Attic cup inscribed with the Greek alphabet. Havelock argued that the simplicity and spacing of the alphabet was crucial to the development of literate culture.

Eric Alfred Havelock (June 3, 1903 – April 4, 1988) was a British classicist. Most of his life was spent in Canada and the United States. He was a professor at the University of Toronto and was active in the academic wing of the Canadian socialist movement during the 1930s. In the 1960s and '70s, he served as chair of the classics departments at both Harvard and Yale. Although he was trained in the turn-of-the-century Oxbridge tradition of classical studies, which saw Greek intellectual history as an unbroken chain of related ideas, Havelock broke radically with his own teachers and proposed an entirely new model for understanding the classical world, based on a sharp division between literature of the 6th and 5th centuries BC on the one hand, and the 4th on the other. Image File history File linksMetadata Download high resolution version (1600x1398, 225 KB) Summary Alphabet grec peint sur la panse dune coupe attique à figures noires. ... Image File history File linksMetadata Download high resolution version (1600x1398, 225 KB) Summary Alphabet grec peint sur la panse dune coupe attique à figures noires. ... Attica (in Greek: Αττική, Attike; see also List of traditional Greek place names) is a periphery (subdivision) in Greece, containing Athens, the capital of Greece. ... Due to technical limitations, some web browsers may not display some special characters in this article. ... June 3 is the 154th day of the year in the Gregorian calendar (155th in leap years), with 211 days remaining. ... 1903 (MCMIII) was a common year starting on Thursday (see link for calendar). ... April 4 is the 94th day of the year in the Gregorian calendar (95th in leap years). ... 1988 (MCMLXXXVIII) was a leap year starting on Friday of the Gregorian calendar. ... Classics, particularly within the Western University tradition, when used as a singular noun, means the study of the language, literature, history, art, and other aspects of Greek and Roman culture during the time frame known as classical antiquity. ... The University of Toronto (U of T), in Toronto, Ontario, is the largest university in Canada by student population. ... Socialism refers to a broad array of doctrines or political movements that envisage a socio-economic system in which property and the distribution of wealth are subject to social control. ... Harvard University campus (old map) Harvard University (incorporated as The President and Fellows of Harvard College) is a private university in Cambridge, Massachusetts. ... Yale redirects here. ... Oxbridge is a portmanteau name for the universities of Oxford and Cambridge, the two oldest in the United Kingdom and the English-speaking universe. ...

Much of Havelock's work was devoted to a single thesis: that all of Western thought is informed by a profound shift in the kinds of ideas available to the human mind at the point that Greek philosophy converted from an oral to a literate form. The idea has been controversial at best in classical studies, and has frequently been rejected outright; however, outside his own field, Havelock has been extraordinarily influential. He and Walter J. Ong (who was himself strongly influenced by Havelock) essentially founded the amorphous field that studies transitions from orality to literacy, and Havelock has been one of the most frequently cited theorists in that field. His influence has spread beyond the study of the classical world to that of analogous transitions in other times and places. Look up thesis in Wiktionary, the free dictionary. ... Classical (or early) Greek philosophy focused on the role of reason and inquiry. ... Oral tradition or oral culture is a way of transmitting history, literature or law from one generation to the next in a civilization without a writing system. ... World literacy rates by country The traditional definition of Literacy is the ability to use language ie to read, write, listen and speak. ... Walter Ong Father Walter Jackson Ong, Ph. ...

Education and early academic career

Born in London, Havelock grew up in Scotland but enrolled at The Leys School in Cambridge at the age of 14. He studied there with W.H. Balgarnie, a classicist who also taught and greatly influenced James Hilton. In 1922, Havelock started at Emmanuel College, Cambridge University. London is the capital city of the United Kingdom and of England and is the most populous city in the European Union. ... The Leys School East House (right) and the Headmasters house The Leys School is a co-educational boarding and day school for over 520 pupils aged between 11 and 18. ... Map of the Cambridgeshire area (1904) The city of Cambridge is an old English university town and the administrative centre of the county of Cambridgeshire. ... James Hilton (September 9, 1900 - December 20, 1954) was a popular English novelist of the first half of the 20th century. ... Full name Emmanuel College Motto - Named after Immanuel Previous names - Established 1584 Sister College(s) Exeter College Master The Lord Wilson of Dinton Location Regent Street Undergraduates 494 Postgraduates 98 Homepage Boatclub Emmanuel front court and the Wren chapel Emmanuel College is a constituent college of the University of Cambridge... The University of Cambridge is the second-oldest university in the English-speaking world, with one of the most selective sets of entry requirements in the United Kingdom. ...

While studying under F. M. Cornford at Cambridge, Havelock began to question the received wisdom about the nature of pre-Socratic philosophy and, in particular, about its relationship with Socratic thought. In The Literate Revolution in Greece, his penultimate book, Havelock recalls being struck by a discrepancy between the language used by the philosophers he was studying and the heavily Platonic idiom with which it was interpreted in the standard texts.^[1] It was well-known that the philosophical texts were written not only in verse but in the meter of Homer, who had recently been identified (still controversially at the time) by Milman Parry as an oral poet, but Cornford and other scholars of these early philosophers saw the practice as a fairly insignificant convention leftover from Hesiod. Havelock eventually came to the conclusion that the poetic aspects of early philosophy "were matters not of style but of substance,"^[2] and that such thinkers as Heraclitus and Empedocles actually have more in common even on an intellectual level with Homer than they do with Plato and Aristotle. However, he did not publicly break from Cornford until many years later. Francis Macdonald Cornford (1874-1943) was an English classical scholar and poet. ... The Pre-Socratic philosophers were active before Socrates or contemporaneously, but expounding knowledge developed earlier. ... Socrates (Greek , invariably anglicized as IPA: Sǒcratēs; ca. ... Plato (Greek: Πλάτων, Plátōn, wide, broad-shouldered) (c. ... The Homère Caetani bust at the Louvre, a 2nd century Roman copy of a 2nd century BC Greek original. ... Milman Parry (1902 -December 3, 1935) was a scholar of epic poetry. ... Hesiod (Hesiodos, ), the early Greek poet and rhapsode, presumably lived around 700 BCE. Historians have debated the priority of Hesiod or of Homer, and some authors have even brought them together in an imagined poetic contest. ... Heraclitus by Johannes Moreelse Heraclitus of Ephesus (Greek Herakleitos) (about 535 - 475 BC), known as The Obscure, was a pre-Socratic Greek philosopher from Ephesus in Asia Minor. ... Empedocles of Agrigentum Empedocles (c. ... Aristotle (Ancient Greek: Aristotélēs 384 – March 7, 322 BCE) was an ancient Greek philosopher, a student of Plato and teacher of Alexander the Great. ...

In 1926 Havelock took his first academic job at Acadia University in Nova Scotia, Canada, and moved on to Victoria College at the University of Toronto in 1929. He married Ellen Parkinson in 1927. Havelock's scholarly work during this period focused on Latin poetry, particularly Catullus, far from the early Greek philosophy he had worked on at Cambridge. While in Canada Havelock became increasingly involved in politics. With his fellow academics Frank Underhill and Eugene Forsey, Havelock was a cofounder of the League for Social Reconstruction, an organization of politically active socialist intellectuals.^[3] He and Underhill were also the most outspoken of a group of dissident faculty members at the University. Acadia University is a university located in Wolfville, Nova Scotia, Canada. ... Motto: Munit Haec et Altera Vincit (Latin: One defends and the other conquers) Official languages None (English,French,Gaelic) Capital Halifax Largest city Halifax Lieutenant-Governor Myra Freeman Premier Rodney MacDonald (PC) Parliamentary representation  - House seat  - Senate seats 11 10 Area Total  â€¢ Land  â€¢ Water    (% of total)  Ranked 12th 55,283... Victoria University (Vic for short) is a federated school of the University of Toronto, consisting of Victoria College and Emmanuel College. ... The University of Toronto (U of T), in Toronto, Ontario, is the largest university in Canada by student population. ... Latin poetry was a major part of Latin literature during the height of the Latin language. ... Gaius Valerius Catullus (ca. ... Frank Hawkins Underhill (November 26, 1885 - September 16, 1971) was a Canadian historian, social critic and political thinker. ... Hon. ... The League for Social Reconstruction was a circle of Canadian socialist intellectuals formed in 1931 by academics advocating radical social and economic reforms and political education as a response to the Great Depression. ... Socialism refers to a broad array of doctrines or political movements that envisage a socio-economic system in which property and the distribution of wealth are subject to social control. ...

Havelock's political engagement deepened rapidly. In 1931 after Toronto police had blocked a public meeting by an organization the police claimed was associated with communists, he and Underhill wrote a public letter of protest, calling the action "short-sighted, inexpedient, and intolerable."^[4] The letter led to considerable tension between the leadership of the university and the activist professors led by Havelock and Underhill,^[5] as well as a sharply critical public reaction. All of the major newspapers in Toronto, along with a number of prominent business leaders, denounced the professors as radical leftists and their behavior as unbecoming of academics.^[6] This article is about communism as a form of society and as a political movement. ...

Though the League for Social Reconstruction began as more of a discussion group than a political party, it became a force in Canadian politics by the mid-1930s. After Havelock joined the Co-operative Commonwealth Federation, along with several other members of the League, he was pressured by his superiors at the University to curtail his political activity.^[7] He did not, continuing to act as an ally and occasional spokesman for Underhill and other leftist professors. He found himself in trouble again in 1937 after criticizing both the government's and industry's handling of an automotive workers' strike. Despite calls from Ontario officials for his ouster, he was able to remain at Victoria College, but his public reputation was badly damaged.^[8] The Co-operative Commonwealth Federation (CCF) was a Canadian political party founded in 1932 in Calgary, Alberta, by a number of socialist, farm, co-operative and labour groups, and the League for Social Reconstruction. ... Motto: Ut Incepit Fidelis Sic Permanet (Latin: Loyal she began, loyal she remains) Official languages English Flower White trillium Capital Toronto Largest city Toronto Lieutenant-Governor James K. Bartleman Premier Dalton McGuinty (Liberal) Parliamentary representation  - House seat  - Senate seats 106 24 Area Total  - Land  - Water    (% of total)  Ranked 4th 1...

During World War II, Havelock moved away from the socialist organizations he had been associated with, and in 1944 was elected founding president of the Ontario Classical Association. One of the association's first activities was organizing a relief effort for Greece, which had just been liberated from Nazi control.^[9] Havelock continued to write about politics, however, and his political and academic work came together in his ideas about education; he argued for the necessity of an understanding of rhetoric for the resistance to corporate persuasiveness.^[10] Combatants Allies: Poland, British Commonwealth, France/Free France, Soviet Union, United States, China, and others Axis Powers: Germany, Italy, Japan, and others Casualties Military dead: 17 million Civilian dead: 33 million Total dead: 50 million Military dead: 8 million Civilian dead: 4 million Total dead: 12 million World War II... National Socialism redirects here. ... Rhetoric from Greek ρήτωρ, rhêtôr, orator) is the art or technique of persuasion, usually through the use of language. ...

Toward a new theory of Greek intellectual history

Papyrus manuscript of Plato's Symposium.

At the same time that he was becoming increasingly vocal and visible in politics, Havelock's scholarly work was moving toward the concerns that would occupy him for the bulk of his career. The first questions he raised about the relationship between literacy and orality in Greece concerned the nature of the historical Socrates, which was a long-debated issue. Havelock's position, drawn from analyses of Xenophon and Aristophanes as well as Plato himself, was that Plato's presentation of his teacher was largely a fiction, and intended to be a transparent one, whose purpose was to represent indirectly Plato's own ideas.^[11] He argued vociferously against the idea associated with John Burnet, which still had currency at the time, that the basic model for the theory of forms originated with Socrates. Havelock's argument centered around evidence for a historical change in Greek philosophy; Plato, he argued, was fundamentally writing about the ideas of his present, the 4th century, not of the past.^[12] Most earlier work in the field had assumed that, since Plato uses Socrates as his mouthpiece, his own philosophical concerns must have been similar to those debated in the Athens of his youth, when Socrates was his teacher. Havelock's contention that Socrates and Plato belonged to different philosophical eras was the first instance of one that would become central to his work: that a basic shift in the kinds of ideas being discussed by intellectuals, and the methods of discussing them, happened at some point between the end of the 5th century BC and the middle of the 4th. Ţ For other uses, see Papyrus (disambiguation). ... To meet Wikipedias quality standards, this article or section may require cleanup. ... Socrates (Greek , invariably anglicized as IPA: Sǒcratēs; ca. ... Xenophon, Greek historian Xenophon (In Greek , c. ... Bust of Aristophanes Aristophanes, in Greek ΄Αριστοφανης, (c. ... Plato (Greek: Πλάτων, Plátōn, wide, broad-shouldered) (c. ... John Burnet (1863–1928) was a Scottish classicist. ... It has been suggested that The Forms be merged into this article or section. ... Athens (Greek: Αθήνα, Athína (IPA: )) is the capital of Greece and one of the most famous cities in the world, named after goddess Athena. ...

Havelock moved to Cambridge, Massachusetts, in 1947 for a position at Harvard University, where he remained until 1963. He was active in a number of aspects of the University and of the department, of which he became chair; he undertook a translation of and commentary on Aeschylus' Prometheus Bound for the benefit of his students (he later published it under the title The Crucifixion of Intellectual Man). During this time he began his first major attempt to argue for a division between Platonic or Aristotelian philosophy and what came before. His focus was on political philosophy and, in particular, the beginnings of Greek liberalism as introduced by Democritus. In his book The Liberal Temper in Greek Politics, he argued that for Democritus and the liberals, political theory was based on an understanding of "the behaviour of man in a cosmic and historical setting":^[13] that is, humanity defined as the poets would define it—measured through its individual actions. Plato and Aristotle were interested in the nature of humanity and, in particular, the idea that human actions might be rooted in inherent qualities rather than consisting of individual choices. Cambridge City Hall Settled: 1630 â€“ Incorporated: 1636 Zip Code(s): 02139 â€“ Area Code(s): 617 / 857 Official website: http://www. ... Harvard University campus (old map) Harvard University (incorporated as The President and Fellows of Harvard College) is a private university in Cambridge, Massachusetts. ... Aeschylus This article is about the ancient Greek playwright. ... Prometheus Bound is an Ancient Greek play. ... This article discusses liberalism as a major worldwide political ideology, its development, and its many modern-day variations. ... Hendrick ter Brugghen, Democritus Laughing (1629) Democritus (Greek: Δημόκριτος) was a pre-Socratic Greek philosopher (born at Abdera in Thrace around 450 BC; died in about 370 BC). ...

In arguing for a basic heuristic split between Plato and the contemporaries of Democritus, Havelock was directly contradicting a very long tradition in philosophy that had painstakingly assembled innumerable connections between Plato and the pre-Socratics, in order to reinforce the position that Plato, as his own dialogues imply, was primarily informed by his teacher Socrates, and that Socrates in turn was a willing participant in a philosophical conversation already several hundred years old (again, with a seeming endorsement from Plato, who shows a young Socrates conversing with and learning from the pre-Socratics Parmenides and Zeno in his dialogue the Parmenides—a historical impossibility that might represent figuratively an intellectual rather than direct conversation). The book was intriguing to some philosophers but was poorly received among classicists, with one reviewer calling Havelock's argument for basic difference between Plato and the pre-Socratics "a failure" and his analysis of Plato and Aristotle "distortion."^[14] Heuristic is the art and science of discovery and invention. ... Parmenides of Elea (early 5th century BC) was an ancient Greek philosopher born in Elea, a Hellenic city on the southern coast of Italy. ... Zeno of Elea (IPA:zÉ›noÊŠ, É›lɛɑː)(circa 490 BC? – circa 430 BC?) was a pre-Socratic Greek philosopher of southern Italy and a member of the Eleatic School founded by Parmenides. ... Parmenides is one of the dialogues of Plato. ...

Preface to Plato

Cover of Havelock's Preface to Plato, 1963.

In retrospect, one of the peculiarities of The Liberal Temper is that it made the argument for the division between Plato and early Greek philosophy without a fully realized account of Havelock's theory of Greek literacy, which he was still developing throughout this period. Rather than attempting once again to explain his distinction between 5th- and 4th-century thought in terms of a dissection of the earlier school, Havelock turned, in his 1963 Preface to Plato, to 4th-century philosophy itself. He was interested principally in Plato's much debated rejection of poetry in the Republic, in which his fictionalized Socrates argues that poetic mimesis—the representation of life in art—is bad for the soul. Havelock's claim was that the Republic can be used to understand the position of poetry in the "history of the Greek mind."^[15] The book is divided into two parts, the first an exploration of oral culture (and what Havelock thinks of as oral thought), and the second an argument for what Havelock calls "The Necessity of Platonism" (the title of Part 2): the intimate relationship between Platonic thought and the development of literacy. Instead of concentrating on the philosophical definitions of key terms, as he had in his book on Democritus, Havelock turned to the Greek language itself, arguing that the meaning of words changed after the full development of written literature to admit a self-reflective subject; even pronouns, he said, had different functions. The result was a universal shift in what the Greek mind could imagine: (2nd millennium BC - 1st millennium BC - 1st millennium) The 5th century BC started on January 1, 500 BC and ended on December 31, 401 BC. // Overview The Parthenon of Athens seen from the hill of the Pnyx to the west. ... (2nd millennium BC - 1st millennium BC - 1st millennium) The 4th century BC started on January 1, 400 BC and ended on December 31, 301 BC. // Overview Events Bust of Alexander the Great in the British Museum. ... Plato. ... Mimesis (μίμησις from μιμεîσθαι) in its simplest context means imitation or representation in Greek. ... In linguistics and grammar, a pronoun is a pro-form that substitutes for a noun phrase. ...

We confront here a change in the Greek language and in the syntax of linguistic usage and in the overtones of certain key words which is part of a larger intellectual revolution, which affected the whole range of the Greek cultural experience . . . Our present business is to connect this discovery with that crisis in Greek culture which saw the replacement of an orally memorised tradition by a quite different system of instruction and education, and which therefore saw the Homeric state of mind give way to the Platonic.^[16]

For Havelock, Plato's rejection of poetry was merely the realization of a cultural shift in which he was a participant.

Two distinct phenomena are covered by the shift he observed in Greek culture at the end of the 5th century: the content of thought (in particular the concept of man or of the soul), and the organization of thought. In Homer, Havelock argues, the order of ideas is associative and temporal. The epic's "units of meaning . . . are linked associatively to form an episode, but the parts of the episode are greater than the whole."^[17] For Plato, on the other hand, the purpose of thought is to arrive at the significance of the whole, to move from the specific to the general. Havelock points out that Plato's syntax, which he shares with other 4th-century writers, reflects that organization, making smaller ideas subordinate to bigger ideas. Thus, the Platonic theory of forms in itself, Havelock claims, derives from a shift in the organization of the Greek language, and ultimately comes down to a different function for and conception of the noun.^[18] Syntax, originating from the Greek words συν (syn, meaning co- or together) and τάξις (táxis, meaning sequence, order, arrangement), can in linguistics be described as the study of the rules, or patterned relations that govern the way the words in a sentence come together. ... It has been suggested that The Forms be merged into this article or section. ... A noun, or noun substantive, is a part of speech (a word or phrase) which can co-occur with (in)definite articles and attributive adjectives, and function as the head of a noun phrase. ...

Preface to Plato had a profound impact almost immediately after publication, but an impact that was complex and inconsistent. The book's claims refer to the ideas of a number of different fields: the study (then fairly new) of oral literature as well as Greek philosophy and Greek philology; the book also acknowledges the influence of literary theory, particularly structuralism. The 1960s were a period in which those fields were growing further apart, and the reaction to Preface from each of them was starkly different. Among classicists the response ranged from indifference to derision, with the majority simply questioning the details of Havelock's history of literacy, pointing both to earlier instances of writing than Havelock thinks possible or to later instances of oral influence.^[19] Philosophy, particularly Platonic scholarship, was moving in a different direction at the time, and Havelock neither engages nor was cited by the principal movers in that field. However, the book was embraced by literary theorists, students of the transition to literacy, and others in fields as diverse as psychology and anthropology.^[20] Philology is the study of ancient texts and languages. ... Literary theory is the theory (or the philosophy) of the interpretation of literature and literary criticism. ... Structuralism is a general approach in various academic disciplines that explores the interrelationships between fundamental elements of some kind, upon which some higher mental, linguistic, social, cultural etc structures are built, through which then meaning is produced within a particular person, system, culture. ... Psychology (Gk: psyche, soul or mind + logos, speech) is an academic and applied field involving the study of the mind, brain, and behavior, both human and nonhuman. ... Anthropology (from the Greek word άνθρωπος, human or person) consists of the study of humanity (see genus Homo). ...

Ultimately, the book's utility as textual scholarship is limited by Havelock's methods. His account of orality is based almost entirely on Homer, but the history of the Homeric text is not known, which forces Havelock to make claims based on assumptions that cannot fully be tested.^[21] Later classicists argue that the poetic nature of Homer's language works against the very arguments Havelock makes about the intellectual nature of oral poetry. What he asserts as a definitive use of language can never be conclusively demonstrated not to be an accident of "metrical convenience."^[22] Homerists, like Platonists, found the book to be less than useful for the precise work of their own discipline. At the same time, though, Havelock's influence, particularly in literary theory, was growing enormously. He is the most cited writer in Walter J. Ong's influential Orality and Literacy other than Ong himself.^[23] His work has been cited in studies of orality and literacy in African culture and the implications of modern literacy theory for library science.^[24] Preface to Plato has remained continuously in print since its initial publication. Fundamental Concepts Library and information science (LIS) is the study of issues related to libraries. ...

Later years

Shortly after the publication of Preface to Plato, Havelock accepted a position as chair of the Classics Department at Yale University. He remained in New Haven for eight years, and then taught briefly as Raymond Distinguished Professor of Classics at the State University of New York at Buffalo. He retired in 1973 and moved to Poughkeepsie, New York, where his wife Christine Mitchell (they married in 1962) taught at Vassar College. He was a productive scholar after his retirement, writing three books as well as numerous essays and talks expanding the arguments of Preface to Plato to a generalized argument about the effect of literacy on Greek thought, literature, culture, society, and law. Yale redirects here. ... This article is about the city in Connecticut. ... This article or section does not cite its references or sources. ... Poughkeepsie City of Poughkeepsie Town of Poughkeepsie Poughkeepsie, Arkansas This is a disambiguation page — a navigational aid which lists pages that might otherwise share the same title. ... Closeup of the Vassar Main Building Vassar College is a highly selective, private, coeducational liberal arts college situated in Poughkeepsie, New York. ...

Increasingly central to Havelock's account of Greek culture in general was his conception of the Greek alphabet as a unique entity. He wrote in 1977: Due to technical limitations, some web browsers may not display some special characters in this article. ...

The invention of the Greek alphabet, as opposed to all previous systems, including the Phoenician, consituted an event in the history of human culture, the importance of which has not as yet been fully grasped. Its appearance divides all pre-Greek civilizations from those that are post-Greek.^[25] The Phoenician alphabet dates from around 1400 BC and is related to the Proto-Canaanite alphabet. ...

Vase from c. 750–690 B.C.E., scratched with a poetic line in early versions of Greek letters.

But his philological concerns now were only a small part of a much larger project to make sense of the nature of the Greek culture itself. His work in this period shows a theoretical sophistication far beyond his earlier efforts, extending his theory of literacy toward a theory of culture itself. He said of the poetic line scratched into the vase shown at right, the earliest Greek writing known at the time, "Here in this casual act by an unknown hand there is announced a revolution which was destined to change the nature of human culture." ^[26] It is this larger point about the differences between oral and literate culture that represents Havelock's most influential contribution. Walter J. Ong, for example, in assessing the significance of non-oral communication in an oral culture, cites Havelock's observation that scientific categories, necessarily not only for the natural sciences but also for historical and philosophical analysis, depend on writing.^[27] These ideas were sketched out in Preface to Plato but became central to Havelock's work from Prologue to Greek Literacy (1971) onward. Literary theory is the theory (or the philosophy) of the interpretation of literature and literary criticism. ... Walter Ong Father Walter Jackson Ong, Ph. ...

In the latter part of his career, Havelock's relentless pursuit of his unvarying thesis led to a lack of interest in addressing opposing viewpoints. In a review of Havelock's The Greek Concept of Justice, a book that attempts to ascribe the most significant ideas in Greek philosophy to his linguistic research, the philosopher Alasdair MacIntyre accuses Havelock of a "brusque refusal to recognize the substance of the case he has to defeat."^[28] As a result of this refusal, Havelock seems to have been caught in a conflict of mere contradiction with his opponents, in which without attempt at refutation, he simply asserts repeatedly that philosophy is fundamentally literate in nature, and is countered only with a reminder that, as MacIntyre says, "Socrates wrote no books."^[29] Alasdair MacIntyre (born 1929 in Glasgow) is a Scottish philosopher known mostly for his contributions to moral philosophy. ...

In his last public lecture, which was published posthumously, Havelock addressed the political implications of his own scholarly work. Delivered at Harvard on March 16, 1988, less than three weeks before his death, the lecture is framed principally in opposition to the University of Chicago philosopher Leo Strauss, a conservative who relied heavily on Plato in his arguments. It contains a systematic account of Plato's politics; Havelock argues that Plato's idealism applies a mathematical strictness to politics, countering his old teacher Cornford's assertion that Platonic arguments that morality must be analyzable in arithmetical terms cannot be serious.^[30] This way of thinking about politics, Havelock concluded, could not be used as a model for understanding or shaping inherently nonmathematical interactions: "The stuff of human politics is conflict and compromise."^[31] March 16 is the 75th day of the year in the Gregorian Calendar (76th in Leap years). ... 1988 (MCMLXXXVIII) was a leap year starting on Friday of the Gregorian calendar. ... The University of Chicago is a private university located principally in the Hyde Park neighborhood of Chicago, Illinois. ... Leo Strauss (September 20, 1899 – October 18, 1973), was an American political philosopher of German-Jewish extraction, who specialized in the revitalization of classical philosophy at the University of Chicago. ... Conservatism or political conservatism is any of several historically related political philosophies or political ideologies. ...

Major works

• The Lyric Genius of Catullus. Oxford: Blackwell, 1939.
• The Crucifixion of Intellectual Man, Incorporating a Fresh Translation into English Verse of the Prometheus Bound of Aeschylus. Boston: Beacon Press, 1950. Reprinted as Prometheus. Seattle: University of Washington Press, 1968.
• The Liberal Temper in Greek Politics. New Haven: Yale University Press, 1957.
• Preface to Plato. Cambridge: Harvard University Press, 1963.
• Prologue to Greek Literacy. Cincinnati: University of Cincinnati Press, 1971.
• The Greek Concept of Justice: From its Shadow in Homer to its Substance in Plato. Cambridge: Harvard University Press, 1978.
• The Literate Revolution in Greece and its Cultural Consequences. Princeton, N.J.: Princeton University Press, 1981.
• The Muse Learns to Write: Reflections on Orality and Literacy from Antiquity to the Present. New Haven: Yale University Press, 1986.

Notes and references

Attic cup inscribed with the Greek alphabet. ...

External links

• Chapter-by-chapter redaction of Preface to Plato by Anthony J. Mioni.
• "Eric Havelock: Plato and the Transition From Orality to Literacy," part of a series from the Marshall McLuhan Program in Culture and Technology at the University of Toronto.
• Official page for Preface to Plato from the Harvard University Press.
• Guide to the Eric Alfred Havelock Papers at the Yale University Archives, compiled by Carol King; contains a biography.