Exegetical Scholia to the Iliad: Composition, Intertext and Tradition

训诂学堂是一个庞大的、未分化的语料库；本研究将提供一个分类结构和可推广的方法来分析学术著作及其与其他著作的关系。最近的学术研究表明需要这样一种方法论，因为很难将作者的意图归于这些学派的任何一组。本研究旨在增进我们对其他文本如何影响训诂学的理解，并为未来的研究提供一个方法论。本研究将提出一种对理论读者产生“影响”的方法，无视作者的意图，支持每个学者传授的信息。通过这种方法，可以观察到学院派的“等级”：那些解释诗人所说的话（例如对语言或隐喻的解释），他们为什么这样做（例如叙事考虑，诗歌原则）以及读者可以从诗歌中获得什么（例如道德指导，修辞技巧）。这一层次模型将被改进，并用于研究学院派之间的相互影响；必须先了解较低的层次，再了解较高的层次，这表明影响至少有一个方向。该项目还将提出一个“怪癖”模型，即学术界的非必要元素，可用于暗示思想与其他古代文学和文学文本（包括科学和批评论文）的“遗传”联系。这可能表明一些经院观点的来源和经院本身影响晚期古代作家的情况。这项研究将对该领域产生巨大而多样的影响，为进一步研究经院及其与古代文本的关系提供了一种可靠的方法。值得注意的是，除了Montanari等人正在准备的新版scholia vetera和h-scholia（一个拜占庭家族），以及Pontani正在出版的现代版奥德赛学院集之外，Kelly、Beck等人正在进行对伊利亚特学院集的翻译。这些作品可能会大大扩大读者群，需要一套概念工具来整体分析训诂学派；这就是这项研究的目的所在。研究将继续进行，首先，通过仔细阅读埃尔伯斯的版本的伊利亚德学派；对相关手稿、类似的纸莎草手稿和任何新版本的检查也很重要。这篇细读将集中于细化经院等级的概念，并通过它的细化提出一个训诂学经院的分类。此外，“非必要的”训诂要素将为互文分析提供最丰富的材料；例如，人们不需要用寓言的方式来解释《伊利亚特》中的诸神，它可能与像波菲利的《荷马问题》这样的寓言作品有着共同的传统。各种各样的文本可以参考他们对伊利亚特的接受以及与学术的关系，包括教育文本，文学批评文本和回应荷马的诗歌，特别是在古代晚期。通过这些方法，该项目旨在建立一种与训诂学院派有关的一般分析方法，并更详细地描绘出学院派彼此之间以及与非学院派文本之间的关系。这将极大地增强我们对训诂学和古代接受《伊利亚特》传统的理解，从最高水平的学术到普通的教育材料。

The exegetical scholia are a large, undifferentiated corpus; this research will provide a taxonomical structure and generalisable methodology with which to analyse the scholia and their relationships with other works. Recent scholarship shows the need for such a methodology, given the difficulty of ascribing authorial intent to any grouping of these scholia. This research aims to advance our understanding of how other texts influenced the exegetical scholia, and to provide a methodology for future research.This research will propose a method of "effect" upon a theoretical reader, disregarding authorial intent in favour of the information imparted by each scholion. Through this method, a 'hierarchy' of scholia can be observed: those that explain what the poet says (e.g. explanation of language or metaphor), why they do so (e.g. narrative considerations, poetic principles) and what the reader can gain beyond the poem (e.g. moral instruction, rhetorical techniques). This hierarchical model would be refined and used to investigate the influence of scholia on each other; the necessity of understanding the lower levels before the higher suggests that influence flows in at least one direction. The project will also propose a model of "quirks", non-essential elements of the scholia which can be used to suggest "genetic" links of thought to other ancient literary and paraliterary texts, including scientific and critical treatises. This may indicate both the sources of some scholiastic points and cases where the scholia themselves influenced late antique writers. This research will have a great and varied impact on the field, by contributing a firm methodology which can be used to further investigate the scholia and their relationship to ancient texts. It should be noted that, in addition to a new edition of the scholia vetera and h-scholia (a Byzantine family) in preparation by Montanari et al., and the ongoing publication of a modern edition of the Odyssey scholia by Pontani, a translation of the Iliadic scholia is in progress by Kelly, Beck and others. These works are likely to expand readership of the scholia greatly, necessitating a set of conceptual tools to analyse the exegetical scholia in their totality; this is what the research aims to provide. The research will proceed, in the first instance, through close reading of Erbse's edition of the Iliadic scholia; examination of the relevant manuscripts, similar papyri and any new editions will also be important. This close reading will focus on refining the notion of a scholiastic hierarchy, and through its refinement suggest a taxonomy of the exegetical scholia. In addition, 'non-essential' exegetical elements will provide the most fruitful material for intertextual analysis; for instance, one does not need to interpret the gods allegorically to make good sense of the Iliad, and it may indicate a common tradition with allegorical works such as Porphyry's Homeric Questions. A wide variety of texts can be consulted for their reception of the Iliad and relationship to the scholia, including educational texts, literary-critical texts and poetry which responds to Homer, particularly in the late antique period. Through these methods, the project will aim to establish both a methodology of generalised analysis relating to the exegetical scholia, and to map in greater detail the relationships tying scholia to one another and to non-scholia texts. This will greatly enhance our understanding of the exegetical scholia and the ancient tradition of reception concerning the Iliad, from the highest levels of scholarship to common educational materials.