“The Roots of Europe” by Umberto Eco

In this short essay, included in the book Turning Back the Clock, Eco provides a brief summary of how Christian Europe assimilated ideas and traditions from ancient and pagan cultures.

In our current society, the adoption of elements from other cultures is now deemed “cultural appropriation” and is definitely something that is frowned upon. But historically, this has not been the case, as Eco points out, and in the past ideas and traditions were shared and incorporated, the result of which was the blossoming of ideas and persistence of traditions.

Europe has assimilated Greco-Roman culture in law, philosophy, and popular beliefs. Often with a certain nonchalance, Christianity absorbed pagan myths and rituals and forms of polytheism that linger on in popular devotion. It wasn’t only the Renaissance that stocked up on Venuses and Apollos as it embarked on the discovery of the ancient world with its ruins and manuscripts. The Christian Middle Ages built its theology on Aristotle’s thinking, rediscovered by the Arabs, and while it knew nothing of Plato, it knew a lot about Neoplatonism, which had a huge influence on the Fathers of the Church. Nor could we conceive of Augustine, the greatest Christian thinker, without the absorption of Platonic ideas. The very notion of empire, which lies at the roots of a thousand years of struggle among European states, and between states and the Church, is Roman in origin. Christian Europe elected Latin as the language of holy ritual, of religious thinking, of law, and of university debate.

(Turning Back the Clock: p. 270)

Personally, I am OK with exploring ideas and traditions from other cultures, and incorporating those that resonate with me on a spiritual and intellectual level. But I will credit those other cultures and give them the respect and acknowledgement they deserve. And this is a very important thing to keep in mind. I believe it is acceptable to learn from other cultures and to incorporate elements for the advancement of humanity as a whole, but it is not permissible to steal from another culture as a way of diminishing or damaging that culture. Cultures are living organisms that benefit from diversity. Respect and consideration are critical, though. And if you are ever in doubt, best err on the side of caution.

Joyce’s “Ulysses” – Episode 9

Raphael’s “School of Athens” (detail)

This episode corresponds with Book XII of Homer’s Odyssey, where Odysseus has to navigate between Scylla and Charybdis. It symbolizes being stuck between two powerful forces, both of which are destructive. The episode takes place in the National Library, where Stephen Dedalus is presenting his theory on Hamlet, asserting that Hamlet’s father in the play is representative of Shakespeare the individual. He tries to navigate between the two extreme views, one that posits that knowing the history of an artist’s life is important in understanding that artist’s works, and the other that art should be appreciated for art’s sake, without focus on the artist’s life. The argument incorporates the conflicting views of Aristotle and Plato on the value of art, whether it is an imitation of life or whether art is an ideal to which humans should strive.

Reading this episode, I felt like I was personally navigating between the two extremes. At times it felt very difficult to stay centered in the flow of the text and not get sucked into the whirlpool or chewed up by the multi-headed beast. I suspect that this was intentional on Joyce’s part and that he made this section difficult in order to instill the feeling of being torn and trying desperately to remain on course.

For this episode, rather than attempting to summarize everything that is addressed in this very dense text, I decided to pick a single paragraph and analyze it closely.

—All these questions are purely academic, Russell oracle out of his shadow. I mean, whether Hamlet is Shakespeare or James I or Essex. Clergymen’s discussions on the historicity of Jesus. Art has to reveal us ideas, formless spiritual essences. The supreme question about a work of art is how deep a life does it spring. The painting of Gustave Moreau is the painting of ideas. The deepest poetry of Shelley, the words of Hamlet bring our mind into contact with the eternal wisdom, Plato’s world of ideas. All the rest is the speculation of schoolboys for schoolboys.

(p. 185)

In this passage, George Russell (A.E.) expresses the Platonic ideal that art should be an expression of the ineffable ideal which is formless and cannot be fully grasped by the conscious mind. He criticizes Stephen, who leans toward the Aristotelian. Stephen bases his theory on analysis and criticism and tries to avoid getting pulled into the formless whirlpool of ideals that is the basis of Plato’s philosophy. But I can’t help feeling that Stephen has a little bit of the Platonic in him. He is, after all, a poet, and though he strives to be an academic, he still has an artistic side.

When Joyce writes that A.E. speaks from “his shadow,” he is alluding to Plato’s allegory of the cave in The Republic. Art, according to A.E., is what allows people to view the flame of divine consciousness as opposed to the mere shadows cast upon the cave wall.

The last sentence of A.E.’s quote appears to be a direct jab at Stephen. Stephen is young, essentially a student in Russell’s eyes, just as Aristotle was a student of Plato’s and therefore not as qualified, in A.E.’s opinion. Stephen is also teaching schoolboys. Essentially, he is saying that Stephen is just not experienced enough to fully comprehend the true nature of art, the purpose of which is to communicate directly with the psyche and provide a glimpse of the part of us which cannot be grasped by our normal state of awareness.

While I concede the value of analytical thought, I am a romantic at heart and tend to lean toward the Platonic ideal. Still, I relate to Stephen, trying to navigate between these two opposing ideologies. I suppose that personally, I run the risk of being drawn into the whirlpool and losing myself in the mystic, which is why it’s important to try to stay grounded.

Next week, I’ll cover Episode 10 which ends on page 255 with the phrase “…sturdy trousers swallowed by a closing door.”

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Previous Posts on Ulysses:

Episode 1

Episode 2

Episode 3

Episode 4

Episode 5

Episode 6

Episode 7

Episode 8

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References:

http://www.sparknotes.com/lit/ulysses/section9.rhtml

http://www.britannica.com/EBchecked/topic/530331/Scylla-and-Charybdis