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The Odyssey by Homer fate
the gods role in the iliad
the role of the gods iliad
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Recommended: The Odyssey by Homer fate
Divine Providence and Destiny in Homer's The Iliad
Destiny is defined as fate. One cannot escape destiny. Divine intervention on the other hand is much different. One can at least beg for mercy or help. Both destiny and divine intervention are intertwined in Homer's The Iliad. In book I Thetis asks a favor of Zeus in order to make her son look good. Zeus decides to help Achilles against the wishes of Hera. In Book II there are two gods trying to accomplish different tasks. In order to make Achilles look good, Zeus must give glory to the Achaeans. Hera on the other hand tries to help the Greeks. The gods try to assert their divine authority, but without the humans realizing they are being played like puppets. Throughout The Iliad we see both divine providence and the luck of humanity playing a part in the lives of Hector and Achilles.
In Book I Achilles looks for a holy man to find out why the gods are against the Achaeans. Achilles knows that in order to win the war, the Trojan army must find favor with the gods. The chosen holy man was Thestor. It was said that the god Apollo had given Thestor power to see into the world of the supernatural. Before Thestor would even say anything, he required assurance that he would not be harmed for what he had to say. Thestor blames the plague of problems on Agamemnon. Because Agamemnon will not return Chryseis, the Achaean army has fallen out of favor of the gods. In order to return to the protective umbrella of the gods, restitution must be given. Chryseis must be returned. In this instance, the humans wanted favor from the gods. In order to get it, they had to comply to what the gods wanted, which was give back Chryseis.
In Book II Zeus uses a dream to change the lot of Achilles. Agamemnon has a dream indicating that the Achaean's should give up. Nestor also agrees after hearing the dream. Agamemnon and the chiefs make a decision about the war and the destiny of the Achaean fighters based on a dream sent by Zeus whose purpose is to make Achilles look good. Here again, the gods are the puppeteers and the humans are not really in control of their destiny.
In Book VI we see the belief in fate becoming more evident.
When we look at Greek Mythology we often run into the gods of that era. Sometimes they are merely backdrops to the human element of the story but in stories such as The Odyssey the gods play a prominent if not vital role to the central themes of the story.
The decision of Achilleus is a crucial moment in understanding how fate works in epic (Homerian) literature. Thetis tells Achilleus of his opportunity to win renown as the greatest warrior of all time, earning glory through his fearless acts in battle against a foe who is sure to overcome the Achaians. The fate of ten years of attack on Troy hinge upon the decision of Achilleus, who is given the choice to win glory for the Achaians and, more importantly, himself.
The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males.
Destiny in Gilgamesh and The Iliad Stories do not need to inform us of things. From Gilgamesh for example, we know that some of the people who lived in the land between the Tigris and Euphates rivers in the second and third milleniums BCE. We know they celabrated a king named Gilgamesh; we know they believed in many gods; we know they were self- -consious of their own cultivation of the natural world; and we know they were literate. In the story, The Iliad we also know that great rulers and gods ruled and where top priority of the lands. Point being it can be argued that the story of Gil- -gamesh and the Iliad destiny's are quite the same in relivence of the wars and the way's of life both of the story's complete to meaningful death. In hand which comtr- -ibutes to both of the epics. In the story of Gilgamesh, it is important to look careful what happened in the story; that is , look at it as if the actions and people it describes actually took place or existed. The questions raised by a character's actions discuss the implic- -ations of their consequences. But it's not to consider how the story is put together rather how it uses the conventions of language, of events with beginings and endings of description of character and storytelling itself to reawaken our sensitivity to the real world. The real world is the world without conventions, the unnameable, unrep- resentable world--in it's continuity of action, it's shadings and blurrings of character its indecipherable patterns of being. The Iliad and Gilgamesh story's is greatly a remminder of the way life is today; just different in time but neitherless to say similar
Have you ever thought what would be like if the gods get involve in our life? What would be of us if they do? In the story of Homer 's Iliad, we see how the gods gets involve in people life quite often, and what effect it have on the person when they do. In this paper I will be arguing the differences and the similarities of books 3 and 22 from Homer 's Iliad. I will be talking about the issue of human free will vs. the role of gods in our life. In particular, in book 3 we see how our free will can have the gods get involve in our life’s, where in book 22 we see how free will can decide our destiny without any help from the gods.
As isolated herders the Himba are known as the “Lord’s of the last Frontier” (Michael Bollig, 2002). They were given this name by an anthropologist...
NCLB was passed with a goal of closing the achievement gap between white students and their low-income and minority peers. However research over the past 10 years has found that the high-stakes testing policies have not improved reading and math achievement across states, and have not significantly narrowed national and state level achievement gaps (Au, 2009). In fact, the high stakes testing and standardization of classrooms has hurt the very students it set out to help. According to Haretos...
One of the biggest problems Americans face today is a US student’s underwhelming academic performance. When compared to other countries, the United States comes in 18th place in math literacy and 25th place in reading literacy. The problem is not just a standard problem throughout the country, as there is much variation between graduation and subject literacy rates, with huge differences also between schools alone. These statistics are disappointing because the US is considered one of the largest world powers. The disparities in American students academic achievement is also detrimental because they are less able to compete in the global market place. Many things have been used to explain this disparity but race has often led as the main explanation. The racial disparities in academic achievement have also led to acts of law, such as the Hispanic Education act, which focus on improving test scores in New Mexico’s minority students. While there is a correlation between race and academic performance, I believe there are other factors, like economic class, which also have a profound effect on a students’ academic achievement. If my hypothesis is correct, review of further literature should show discrepancies between students of different socioeconomic status as a major influence on a student’s academic achievement.
With even a cursory exposure to ancient Greek texts, it is obvious that the gods and goddesses are very important in traditional Greek culture. As literary figures in mythos and specific poetry and drama, the gods dabble in the life of man, predict his fate, and routinely thwart any attempt for him to entirely forge his own future. But for those of us who are not extensively schooled in antiquities, it is hard to pinpoint exactly what the gods are to the ancient Greeks, and what they are to us as readers of literature who live outside the culture. Were the gods accepted as parable figures, meant to instruct? Were they used to explain acts of nature? Do they now belong to anything outside the scope of literary history?
The achievement gap is often described as the academic discrepancy in the test scores of minority and other low-income students and the test scores in their White and Asian peers. However the gap in scores affect many different groups across many different walks of life in America. Different groups may trail behind their peers at different points in their academic careers. Classic examples are boys in their early years of schooling and girls in high school math and sciences. The differences between students from various backgrounds are more apparent on the large-scale standardized tests. The gaps in test scores more than often lead to longer-term gaps, including high school and college completion and even in the kinds of jobs these students are able to maintain as adults.
Self-Definition holds three major factors throughout the Greeks and Japanese culture, Honor, Shame, and Fate. In the Work the Iliad by Homer, In Homeric’s description of a hero was to fight and gain glory and immortality through the actions taken on the battle field. The mans honor was paramount and required men to protect it at all cost. That means to avoid bringing shame upon not only the family lineage, but as well as their immortality. Greek hero’s especially in the Iliad compete with this idea of heroism and the cards fate has dealt them. Which is a common theme which is played with by homer. But for Samurais self- definition heroically is less on fate than it is in the Iliad. The Samurais in the Chûshingura held onto more morals codes
The world may never know if we have power to control our ultimate destinies or not. However, it is clear in Oedipus the King and The Epic of Gilgamesh that free will does not exist. Oedipus and Gilgamesh are puppets being controlled by the gods above, helpless to exercise free will. No matter what course they take, Oedipus cannot escape from killing his father and marry his mother and Gilgamesh cannot escape death. Nevertheless, their fears cause them to try to manipulate their actions and stop their fates from occurring. It is only a matter of time before these two characters fail in their attempts and realize that trying to control destiny is futile.
This literary paper will compare and contrast the theme of fate and free will that is found in the duels of Menelaus and Paris in Book 3 and the duel of Achilles and Hector in Book 22 of Homer’s The Iliad. The theme of free will in the duel between Paris and Menelaus defines the attempt to end the war in two-man combat, yet the theme of fate intervenes when Aphrodite saves Paris from death. However, the narrator in Homer’s poem undermines godly intervention by acknowledging that Zeus will not hold the men to their oath. In Book 22, the combat between Achilles and Hector is also part of the attempt to end the war with a duel through free will. However, the intervention of Athena wins the duel by returning Achilles’ spear after he has missed hector), which allows him to mortally
On the other hand, journalists from other countries have tried to communicate the situation that Venezuela is experiencing but they have been arrested by the Venezuelan government. “Government must ensure a safe working environment for reporters and editors, who have faced arbitrary arrest and physical attacks by security forces following the outbreak of public demonstrations” (Garnica 1). Not only are the journalists of Venezuela protesting against the lack of freedom of expression. There are also the journalists around the world who are trying to help Venezuela. The Venezuelan government is not only removing the lack of freedom to write, but also physically assaulting those journalists who are writing against the government. The President of Venezuela Nicolas Maduro made this decision after seeing that most of the journalists opposed him. Sev...
U.S. Department of Education. (2006). No Child Left Behind executive summary report. Retrieved September 14, 2006 from http://www.ed.gov/nclb/overview/intro/execsumm.html