scholarly journals A Goddess Arrives: Nineteenth Century Sources of the New Age Triple Moon Goddess

2005 ◽  
Vol 09 (01) ◽  
pp. 47-71
Author(s):  
Prudence Jones

The Triple Moon Goddess of contemporary Pagan and New Age thought is generally assumed to be an invention ex nihilo of the 20th century, with no precursor in classical antiquity, created by the poetic imagination of Robert Graves (1895-1985), with possible inspiration from the classicist and anthropologist Jane Ellen Harrison (1850-1928). However this hypothesis is incorrect. The Triple Goddess was presented in the 20th century before Graves. In addition, this paper is the first to reveal some astrological and esoteric as well as scholarly writings of the 19th century which presented and discussed a triple moon goddess from the ancient world whose identity would have been familiar to most educated men (and a few women) of the time.

Author(s):  
Ángel Ruiz Pérez ◽  

Study of myths and motifs of classical antiquity in the poetry of some important Cuban poets of the 19th century (José María Heredia, Juan Clemente Zenea, Enrique José Varona Julián del Casal and especially José Martí). The importance of art as a subject and as a way of connecting with the ancient world and above all, the centrality of political issues are key aspects that explain the repeated presence of Prometheus and Laocoon


Classics ◽  
2018 ◽  
Author(s):  
Elizabeth Macaulay-Lewis

Since the Western Roman Empire collapsed, classical, or Greco-Roman, architecture has served as a model to articulate the cultural, artistic, political, and ideological goals of later civilizations, empires, nations, and individuals. The Renaissance marked the first major, widespread re-engagement with classical antiquity in art, literature, and architecture. Debates over classical antiquity and its relation to the modern world continued ever since. One such important debate was that of the quarrel between the Ancients and Moderns, which resulted when Charles Perrault published his Parallèles des anciens et des modernes in 1688. This dispute focused on whether the modern age could surpass antiquity, especially in literature. The Greco-Roman controversy (1750s and 1760s) was another example of Europeans engaging with the classical past; this debate focused on whether Greek or Roman art was of greater historical value; an argument has continued unabated to this day. Figures like Johann Joachim Winckelmann argued (in publications such as Winckelmann 1764, cited under Early Archaeological Publications on Greece and Classical Ruins in the Roman East, on Greek art) for the supremacy of Greek forms, while others like Giovanni Battista Piranesi (whose 1748–1778 views of Rome are reproduced in Ficacci 2011, cited under Early Archaeological Publications on Italy) advocated for Rome’s preeminence. Such debates demonstrate how classical antiquity was an essential part of the intellectual and artistic milieu of 18th-century Europe. This bibliography focuses on the appropriation of classical architecture in the creation of built forms from 1700 to the present in Europe and North America, which is typically called neoclassical or neo-classical, both of which are acceptable. Scholars often define the neoclassical period as lasting from c. 1750 to 1830, when European art and architecture predominantly appropriated classical forms and ideas. The influence of classical architecture continued in popularity throughout the 19th century and early 20th century in the United States. The early 19th century saw the flourishing of the Greek Revival, where Greek forms dominated artistic and architectural production, both in Europe and the United States. The ascendance of Queen Victoria in 1837 marked a shift toward a preference for the Gothic and Medieval forms. Neoclassical forms saw a resurgence in the second half of the 19th century, as Roman architectural forms became increasingly popular as an expression of empire. The term “Neo-classical” was coined as early as January 1872 by Robert Kerr, who used the term positively. It later took on certain negative overtones, when it was used as a derogatory epithet by an unknown writer in the Times of London in 1892. Neoclassical architecture has fared no better with the rise of modernism in the early 20th century onward and since then it has been seen as old-fashioned and derivative. Neoclassical architecture was not a mindless imitation of classical architectural forms and interiors. The interest in classical architecture and the creation of neoclassical architecture was spurred on by important archaeological discoveries in the mid-18th century, which widened the perception of Greek and Roman buildings. The remarkable flexibility of ancient architecture to embody the grandeur of an empire, as well as the principles of a nascent democracy, meant that it had great potential to be interpreted and reinterpreted by countless architects, patrons, empires, and nation states—in different ways and at different times from the 18th to the 20th century. This bibliography is organized thematically (e.g., General Overviews; Companions, Handbooks, and Theoretical Works; Reference Works; Early General Archaeological Publications; The Reception of Pompeii, Herculaneum, and the Bay of Naples; and World’s Fairs and Expositions) and then geographically, creating country- or region-specific bibliographies. While this model of organization has some flaws, it aims to avoid repetition and highlights the interconnected nature and process of the reception of classical architecture in later periods.


1988 ◽  
Vol 153 (3) ◽  
pp. 298-304 ◽  
Author(s):  
G. E. Berrios

The meaning of ‘melancholia’ in classical antiquity is opaque and has little in common with 20th-century psychiatric usage (Drabkin, 1955; Heiberg, 1927). At that time, melancholia and mania were not polar opposites (i.e. one was not defined as having opposite features to the other). Melancholia was defined in terms of overt behavioural features such as decreased motility, and morosity (Roccatagliata, 1973; Simon, 1978). Hence, in medical usage, ‘melancholia’ referred to a subtype of mania and named, in general, states of reduced behavioural output. These included disorders that might “exhibit depressed, agitated, hallucinatory, paranoid and even demented states … the ancient diagnosis of melancholy has no correct analogue in modern psychiatric practice …” (Siegel, 1973, p. 274).


GEOgraphia ◽  
2017 ◽  
Vol 19 (40) ◽  
pp. 56
Author(s):  
Carla Lois

Resumo: A geografia é uma disciplina que traz consigo uma longa tradição gráfica, que é parte de seu próprio nome (algumas interpretações etimológicas prevalecem o significado de gráfico ou desenho do sufixo graphia sobre o de descrição textual).No entanto, nos últimos dois séculos, a Geografia se consolidou como uma disciplina eminentemente literária e isso acabou impactando na produção e uso de imagens na geografia escolar. Em oposição a isso, no final do século XIX, foi amplamente aceito que o ato de desenhar (especialmente a cópia e o mapeamento) era um exercício útil para pensar, interpretar e internalizar conteúdos geográficos.Neste artigo, analisamos como as habilidades gráficas promovidas na geografia escolar foram variadas com base em experiências, materiais e atividades desenvolvidos nas instituições escolares (considerando que é lá e quando as habilidades expressivas e comunicacionais são aprendidas) entre o final do século XIX e meados do século XX. Resumen: La geografía es una disciplina que carga con una larga tradición gráfica, que forma parte incluso de su propio nombre (algunas interpretaciones etimológicas hacen prevalecer el sentido de gráfico o dibujo del sufijo graphia sobre la de descripción textual).Sin embargo, en los últimos dos siglos, la Geografía se ha ido consolidando como en una disciplina eminentemente literaria y ello ha terminado impactando sobre la producción y el uso de imágenes en la geografía escolar. Por el contrario, a finales del siglo XIX, estaba ampliamente aceptado que el acto del dibujo (sobre todo, el copiado y el calcado de mapas) era un ejercicio útil para pensar, interpretar e interiorizar contenidos geográficos.En este artículo se analiza cómo fueron variando las habilidades gráficas promovidas en la geografía escolar a partir de experiencias, materiales y actividades desarrolladas en instituciones escolares (considerando que es allí donde y cuando se aprenden las destrezas expresivas y comunicacionales) entre finales del siglo XIX y mediados del siglo XX.   Abtract: Geography is a discipline that carries with it a long graphic tradition, which is even part of its own name (some etymological interpretations prevail the sense of graphic or drawing attributed to the graphia suffix over textual description).However, in the last two centuries, Geography has been consolidated as an eminently literary discipline and this has ended up impacting on the production and use of images in school geography. In contrast, at the end of the nineteenth century, it was widely accepted that the act of drawing was a useful exercise for thinking, interpreting and internalizing geographical contents.In this article we analyzed how the graphic skills promoted in school geography varied from experiences, materials and activities developed in school institutions between the end of the 19th century and the mid - 20th century.   


2022 ◽  
Vol 27 (42) ◽  
pp. 172-187
Author(s):  
Nat�lia dos Santos Nicolich

O estudo da hist�ria da arte no Brasil costumava tratar o s�culo 19 e o 20 como dois per�odos bastante distintos, quase conflitantes, sobre os quais n�o era poss�vel conceber que houvesse di�logo. Nos �ltimos anos, com as revis�es historiogr�ficas sobre a abordagem modernista, os pesquisadores valorizaram a produ��o oitocentista e por consequ�ncia abriram o campo para novas possibilidades de estudo sobre a arte nas primeiras d�cadas dos anos 1900. O presente artigo intenciona contribuir com essas pesquisas, propondo uma leitura para al�m das transforma��es est�ticas ocorridas nesse per�odo, tendo como ponto de partida as representa��es do ateli� vazio. Assim, considerando o ateli� vazio um tema por excel�ncia na arte do s�culo 19, investigamos sua persist�ncia no s�culo 20 apesar das mudan�as de paradigma na pintura. Para tanto, reunimos algumas obras realizadas entre os anos 1880 e 1950 aproximadamente, nas quais observamos aspectos sobre a posi��o do artista como profissional, a concep��o da arte e da realidade que os cerca.Palavras-chaveAteli� vazio. S�culos 19 e 20. Pintura. Artista.�AbstractThe study of Art History in Brazil used to treat the 19th century and the 20th century as two very distinct, almost conflicting periods, about which it was not possible to conceive that there were dialogues. In recent years, with the historiographic revisions on the modernist approach, researchers have valued the nineteenth-century production and consequently opened the field to new possibilities of studying art in the early 1900s. The present article intends to contribute to this research, proposing a reading beyond the aesthetic transformations that occurred in this period, taking as a starting point the representations of the empty studio. Thus, considering the empty studio a theme par excellence in 19th century art, we investigate its persistence in the 20th century despite the paradigm shifts in painting. To this end, we gathered some works from approximately 1880 to 1950, in which we observed aspects about the position of the artist as a professional, the conception of art and the reality that surrounds them.Keywords:Empty studio. 19th and 20th centuries. Painting. Artist.


GEOgraphia ◽  
2017 ◽  
Vol 19 (40) ◽  
pp. 56
Author(s):  
Carla Lois

Resumo: A geografia é uma disciplina que traz consigo uma longa tradição gráfica, que é parte de seu próprio nome (algumas interpretações etimológicas prevalecem o significado de gráfico ou desenho do sufixo graphia sobre o de descrição textual).No entanto, nos últimos dois séculos, a Geografia se consolidou como uma disciplina eminentemente literária e isso acabou impactando na produção e uso de imagens na geografia escolar. Em oposição a isso, no final do século XIX, foi amplamente aceito que o ato de desenhar (especialmente a cópia e o mapeamento) era um exercício útil para pensar, interpretar e internalizar conteúdos geográficos.Neste artigo, analisamos como as habilidades gráficas promovidas na geografia escolar foram variadas com base em experiências, materiais e atividades desenvolvidos nas instituições escolares (considerando que é lá e quando as habilidades expressivas e comunicacionais são aprendidas) entre o final do século XIX e meados do século XX. Resumen: La geografía es una disciplina que carga con una larga tradición gráfica, que forma parte incluso de su propio nombre (algunas interpretaciones etimológicas hacen prevalecer el sentido de gráfico o dibujo del sufijo graphia sobre la de descripción textual).Sin embargo, en los últimos dos siglos, la Geografía se ha ido consolidando como en una disciplina eminentemente literaria y ello ha terminado impactando sobre la producción y el uso de imágenes en la geografía escolar. Por el contrario, a finales del siglo XIX, estaba ampliamente aceptado que el acto del dibujo (sobre todo, el copiado y el calcado de mapas) era un ejercicio útil para pensar, interpretar e interiorizar contenidos geográficos.En este artículo se analiza cómo fueron variando las habilidades gráficas promovidas en la geografía escolar a partir de experiencias, materiales y actividades desarrolladas en instituciones escolares (considerando que es allí donde y cuando se aprenden las destrezas expresivas y comunicacionales) entre finales del siglo XIX y mediados del siglo XX.   Abtract: Geography is a discipline that carries with it a long graphic tradition, which is even part of its own name (some etymological interpretations prevail the sense of graphic or drawing attributed to the graphia suffix over textual description).However, in the last two centuries, Geography has been consolidated as an eminently literary discipline and this has ended up impacting on the production and use of images in school geography. In contrast, at the end of the nineteenth century, it was widely accepted that the act of drawing was a useful exercise for thinking, interpreting and internalizing geographical contents.In this article we analyzed how the graphic skills promoted in school geography varied from experiences, materials and activities developed in school institutions between the end of the 19th century and the mid - 20th century.   


Phytotaxa ◽  
2020 ◽  
Vol 456 (3) ◽  
pp. 244-255
Author(s):  
FABIOLA JUÁREZ-BARRERA ◽  
ISOLDA LUNA VEGA ◽  
JUAN J. MORRONE ◽  
ALFREDO BUENO-HERNÁNDEZ ◽  
DAVID ESPINOSA

Gonzalo Halffter developed the concept of a transition zone in Mexico during the mid-twentieth century, when he superimposed the distributional patterns of different groups of Coleoptera, finding that some groups share a common biogeographical history. The complexity of the Mexican biogeographical patterns had already caught the eyes of nineteenth-century naturalists, who tried to discern some kind of order within this biotic complexity. Herein, we analyse the original studies of different nineteenth-century authors on the distributional patterns of different Mexican taxa, highlighting the main explanations provided by them. The complexity of the Mexican biota was interpreted by Humboldt as the result of the interaction between northern and southern floras, as a taxonomic peculiarity by Augustin de Candolle, as a strong biotic replacement by Alphonse de Candolle and Sumichrast, and as different dispersal stages by Wallace. Before the theory of evolution was accepted, different biogeographical patterns (endemism, diversity and taxonomic replacement gradients, among others) had coexisted without contradictions. Botanical and zoological regions first acquired a connotation of independent centres of creation, and the wider distributions (mainly disjunct distributions) later became the backbone of hypotheses concerning historical relationships between biotas based on a dispersalist model. Nevertheless, during the 20th century, the explanations of 19th century naturalists such as the limits between regions and biotic transition entered the biogeographical debate again.


GEOgraphia ◽  
2017 ◽  
Vol 19 (40) ◽  
pp. 56
Author(s):  
Carla Lois

Resumo: A geografia é uma disciplina que traz consigo uma longa tradição gráfica, que é parte de seu próprio nome (algumas interpretações etimológicas prevalecem o significado de gráfico ou desenho do sufixo graphia sobre o de descrição textual).No entanto, nos últimos dois séculos, a Geografia se consolidou como uma disciplina eminentemente literária e isso acabou impactando na produção e uso de imagens na geografia escolar. Em oposição a isso, no final do século XIX, foi amplamente aceito que o ato de desenhar (especialmente a cópia e o mapeamento) era um exercício útil para pensar, interpretar e internalizar conteúdos geográficos.Neste artigo, analisamos como as habilidades gráficas promovidas na geografia escolar foram variadas com base em experiências, materiais e atividades desenvolvidos nas instituições escolares (considerando que é lá e quando as habilidades expressivas e comunicacionais são aprendidas) entre o final do século XIX e meados do século XX. Resumen: La geografía es una disciplina que carga con una larga tradición gráfica, que forma parte incluso de su propio nombre (algunas interpretaciones etimológicas hacen prevalecer el sentido de gráfico o dibujo del sufijo graphia sobre la de descripción textual).Sin embargo, en los últimos dos siglos, la Geografía se ha ido consolidando como en una disciplina eminentemente literaria y ello ha terminado impactando sobre la producción y el uso de imágenes en la geografía escolar. Por el contrario, a finales del siglo XIX, estaba ampliamente aceptado que el acto del dibujo (sobre todo, el copiado y el calcado de mapas) era un ejercicio útil para pensar, interpretar e interiorizar contenidos geográficos.En este artículo se analiza cómo fueron variando las habilidades gráficas promovidas en la geografía escolar a partir de experiencias, materiales y actividades desarrolladas en instituciones escolares (considerando que es allí donde y cuando se aprenden las destrezas expresivas y comunicacionales) entre finales del siglo XIX y mediados del siglo XX.   Abtract: Geography is a discipline that carries with it a long graphic tradition, which is even part of its own name (some etymological interpretations prevail the sense of graphic or drawing attributed to the graphia suffix over textual description).However, in the last two centuries, Geography has been consolidated as an eminently literary discipline and this has ended up impacting on the production and use of images in school geography. In contrast, at the end of the nineteenth century, it was widely accepted that the act of drawing was a useful exercise for thinking, interpreting and internalizing geographical contents.In this article we analyzed how the graphic skills promoted in school geography varied from experiences, materials and activities developed in school institutions between the end of the 19th century and the mid - 20th century.   


1992 ◽  
Vol 17 (3) ◽  
pp. 12-17
Author(s):  
Trevor Fawcett

Although ‘art books’ of various kinds existed before 1800, art publishing grew significantly and with increasing speed through the 19th century. Two key factors, each encouraging the other, were the growth of interest in art among a heterogeneous public, and developments in printing technology, especially in methods of reproducing illustrations. Increasing numbers of illustrated art books contributed to the dissemination of awareness of an ever-broader spectrum of works of art, and of the decorative arts, throughout society, and nourished the historicism and eclecticism practised by contemporary artists and designers. The Romantic Movement’s cult of the individual artist prepared the way for the emergence of the artist’s monograph as a significant category of art book, made possible by the capacity to reproduce an artist’s works. The growth of art historical scholarship, informed by a new rigour, brought about the publishing of scholarly works incorporating documentary research, and of previously unpublished or newly-edited source material; art reference works, of several kinds, also multiplied. By 1900 art publishing had set all the precedents it would need until well into the second half of the 20th century.


Author(s):  
James DelPrince

In the third quarter of the 19th century, urban florists purchased a wide variety of cut flowers for resale. Roses and carnations were staples, and the season dictated market availability. In London, the expansion of Covent Garden in 1870 facilitated the importation of flowers from all over Europe. New York florists began to purchase flowers through wholesalers who carried stock grown in state and nearby, which was transported by train to the city and distributed to approximately 200 florist shops at the turn of the 20th century.


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