ΕΚΔΗΛΩΣΕΙΣ

ΔΙΑΛΕΞΗ ΤΟΥ ΚΑΘΗΓΗΤΗ DOUGLAS OLSON ΜΕ ΘΕΜΑ: «ON BUILDING AN APPARATUS CRITICUS: AT THE INTERSECTION OF OBJECTIVITY AND SUBJECTIVITY».  

Wednesday 29 Μαρτίου 2023

ΠΡΟΣΚΛΗΣΗ

Το ΠΜΣ Κλασικής Φιλολογίας «Δέξιππος», σε συνεργασία με τον Τομέα Κλασικής Φιλολογίας, σας προσκαλεί στη διάλεξη του Καθηγητή Douglas Olson  (University of Minnesota), που θα πραγματοποιηθεί την Τετάρτη 29 Μαρτίου 2023, ώρα 12.00, στην αίθουσα 209 του κτηρίου της Φιλοσοφικής Σχολής με θέμα: «On Building an Apparatus Criticus: At the Intersection of Objectivity and Subjectivity».           

Η παρουσία σας θα μας τιμήσει.

Douglas Olson (University of Minnesota): “On Building an Apparatus Criticus: At the Intersection of Objectivity and Subjectivity”

My primary goal in this paper is not to demonstrate how complex and difficult the process of creating a critical apparatus is, since I think that can be taken for granted. Instead, I hope to show something less obvious: how value- and judgment-laden, how decidedly non-neutral the process of building an apparatus is, despite its deliberately cultivated appearance of studiously complete “academic objectivity”. I will do this by looking at two specific examples of the genre, from my own forthcoming CUP edition of Aristophanes Knights and from Nigel Wilson’s Oxford Classical Text of the play, with some attention also to Alan Sommerstein’s bilingual Aris and Phillips edition. I will be clear throughout that I believe that there can be bad apparatuses and good apparatuses, and that such judgments depend in part on how effectively individual editors collect and transmit what one might choose to call, a bit naively, the “objective facts” of the case. But my larger point will be that what matters more in assessing such work is the way that information is sorted, structured, and placed within particular understandings of the intended audience, the intellectual context of the project, and the individual editor’s objectives. Put another way, the critical apparatus turns out to be an interesting tool with which to think about how we create, package, and receive technical scholarly knowledge generally.