Lieve Van Hoof – författare

The Second Sophistic (c.AD 60-250) was a time of intense competition for honour and status. Like today, this often caused mental as well as physical stress for the elite of the Roman Empire. This book, which transcends the boundaries between literature, social history, and philosophy, studies Plutarch''s practical ethics, a group of twenty-odd texts within the Moralia designed to help powerful Greeks and Romans manage their ambitions and society''sexpectations successfully. Lieve Van Hoof combines a systematic analysis of the general principles underlying Plutarch''s practical ethics, including the author''s target readership, therapeutical practices, and self-presentation, with five innovative case studies. A picture emerges of philosophy under the Roman Empirenot as a set of abstract, theoretical doctrines, but as a kind of symbolic capital engendering power and prestige for author and reader alike.

The Second Sophistic (c.AD 60-250) was a time of intense competition for honour and status. Like today, this often caused mental as well as physical stress for the elite of the Roman Empire. This book, which transcends the boundaries between literature, social history, and philosophy, studies Plutarch's practical ethics, a group of twenty-odd texts within the Moralia designed to help powerful Greeks and Romans manage their ambitions and society's expectations successfully. Lieve Van Hoof combines a systematic analysis of the general principles underlying Plutarch's practical ethics, including the author's target readership, therapeutical practices, and self-presentation, with five innovative case studies. A picture emerges of philosophy under the Roman Empire not as a set of abstract, theoretical doctrines, but as a kind of symbolic capital engendering power and prestige for author and reader alike.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

A professor of Greek rhetoric, frequent letter writer and influential social figure, Libanius (AD 314-393) is a key author for anybody interested in late antiquity, ancient rhetoric, ancient epistolography and ancient biography. Nevertheless, he remains understudied because it is such a daunting task to access his large and only partially translated oeuvre. This volume, which is the first comprehensive study of Libanius, offers a critical introduction to the man, his texts, their context and reception. Clear presentations of the orations, progymnasmata, declamations and letters unlock the corpus, and a survey of all available translations is provided. At the same time, the volume explores new interpretative approaches of the texts from a variety of angles. Written by a team of established as well as upcoming experts in the field, it substantially reassesses works such as the Autobiography, the Julianic speeches and letters, and Oration 30 For the Temples.

The first systematic collection of fragmentary Latin historians from the period AD 300-620, this volume provides an edition and translation of, and commentary on, the fragments. It proposes new interpretations of the fragments and of the works from which they derive, whilst also spelling out what the fragments add to our knowledge of Late Antiquity. Integrating the fragmentary material with the texts preserved in full, the volume suggests new ways to understand the development of history writing in the transition from Antiquity to the Middle Ages.

A professor of Greek rhetoric, frequent letter writer and influential social figure, Libanius (AD 314-393) is a key author for anybody interested in late antiquity, ancient rhetoric, ancient epistolography and ancient biography. Nevertheless, he remains understudied because it is such a daunting task to access his large and only partially translated oeuvre. This volume, which is the first comprehensive study of Libanius, offers a critical introduction to the man, his texts, their context and reception. Clear presentations of the orations, progymnasmata, declamations and letters unlock the corpus, and a survey of all available translations is provided. At the same time, the volume explores new interpretative approaches of the texts from a variety of angles. Written by a team of established as well as upcoming experts in the field, it substantially reassesses works such as the Autobiography, the Julianic speeches and letters, and Oration 30 For the Temples.

A professor of Greek rhetoric, frequent letter writer and influential social figure, Libanius (AD 314–393) is a key author for anybody interested in late antiquity, ancient rhetoric, ancient epistolography and ancient biography. Nevertheless, he remains understudied because it is such a daunting task to access his large and only partially translated oeuvre. This volume, which is the first comprehensive study of Libanius, offers a critical introduction to the man, his texts, their context and reception. Clear presentations of the orations, progymnasmata, declamations and letters unlock the corpus, and a survey of all available translations is provided. At the same time, the volume explores new interpretative approaches of the texts from a variety of angles. Written by a team of established as well as upcoming experts in the field, it substantially reassesses works such as the Autobiography, the Julianic speeches and letters, and Oration 30 For the Temples.

A professor of Greek rhetoric, frequent letter writer and influential social figure, Libanius (AD 314–393) is a key author for anybody interested in late antiquity, ancient rhetoric, ancient epistolography and ancient biography. Nevertheless, he remains understudied because it is such a daunting task to access his large and only partially translated oeuvre. This volume, which is the first comprehensive study of Libanius, offers a critical introduction to the man, his texts, their context and reception. Clear presentations of the orations, progymnasmata, declamations and letters unlock the corpus, and a survey of all available translations is provided. At the same time, the volume explores new interpretative approaches of the texts from a variety of angles. Written by a team of established as well as upcoming experts in the field, it substantially reassesses works such as the Autobiography, the Julianic speeches and letters, and Oration 30 For the Temples.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

Of Gothic descent, Jordanes wrote a unique set of histories. The Getica narrates the history of the Goths from their earliest origins until the middle of the sixth century. Building on the lost history of Cassiodorus, it is the earliest example of a history told from the perspective of one of the barbarian peoples establishing kingdoms in the fifth and sixth centuries. It had great influence on later medieval historians, on national histories of the nineteenth century and on modern accounts of Gothic history. The Romana is a survey of world and Roman history. Whilst largely dependent on traditional Roman histories and chronicles for events up to the fourth century, it contains much unique information for the last two centuries it narrates. This book offers the first translation into English of the Getica for a century and the first modern translation of the Romana. The introduction locates the Getica and the Romana in the context of ancient historiography, building a new picture of Jordanes as a historian and of the two works themselves. It also offers a detailed discussion of the sources used by Jordanes, suggesting possible ways to identify his debt to Cassiodorus. Extensive notes guide the reader through these fascinating but often complex texts.

Of Gothic descent, Jordanes wrote a unique set of histories. The Getica narrates the history of the Goths from their earliest origins until the middle of the sixth century. Building on the lost history of Cassiodorus, it is the earliest example of a history told from the perspective of one of the barbarian peoples establishing kingdoms in the fifth and sixth centuries. It had great influence on later medieval historians, on national histories of the nineteenth century and on modern accounts of Gothic history. The Romana is a survey of world and Roman history. Whilst largely dependent on traditional Roman histories and chronicles for events up to the fourth century, it contains much unique information for the last two centuries it narrates. This book offers the first translation into English of the Getica for a century and the first modern translation of the Romana. The introduction locates the Getica and the Romana in the context of ancient historiography, building a new picture of Jordanes as a historian and of the two works themselves. It also offers a detailed discussion of the sources used by Jordanes, suggesting possible ways to identify his debt to Cassiodorus. Extensive notes guide the reader through these fascinating but often complex texts.