My students often blush at the irony of the image of Odysseus’ marriage bed for Odysseus himself hardly deserves the appellation “faithful” – but is there more to it than meets the eye?
It is not hard to sympathize with Simone Weil’s famous claim that “the true hero . . . of the Iliad is force.” The Prologue announces the action of the poem to be Achilles’s “wrath” and its repercussions, which include myriad d’algea—a “myriad of pains”—heaped on the heroes. And there are, indeed, a myriad of
This spring, Brian Phillips triggered my midlife crisis. At the Rocky Mountain Regional Conference, he gave a talk in which he made a casual statement that led to a poignant discovery. “In the Iliad, Achilles seeks glory, while in the Odyssey, Odysseus desires home,” he announced. Nothing new there. “But really,” he continued, “They were
As classical Christian educators, we know why our students should read Homer. But that doesn’t tell us what exactly they should take away from these profound myths, these stories both classical and pagan. What caveats, frameworks, and hermeneutical habits should we model for them? In particular, how should they be guided in assessing the character
“If we find ourselves with a desire that nothing in this world can satisfy, the most probable explanation is that we were made for another world.” – C.S. Lewis
The question of how Christians should engage culture is one which garners diverse opinions from people of faith. Many argue that we should participate in our culture. Sometimes, this means conceding to whatever has been deemed fashionable by society. Then there are those who do not see the value of engaging with culture, echoing Tertullian’s
Only in Purgatory does Dante dream, but why?