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The fourth chapter examines the problem of the causality of the unmoved mover. This issue is central in scholarship on Aristotle and goes back to late antiquity. I argue that here Proclus’ non-harmonist stance towards Aristotle emerges most strongly: not only did Aristotle fail to make the intellect an efficient cause of the cosmos’ being but his metaphysics generally is deficient, since he did not recognise the Platonic One as the highest principle. I contrast Proclus’ view with the position of Ammonius and Simplicius who see a complete agreement between Plato and Aristotle.
Investigates how social memory and composition-in-performance contributed to the formation of the epics, culminating in a nuanced understanding of the processes that led to the emergence of the Homeric epics.
In this introduction, I outline Proclus’ relationship with Aristotle and provide an overview of the state of the art. I discuss Proclus’ views on the so-called harmony of Plato and Aristotle and contrast it with the views of other, contemporary Neoplatonists, showing that Proclus stands out as more critical of Aristotle. I show that the concept of motion provides a perfect avenue for understanding how Proclus sees the tension between Plato and Aristotle. Lastly, I explain how Proclus differentiates distinct levels of motion which also structure my discussion in the monograph.
Reviews the economic dimensions of the Homeric world, examining the agropastoral practices, industry, and trade depicted in the epics. Archaeological evidence is used to contextualize these activities, revealing their role in the broader socioeconomic framework of the Mycenaean and Early Iron Age societies.
The field of Homeric studies is vast, marked by heated debates and unresolved issues. One of the most contentious issues is the authorship of the Iliad and the Odyssey. Some of the pieces of this puzzle relate to the identity of the creator(s) of the poems and the place and date of composition. Others pertain to the ways in which the Homeric epics are connected with oral tradition, literacy, and other early Greek epics. And other pieces concern the degree to which the epic portrayal of objects, sociopolitical norms, economic activities, religious beliefs, and geography reflect historical realities.
Analyzes the geographical descriptions in the Homeric epics, correlating them with archaeological sites from the Mycenaean period and the Early Iron Age. It explores the connections between the literary landscape and historical topography, offering insights into the geographical accuracy and symbolic significance of the epics.
This article follows a session on ‘Using AI in the Classics Classroom’ delivered at the University of Cambridge Mentors’ Day for the Classics PGCE (Initial Teacher Education programme). The first half of the article provides a brief introduction to how generative AI operates and the impact AI has had on education in the UK. In addition, this section considers the advantages of AI for educators in supporting PGCE students and early career teachers, aiding with planning and resource creation as well as the advantages for pupils. It also sets out practical limitations such as AI hallucinations, biases, database limitations, data protection concerns, and the potential risks of pupils developing reliance on AI usage and how teachers can avoid this. The second half of this article provides guidance and examples of how teachers can use AI to support their workload outside of the classroom and for using AI with pupils in the classroom. This includes advice on how to improve AI prompts, example prompts, and prompt scaffolds, as well as recommendations of AI tools for teachers to use in the classroom.
The Epilogue draws together the various threads of the book by evaluating the pseudo-Ovidian De vetula, a thirteenth-century forgery of Ovid which claims to be written by Ovid in exile. The Epilogue asks whether, in the light of this book’s previous chapters, De vetula constitutes an ‘authentically exilic Ovid’. Menmuir shows that Ovidian exile facilitates the forgery of De vetula, underpinning its very existence and authenticating an array of blatantly medieval features as genuinely Ovidian. However, having used Ovid’s exile and his exile poetry as a springboard, the poem subsequently departs from Ovid in exile, framing the Ovid of the last book of the poem as a thirteenth-century scholar and a budding Christian to boot. Each chapter of the book is relevant to this fraudulent Ovidian transformation. De vetula is framed as the first response to both Ovid’s exile and his exile poetry, fictitiously bridging the gap between Ovid’s responses (discussed in Chapter 1) and the scholarly and literary responses covered in Chapters 2 and 3. As a forgery of Ovidian exile, the author ‘becomes the exile’ but pushes the second part of this book to extremes by replacing the genuine Ovid’s exilic poetry and life.