Brill’s better half to historical Greek Scholarship goals at delivering a reference paintings within the box of historic Greek and Byzantine scholarship and grammar, therefore encompassing the large and multifaceted philological and linguistic examine job in the course of the whole Greek Antiquity and the center a long time. the 1st a part of the quantity bargains an intensive historic review of historical scholarship, which covers the interval from its very beginnings to the Byzantine period. the second one half makes a speciality of the disciplinary profile of historic scholarship by way of investigating its major medical issues. The 3rd and ultimate half provides the actual paintings of historic students in a variety of philological and linguistic issues, and likewise examines where of scholarship and grammar from an interdisciplinary standpoint, specially from their interrelation with rhetoric, philosophy, medication and nature sciences.
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Additional resources for Brill's Companion to Ancient Greek Scholarship (Brill's Companions in Classical Studies)
See Jacob  74–76. 146 Platthy  89, cf. also Lapini in this volume. 147 Strab. 13, 1, 54; Jacob  66–74. See also Canfora  17–20, Battezzato  22–25, and Montana in this volume. 148 For an overview of the first Greek libraries up till the end of the 4th century BC, see Blanck  133–136. For the Alexandrian library, see Montana in this volume with further bibliography. 2. See also Battezzato  12–14. 150 For early Greek observations on poetry, see Lanata ; Grube  1–12; Nagy .
Ar. Eq. 1235, Pl. Alc. I 109d, 110b, Prt. 326c, Grg. 514c. 99 Isoc. Areopag. 48–50, Pl. Prt. 361a-d, Leg. 810a-c, Xen. Mem. 2, 2, 6, Lac. 1, 10; 2, 1; 3, 1, Arist. Pol. 7–8, 1336a23–1342b35; Eth. Nic. 1180b, and others, see also Beck  199–289, Morgan  57. 100 Harris  96–102; Morgan  46. 101 Cf. also Pl. Clitopho 407b-c, Chrm. 159c; on drawing as a further discipline see Arist. Pol. 1337b; Stob. Flor. 98; on the low status of the teacher of letters in society see Beck  111–114; Harris  98.
Greek scholarship from its beginnings to alexandria 23 for a fee. Common symposia in the tradition of the Pythagorian cults aimed at fostering a collegiate atmosphere. 109 A number of important markers for the development of criticism and scholarship were laid down at this time. Plato’s school reinforced the sophistic predilection for disputes with pro and contra, dialectic being an art that was held to stimulate independent thought. 110 Other disciples of Socrates, many of them close to sophistic circles, also worked on establishing schools for a secondary education.