Rationalizing Myth in Antiquity

Hawes, Greta

doi:10.1093/acprof:oso/9780199672776.001.0001

Cited by 52 publications

(12 citation statements)

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“…137. For rationalizing approaches to myth in antiquity more generally, see Hawes 2014. 138. See McInerney 2014 for similar rationalizing approaches to the literary material surrounding Pelasgians and Leleges.…”

Section: Terary Sources For the Origins Of The Ionian CI T Iesmentioning

confidence: 99%

Separating Fact from Fiction in the Ionian Migration

Sweeney¹

2017

Hesperia: The Journal of the American School of Classical Studi

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The Ionian cities of Asia Minor have been the subject of much discussion, particularly in regard to their foundation. Traditional accounts of this foundation posit a large-scale migration from the Greek mainland led by Athenian colonists. This article reviews the historical, archaeological, and linguistic evidence for the origins of the Ionian cities, and offers a new analysis of the substantial body of later literary material written in Greek and Latin. This new analysis of the literary material brings the origin of the cities into sharper focus in terms of both the complex patterns of mobility and local settlement that contributed to their physical origins, and the equally complex sociopolitical concerns that shaped the origins of their Ionian identity.

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Section: Terary Sources For the Origins Of The Ionian CI T Iesmentioning

confidence: 99%

Separating Fact from Fiction in the Ionian Migration

Sweeney¹

2017

Hesperia: The Journal of the American School of Classical Studi

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“…This means that as long as they are perpetuated (directly or indirectly), they are likely to continue to influence the efforts towards effective teaching and learning and that the students will also be negatively influenced in their achievements. Luft (1999) and Hawes (2014) argue that it is not enough to challenge these myths, but rather there is a need to: acknowledge that they exist and commit to their revision; prepare with ample time for change; surround ourselves with colleagues who are also in the process of challenging these myths, and remember that the only myth that does not change is the myth that goes unchallenged. It is important to understand that by discussing commonly held myths and misconceptions about QE is likely to help in dispelling them and hence maximizing the potential outsourced from QE.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

“…This initiative of dispelling myths could start from the stakeholders being aware of the existing myths and be ready to unlearn them (Hawes, 2014). In such initiative quick and easy solutions are not appropriate for a complex problem of this kind.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

“…It can therefore be argued that the analysis of debates about myths appears to be divided into three major categories including: a) Those that seek to challenge and transform persistent myths with the aim of dispelling stereotypes (e.g. Hawes, 2014). b) Those focusing on interrogating myths which in this context "myths" are considered as popular misconceptions in education (Clark, 2004;Luft, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Craving for Quality Education in Tanzania: Dispelling the Myths

Kalolo¹

2016

JEI

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<p>There has been widespread concern about the provision of quality education (QE) for all learners in all contexts, but research evidence to inform this debate is quite divergent and in most of cases the question about achieving this desire seems to be full of myths. This paper examines a selection of embedded myths about QE in Tanzanian education sector. The paper specifically aims at identifying the myths, their effects in education practice, and the appropriate ways to address them. The researcher’s own experiences and voices from secondary school teachers, parents, and students were merged to inform the study. Merging of these voices helped this paper to have a major contribution towards a better understanding of myths and their adverse influence in education practice, and spotting some alternative modes of practice towards addressing them.</p>

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“…La conexión de Paléfato con este tipo exegético constituye un lugar común en las traducciones modernas (por ejemplo, Roquet, 1975, Stern, 1996y Santoni, 2000. Véanse, además, Sanz Morales, 1999, Hawes, 2014227-238) y la revisión crítica de Zucker, 2016. 2 Los testimonios del cómico Atenión (FCG 1 = Ath.14. 80) y de Demetrio de Escepsis (Strab.…”

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Las referencias a Paléfato en la Grande e General Estoria, de Alfonso X el Sabio, dentro de la tradición mitográfica

Roldán¹

2020

Myrtia

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Este artículo analiza las referencias al Περὶ ἀπίστων de Paléfato, procedentes de los Chronici canones de Eusebio y Jerónimo, en la General Estoria de Alfonso X. Tras la presentación de estas obras, en el comentario de cada episodio se abordan las particularidades de las distintas versiones encuadrándolas en la tradición mitográfica antigua y medieval, así como, en su caso, la adaptación a nuevos contextos históricos e ideológicos. El estudio concluye con algunas notas sobre la recepción de Paléfato por parte de Eusebio y en el scriptorium del rey Sabio. This paper analyzes the references to Palaephatus’ Περὶ ἀπίστων, from the Chronici canones by Eusebius and Jerome, in the General Estoria of Alfonso X. After the presentation of these works, in the commentary of each episode the particularities of different versions, their relationships within ancient and medieval mythographical tradition, and, where appropiate, adaptation to new historical and ideological contexts are discussed. The study concludes with some notes on the reception of Palaephatus by Eusebius and in the scriptorium of the Wise King.

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Rationalizing Myth in Antiquity

Cited by 52 publications

References 0 publications

Separating Fact from Fiction in the Ionian Migration

Separating Fact from Fiction in the Ionian Migration

Craving for Quality Education in Tanzania: Dispelling the Myths

Las referencias a Paléfato en la Grande e General Estoria, de Alfonso X el Sabio, dentro de la tradición mitográfica

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