Continuing from last post
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1. On January 17, 1991, the US launched an attack against Iraq from Kuwait, the beginnings of the first Iraq War. I was standing in the University of Kentucky student center when it launched, suddenly realizing that, at 25, I was still an age that had once been drafted.
I remember some trepidation about a war with Iraq. I don't know how widespread my feelings were, but I felt like we had been under a hangover from the Vietnam War up to that point. Could we win a war? It sure hadn't seemed that we had won Vietnam. It had seemed that, in the end, we had cut our losses and hightailed it out of there.
In that sense, the first Iraq War restored our confidence. At least it restored my confidence. We got our mojo back.
Bush senior wisely didn't go into Baghdad, unlike his son. In hindsight, that seemed prescient, although he was sharply criticized for it. The next time, when Dick Cheney had the chance, he and the neo-cons talked Bush junior into it, resulting in the second longest American conflict. P. S. He started the longest one so far too, in Afghanistan.
2. I was at the University of Kentucky (UK) because I was starting an MA in Classical Languages and Literature, that is, classical Greek and Latin. I was following in the footsteps of Joe Dongell, who had done the same thing when he was a Greek Teaching Fellow. They foolishly gave me the same scholarship they had given him, not knowing how much smarter he is than me.
It was my second semester teaching beginning Greek, and the courses I was teaching that spring were the same ones I taught in the fall. In short, I was already getting bored.
I only took one class, Greek Poetry. It certainly wasn't the ideal class to begin with. Poetry in any language tends to break the most rules and be the least explicit. It doesn't use the full grammar of prose.
And it was painful. This was a master's degree. We had a lot of lines to do for each class. I was just solidifying my Koine Greek. I had no idea that ινα could be used with the indicative. I had no idea that ου could be used with a participle. There was no Google yet, and there certainly wasn't any AI yet.
I would teach Greek in the morning at Asbury, then drive 30 minutes to Lexington to an Arby's not far from the UK campus. I would spend the next two or three hours trying to create an interlinear from a blown up version of whatever text from Sophocles, Aeschylus, or Euripides. I had an English translation to try to retrofit the Greek text if I was totally lost.
And there were cherry turnovers involved.
I almost never had the translations entirely done, which was embarrassing. I would try to predict where we would be in the text by the time they got to me and, if I hadn't gotten that far, I scrambled to have something to say.
3. However, Dr. Hubert Martin was the best professor to have for such an incompetent fool as me. Soft spoken, infinitely merciful. He must surely have known how much I was struggling.
The other students had done classics in their undergraduate work. I had not looked at Latin since high school. I had taken 2.5 years of it with Mrs. Mrozek -- and high school Latin is a lot different from master's degree Latin. In the summer of 1991, I crammed Wheelock's 40 chapters down my throat. Thankfully, I had started Latin when my brain was like a sponge, so it came pretty easily.
One of the students had done his undergraduate work at Berea College. I don't remember his name but, man, he was sharp. There was another woman fresh out of undergraduate classics too. I felt SO stupid around them.
4. I believe we read Oedipus at Colonus for this stint. I had known the Oedipus trilogy since high school. But it has been interesting to think about it from a theological angle. The ancient world was fatalistic, as the story of the Three Fates shows. But they didn't see "free will" and fate as contradictory. Rather, as we humans went about making free choices, we ultimately end up where it was said we would end up.
You probably know the story. Oedipus' father gets a prophecy that his son will kill him. He has Oedipus exposed -- put outside for animals and the elements to kill him. But, of course, a shepherd rescues him. He ends up raised thinking his father is the king of Corinth.
He then gets the same prophecy. He doesn't want to kill his father, so he heads north. And who should he meet on the way but, unbeknownst to him, his father. In the first recorded incident of road rage, he kills him. He goes north to Thebes where he brings about the Sphinx's end and, as a reward, gets to marry the queen of the city -- who interestingly is his mother.
Everyone in this story thinks they are acting freely. Yet when the story is done, they have all fulfilled their fates.
I've wondered if something along these lines is a better explanation of the tensions in the New Testament rather than Augustine or Wesley's more philosophical approaches. In any case, it speaks to the cultural framework in which Paul and others lived.
I would end up taking Greek Poetry again in year 3 because there wasn't another option. It was at least a little better the second time -- with different readings of course. We read Prometheus Bound. I wasn't very acquainted with the story before. Prometheus is punished for helping humanity by giving them fire. It's a reminder that the biblical creation story is unusual when God actually likes us. We are much more of a thorn in the side of other creation stories.
Martin had us read J.B. by Archibald MacLeish alongside PB. It is a play on Job. It has Job say that famous line, "If God is God, he is not good. If God is good, he is not God." I would wrestle quite a bit with the problem of evil over the next couple years. It wasn't Dr. Martin's fault.
5. The second Greek class I took was Thucydides (with Robert Rabel). That was an eye-opener with regard to the standards of ancient history writing. He apologizes for not being more entertaining. Many historians of the day were more prone to make things up for the delight of their readers, apparently.
But the most striking passage is where he indicates he made up some of the speeches in his history. If he didn't have access to witnesses or wasn't present himself, he invented what he thought they probably said. This potentially has implications for the speeches of Acts and the Gospels. Thucydides was not being pernicious at all. He was genuinely trying to present the flavor of the events.
To me, it showed that the parameters of ancient history writing were just different than they are for us.
I would take Plutarch with Dr. Martin in the program too. Plutarch was a moralist. He is potential background for what biography was like at the time of Christ. My main take away was that he was far more interested in what lessons or morals we might take from the figures he told about than portraying them with great historical accuracy.
What was important was that the story about the person present a truth rather than you track down and be absolutely sure it happened.
I always laugh when I think that, while Herodotus is often called the "father of history," Plutarch called him the "father of lies." This was actually because Plutarch could not be objective about history. The Greeks always had to be superior to any other people. Meanwhile, part of what earned Herodotus that title was the fact that he could critique his own people.
In the end, Plutarch was a tribal thinker and nowhere close to an objective one.
Fatalism, Herodotus, and Thucydides would show up in my philosophy classes at IWU, because the first two are mentioned in Sophie's World.`
To be continued...
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