheries (the photograph above was taken at the quays of Carrasqueira, demonstrating the influence of the tidal estuary and the continuity of traditional fisheries).

The following day we visited the site of ‘Alcacér do Sal’ (The Salt Fortress). For close to three thousand years this site has acted as an acropolis overlooking the Sado river and its vast fertile banks where endless fields of rice are now cultivated, but where once salt pans stretched as far as the eye could see. The use of this resource for the production of salted fish products at an industrial scale may have its origins in the Phoenician occupation of southern Iberia, reaching its zenith during the Roman Empire. Alcacer is now a hotel and museum encompassing the medieval nunnery, which subsequently encompasses a 13th century Moorish fortress, in turn built on Roman foundations. However, not all of the Roman sites in the region have such a complex stratigraphy. The following visit was to the Troia Peninsula, where one of the largest Roman fish processing sites has survived, buried under vast sand dunes.

It is believed that fish sauce would have been produced at these workshops by mixing vast amounts of locally sourced fish with the salt being produced at Alcacer. The tanks vary in size, though the largest examples can reach 7 x 4 x 2m with a capacity of over 65m³. Twenty-five workshops (structures with one or more salting vats) have been identified at Troia, though much remains buried. Future excavations may provide more evidence on the capture and processing of local marine resources (the image below is a southern view of Workshop 1 and the FRWG team).

FRWG4

The final trip was to the ‘Merrcado do Livramento’, a local bazar rivaling the largest supermarket in Setubal. One third of the market was dedicated to selling fish, containing hundreds of species from diverse environments. From finger length anchovies to 2m long sword fish, the market provided us with fresh examples of the species identified in the archaeological record, as well as supper for the evening.

FRWG5

Though many countries contain archaeological examples of Roman fisheries, or are the subject of Roman literary texts on local fish consumption, Portugal provides a unique case study of a country which perpetuates the importance of local marine resources, as significant to the local economy and population today as it likely was two thousand years ago. The culture remains immersed and dependent on marine resources, combining ancient tradition with modern advances in a way that promotes the continued exploitation of local supplies, rather than their substitution for cheaper resources in international waters (as is the case in many European countries). It was therefore an ideal setting for the FRWG and an inspirational location for my research.

I would like to thank our host, Sónia Gabriel and the rest of the organizing committee for such an incredible experience and enriching conference. I would also like to thank Professor Annalisa Marzano and the Classics department for their support in making this trip possible.

Research Seminars – Autumn Term 2015

We are delighted to invite you to the following research seminars during Autumn Term 2015:

Oct 7 Anastasia Bakogianni (Open): ‘Electra’s Turn to the Dark Side: Nelson Rodrigues’ Brazilian Refiguration of the Tragic Heroine in Lady of the Drowned (1947)’

Oct 14 William Mack (Birmingham): ‘Vox Populi, Vox Deorum? Re-examining the Attic Document Reliefs’

Oct 21 Elton Barker (Open): ‘Towards a new geography of the ancient world: countercartography, networks and bottomless maps’

Nov 11 NO SEMINAR

Nov 18 Peter Kruschwitz (Reading): ‘Poetica Britannica: Approaching Britain’s Most Ancient Poetry’

Nov 25 Kunbi Olasope (Ibadan): ‘Elegiac Odes: The Burden of Women from Troy to Owu’

Dec 2 Consuelo Ruiz-Montero (Murcia): ‘The Ancient Greek Novel: An Introduction’

All seminars will be held at 4pm in HumSS G25 on Reading’s Whiteknights Campus.

In addition to the above, we would like to give advance notice of the 2015 Ure Lecture:

Oct 28 Ure Lecture: Ineke Sluiter (Leiden): ‘Anchoring Innovation’ (Henley Business School, G15; 5pm)

All Welcome!

Studying at the Fondation Hardt

The Hardt Foundation for the Study of Classical Antiquity in Vandoeuvres near Geneva is well-known among classicists for their excellent library, annual research conferences organised by world-leading experts in their fields, and the Entretiens collection of volumes covering particular topics about the ancient world. But perhaps even more important is the peaceful and friendly environment that helps researchers to concentrate on their work. Last year, I was awarded The Hardt Foundation Research Scholarship for young researchers and had the opportunity to spend two weeks in the Foundation estate in Vandoeuvres enjoying the fresh mountain air and the beautiful lake Geneva views, and, of course, working hard.

FH2

In particular, I was writing a chapter of my thesis on the representations of ritual space in Greek comedy. The final stage of work required a lot of attention and concentration to put all the material together and to provide the analysis with the conceptual framework. In that respect, I benefited a lot from my research stay at the Foundation library. I had a chance to consult all necessary commentaries and editions of Greek authors as well as secondary literature on my subject which proved to be – together with a truly productive lifestyle – particularly fruitful for writing up the piece.

I also prepared for publication a research output related to the topic of space in Greek comedy. This was a paper `Performing sacred landscape: worship and praise of land in Greek drama’ for an Oxbow volume of collected papers. In this article I consider direct addresses to land and landscape in Greek tragedies and comedies in the context of the Greek lyric tradition of cultic hymns. I study the function of these addresses within the dramatic plays and I discuss their role in constructing the identity of the audience through investing spaces with religious meanings.

FH1

I found the Hardt Foundation ideal for writing and thinking about my current work. At the same time it was great pleasure to meet other researchers and PhD students from all over Europe, as well as the director of the Foundation, ancient Greek historian and archaeologist Pierre Ducrey, the scientific secretary Gary and the maître dhôtel Heidi who prepared delightful meals that brought everyone together to share and discuss inspiring research ideas.

Elena Chepel

Herodotos and Plutarch Workshop – A Report

On 4th October 2013 the Department of Classics at Reading, hosted a one-day workshop on the subject of Herodotos and Plutarch.  The workshop was organised by two of the Department’s doctoral students, Lucy Fletcher and Niki Karapanagioti, with the support of Professors Timothy Duff and Phiroze Vasunia.

We were delighted to welcome as participants: Christopher Pelling (Oxford), Judith Mossman (Nottingham), Timothy Duff (Reading), Michele Lucchesi (Oxford), Tim Whitmarsh (Oxford), Tom Harrison (Liverpool), Aristoula Georgiadou (Patras), Suzanne Saïd (Paris/Columbia), John Marincola (Florida), Carolyn Dewald (Bard College), Rosaria Munson (Swarthmore College), Tim Rood (Oxford) and Phiroze Vasunia (Reading).  The papers and responses aimed to explore in-depth the relationship between these important Greek authors.  Subjects ranged from the representation of individual Greek states in the writings of Plutarch and Herodotos, through Plutarchan re-working of Herodotean material, Plutarch’s peculiarly ethical Herodotos, Plutarch as reader of Herodotos and more broadly the readership of the Histories, and on to more individual instances of Plutarch’s engagement with Herodotos in specific works and for specific historical events and themes.

The organisers were delighted with the response they received from interested parties prior to the event, and were pleased to welcome to Reading approximately fifty delegates, including a number of current Reading students – both undergraduate and postgraduate – and staff.  The response on the day from all participants was equally pleasing.  The papers sparked enthusiastic responses and extensive discussion, as manifest in the way in which we quickly departed from the timings advertised on the programme!

The workshop was immensely successful in generating debate and opening new lines of enquiry into this subject as a fruitful area of study.   Existing scholarship had focused on Plutarch’s reception of Herodotos in his polemical treatise, De Herodoti Malignitate, and on specific instances where the Histories function as a source within Plutarchan texts.  The conference proved particularly revealing, however, of the much greater potential inherent in this relationship as a subject of study for both Plutarchan and Herodotean scholars.  It made apparent the value of a retrospective turn to Herodotos from Plutarch for illuminating the text of the earlier writer, and the wider value of looking proleptically at Plutarch from Herodotos.

The organisers were extremely pleased with the event, and were delighted to receive so many messages from delegates to express how much they had enjoyed the day, and how much they felt it had achieved.  It is a pleasure to take one final opportunity to thank all the participants for making the day so successful and rewarding.  We would also like to thank the Department of Classics at Reading (and especially Prof. Peter Kruschwitz, former Head of Department), the Jowett Copyright Trust, the Institute of Classical Studies, the Society for the Promotion of Hellenic Studies, and the Graduate School at Reading for their support.  Lastly, we are delighted to thank Professors Timothy Duff and Phiroze Vasunia once again for their kindness and generosity in offering so much invaluable help and advice.

Lucy Fletcher

Animals in the Classical world – New Book by Reading Doctoral Researcher

Congratulations to our doctoral researcher Alastair Harden on the publication of his book Animals in the Classical world: ethical perspectives from Greek and Roman texts.

Harden, AnimalsThe sourcebook is a collection of nearly 200 specially-translated excerpts from Classical authors from Homer to Plutarch. It  aims to contextualize modern animal rights debates within the civilizations of Greece and Rome, and to provide an introduction to the uses of animal imagery in Classical literature with the ultimate goal of understanding the place of the non-human animal in the moral and ethical parameters of the ancient world.

Topics such as warfare, science, farming, vegetarianism and public entertainment join the more traditionally-philosophical corners of this growing area of Classical studies, and passages are included from authors of all genres of Classical literature including poets, novelists and historians.

The book suggests that we can learn as much about ancient ethical parameters from a Homeric simile, a passage of Sophocles or a throwaway comment from Thucydides as we can from the nuanced language of philosophical discourse, if we look in the right places.

The book joins the Animal Ethic series published by Palgrave Macmillan (www.palgrave.com/philosophy/animal_ethics.asp) in conjunction with the Oxford Centre for Animal Ethics, which recently founded the new print Journal of Animal Ethics. The photograph on the cover was taken in the Ure Museum.