Reinterpreting the Earliest Myths
About Our Modern Education in the Humanities and Social Sciences: Their New Purpose Statement
If our university and college High Professoriats continue onward as they have been doing since the 1970s, they shall deserve to have their Classics Departments shut down or wholly transmogrified. The nationwide demise of student appeal is as though earnestly ongoing on account of them. Their newly established teachings are narrow-minded, albeit by bright men and women, must be politically and socially astute to what oldest proper learnings have of modern “relevance.” What our High Professoriats teach is supposedly ideal to a global industrial age of advanced technological sciences. That means a curtailing of dead language learning by the Humanities and Social Sciences as prerequisite disciplines to their rigor. The Classics Departments still want to survive within the establishmentarian Oxbridge system of the Old Dons. So do we. Instead, though, they and we have to self-transmogrify if our studious audiences of buffs and students shall find us appealing. So, for why I render through this website as an antidote to easy-learning course study of excerpts from the oldest masters of Antiquity?
We prescribe haughtily a pedagogy of fiction by paradigms that suit an easy delivery system. It must include a mainstream methodology to understanding Antiquity via written proto-historical immersions, no longer as spoken rhapsody, in our mostly lost pasts. Earliest Myths will be a guide to events and developments – real happenings of highest probability. Too, ample license must be afforded students to imagine Antiquity as robustly of as proto-history can make possible. Until we can admire, as well conjure the origins of humanistic inquiry, the enablement of a fulsome Greek cultural anthropology complete to socio-economic, agronomic, and other foundational constructs that lay behind the viable great civilizations now lost and yet lingering as pasts illuminated through mythology. We mine myths for historicity; we like what we’ve dredged up from deep bottoms of sunken knowledge. Finally, let us no longer tolerate schisms such as have characterized antipathy from Classical Scholars at the study of Greece and Rome toward their more brilliant counterparts by Oriental Studies of secularist Anatolian and Near Easterners. Most especially we must have a learning by Imagination. Because that will not come of independent study by autodidacts, we shall require of the Colleges and Universities new teachers apt to new and robust knowledge …
Educators of our modern humanities, social sciences, and forensic sciences should and can do far better than what the Renaissance Age of Papist scholars originally conceived so perversely of foul precedents for Eurasia’s earliest universities. The British Isles brought on the anti-paganism bethought by churchmen of most everybody born and living outside Christendom.
The Bardot Group believes that a new progressivism is possible, of course, but we have the least expectations that what we should and could accomplish shall ever come to fruition from the status quo. Nor can I, a translator of Greek Masters, honestly hope the Dons of High Professoriats can or will try hard any longer. That bleak estimation is now because of what archaeologists at their digs have disinterred from their oldest prehistoric period finds. They have inferred clearly inferior material civilizations and much lesser religions for the humanity of the Second millennium B.C. They have disdained any idea of an Idyllic Age, an Eidillion, from a date of creation still uncertain but long-lasting of great spiritedness until 1600 B.C. The Ancient Greeks from 700 B.C, ff., elucidated through their advancing arts a most pagan of all orthodox belief systems ever known, that of the Olympian Pantheon. So the churchmen believed – still believe. They also abhorred any belief system nigh utopian that was based upon the Great Earth Mother and Creatrix, inclusive her Titans and Titanesses. Even so, the enjoyable playwrights behind Classical Greek Drama extracted the best spirit of humanity from whatever the pre-Hellenes and earliest Greeks retained from the GOT. They passed such inspiration to Roman Classical Mythology; Pagan Romans differed only comparably, by rendering a more formal and heterodoxical pantheon of their Olympians known by Latin names.
Amassed together, the best vehicle for getting their copious opera across, whereby best retention by reading or visual enactment, is to put our audiences’ imaginations through various ever-deepening immersions. Deepest shall only mean personages, places, and times that are too murky for anybody’s imagination. Each and every imaginable subject, contrarily, should be composed anew for entertainment only – through self-study or independent study – until out students have become enjoyable autodidacts. Boors need not apply to us, for Bardot Books is not a textbook publisher. But boors might become ubiquitous to all colleges and universities if their High Professoriats’ captive, wholly subjugated academic presses continue to detest composition whatsoever that’s an instructional fictional release.
Let all our undergraduates become robust autodidacts: The learning arrives later by independent study, but the knowledge retention becomes much greater than whatever our modern students are taking from their undergraduate Classical Studies.