Towards the end of his list of colonial foundations, writing with apparent precision, dating the event not only by the consuls of the year but back from his time of writing, and using it as a means of fixing the colonization of Eporedia, Velleius Paterculus records the foundation of Narbo Martius: ‘Narbo autem Martius in Gallia Porcio Marcioque consulibus abhinc annos circiter centum quadraginta sex, deducta colonia est. Post duodeviginti annos in Bagiennis Eporedia Mario sextum Valerioque Flacco consulibus.’ If this (...) is the offering of a gift horse, it has not always been graciously received. Velleius’ date has been questioned and rejected in a searching article by Mr. H. B. Mattingly, and more than once Mr. Mattingly's conclusions have been quoted with approval by Professor E. Badian. Mr. Mattingly began his attack by casting doubt on the authority of Velleius’ list as a whole: Velleius did not consult Livy at first hand, or any semi-official list, but used sources of differing value, one of them perhaps Greek. Nor is his testimony really confirmed by any of the later writers who seem to agree with him: they lazily follow him without looking for independent evidence. (shrink)

Civilium ofnciorum rudimentis regern Archelaum Trallianos et Thessalos, varia quosque de causa, Augusto cognoscente defendit; pro Laodicenis Thyatirenis Chiis terrae motu afflictis opemque implorantibus senatum deprecatus est; Fannium Caepionem, qui cum Varrone Murena in Augustum conspiraverat, reum maiestatis apud iudices fecit et condemnavit. interque haec duplicem curam administravit, annonae quae artior inciderat, et repurgandorum tota Italia ergastulorum … The trials of Archelaus, the Trallians, and the Thessalians are usually assigned to the period 27–23 B.C.: their position in Suetonius' account of (...) Tiberius' early career seems to offer support to this view, though Stein connected the trial of Archelaus with Octavian's settlement of the East after Actium. Tiberius had been born only in November 42, and Gelzer more plausibly suggested that the trials occurred in Spain, where Tiberius was serving as tribunus militum during the Cantabrian war. The earthquake that Suetonius mentions in the following sentence took place in 27, and Tralles, which had been affected along with Laodicea, Thyatira, and Chios, sent an embassy to Augustus in Spain to ask for help. (shrink)

This book examines the birth of the scientific understanding of motion. It investigates which logical tools and methodological principles had to be in place to give a consistent account of motion, and which mathematical notions were introduced to gain control over conceptual problems of motion. It shows how the idea of motion raised two fundamental problems in the 5th and 4th century BCE: bringing together being and non-being, and bringing together time and space. The first problem leads to the exclusion (...) of motion from the realm of rational investigation in Parmenides, the second to Zeno's paradoxes of motion. Methodological and logical developments reacting to these puzzles are shown to be present implicitly in the atomists, and explicitly in Plato who also employs mathematical structures to make motion intelligible. With Aristotle we finally see the first outline of the fundamental framework with which we conceptualise motion today. (shrink)

How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do (...) so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. _The English Teacher in Global Civil Society_: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world. (shrink)

It is usually supposed that, with his dichotomy paradox, Zeno gave birth to the modern so-called supertask debate – the debate of whether carrying out an infinite sequence of actions or operations...

In this paper I show that one of the most fruitful ways of employing paradoxes has been as a philosophical method that forces us to reconsider basic assumptions. After a brief discussion of recent understandings of the notion of paradoxes, I show that Zeno of Elea was the inventor of paradoxes in this sense, against the background of Heraclitus’ and Parmenides’ way of argumentation: in contrast to Heraclitus, Zeno’s paradoxes do not ask us to embrace a paradoxical reality; and in (...) contrast to Parmenides, Zeno shows common assumptions to be internally problematic, not just in light of Eleatic positions. (shrink)

While Aristotle provides the crucial testimonies for the paradoxes of motion, topos, and the falling millet seed, surprisingly he shows almost no interest in the paradoxes of plurality. For Plato, by contrast, the plurality paradoxes seem to be the central paradoxes of Zeno and Simplicius is our primary source for those. This paper investigates why the plurality paradoxes are not examined by Aristotle and argues that a close look at the context in which Aristotle discusses Zeno holds the answer to (...) this question. (shrink)

Amy Herzog 'Reassessing the Aesthetic: Cinema, Deleuze, and the Art of Thinking' _Film-Philosophy_, Deleuze Special Issue vol. 5 no. 40, November 2001.

This paper argues that processes in the sensible realm can be in accord with reason in the Timaeus, since rationality is understood here as being based on regularity, which is conferred onto processes by time. Plato uses two different temporal structures in the Timaeus, associated with the contrast there drawn between Greek and Egyptian approaches to history. The linear order of before and after marks natural processes as rational and underlies the Greek treatment of history. By contrast, a bidirectional temporal (...) structure is the basis for the Egyptian approach to historical processes: present actions are not only determined by preceding ones in the past, but can also be influenced by the future (plans, aims). This latter temporal structure is shown to be necessary for learning from history, which makes human actions more regular. (shrink)