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La 4e de couv. indique :"Helléniste remarquable, Jean Racine se distingue de tous ses contemporains, et de Corneille en particulier, par le retour incessant à la tragédie grecque. C'est en traduisant Aristote, en annotant les pièces athéniennes et en adaptant Euripide sur scène, qu'il retrouve le secret du "héros tragique", ni tout à fait coupable ni tout à fait innocent. En bousculant les codes dramaturgiques de l'époque, Racine fera de sa découverte le symbole d'une "révolution" dans l'art de fabriquer des tragédies. L'ouvrage se propose de reconstruire l'évolution de cette "révolution racinienne", en explorant son origine grecque et ses manifestations les plus explicites, à savoir les quatre pièces inspirées d'Euripide : La Thébaïde, Andromaque, Iphigénie et Phèdre. La lecture croisée de l'ensemble des sources permet de décoder le palimpseste racinien en laissant émerger le rôle crucial joué par le texte euripidéen sous-jacent. Pourtant, en véritable caméléon, Jean Racine n'hésitera pas à sacrifier son souffleur athénien et sa propre révolution sur l'autel du succès."

Comparative literature --- Racine, Jean --- Euripides --- Racine, Jean, --- Criticism and interpretation --- Influence --- Euripide --- Critique et interprétation. --- Et la littérature grecque. --- Influence. --- Influence (Literary, artistic, etc.) --- Euripides. --- Criticism and interpretation. --- Racine, Jean, - 1639-1699 - Criticism and interpretation --- Euripides - Influence --- Racine, Jean, - 1639-1699. - Thébaïde --- Racine, Jean, - 1639-1699. - Andromaque --- Racine, Jean, - 1639-1699. - Iphigénie --- Racine, Jean, - 1639-1699. - Phèdre --- Racine, Jean, - 1639-1699

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Malgre des debuts prometteurs, le retour de la tragedie grecque en France s'estompe brutalement a partir de 1550, laissant la voie libre a Seneque comme seul modele antique dans la naissance et le developpement de la tragedie francaise. Comment justifier le silence etonnant qui separe les premieres traductions de Sophocle et Euripide, sous Francois Ier, du succes de Phedre de Racine en 1677 ? L'explication esquissee par l'ouvrage decloisonne les champs de recherche pour montrer que l'interet fluctuant envers le theatre athenien tient a des preferences extra-litteraires : derriere la passion pour le grec s'en cache une autre, inavouable, pour la lecture de la Bible en langue originale. Une passion dangereuse que le Concile de Trente s'empressera d'effacer pendant plus d'un siecle, retardant ainsi l'eclosion d'une tragedie francaise d'inspiration grecque. L'histoire d'une occasion manquee.

French drama (Tragedy) --- Greek drama (Tragedy) --- French literature --- Greek language --- History and criticism. --- Appreciation --- Greek influences. --- Study and teaching --- History.

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The purpose of this volume is to investigate the crucial role played by the return of knowledge of Greek in the transformation of European culture, both through the translation of texts, and through the direct study of the language. It aims to collect and organize in one database all the digitalised versions of the first editions of Greek grammars, lexica and school texts available in Europe in the 14th and 15th centuries, between two crucial dates: the start of Chrysoloras’s teaching in Florence (c. 1397) and the end of the activity of Aldo Manuzio and Andrea Asolano in Venice (c. 1529). This is the first step in a major investigation into the knowledge of Greek and its dissemination in Western Europe: the selection of the texts and the first milestones in teaching methods were put together in that period, through the work of scholars like Chrysoloras, Guarino and many others. A remarkable role was played also by the men involved in the Council of Ferrara (1438-39), where there was a large circulation of Greek books and ideas. About ten years later, Giovanni Tortelli, together with Pope Nicholas V, took the first steps in founding the Vatican Library. Research into the return of the knowledge of Greek to Western Europe has suffered for a long time from the lack of intersection of skills and fields of research: to fully understand this phenomenon, one has to go back a very long way through the tradition of the texts and their reception in contexts as different as the Middle Ages and the beginning of Renaissance humanism. However, over the past thirty years, scholars have demonstrated the crucial role played by the return of knowledge of Greek in the transformation of European culture, both through the translation of texts, and through the direct study of the language. In addition, the actual translations from Greek into Latin remain poorly studied and a clear understanding of the intellectual and cultural contexts that produced them is lacking. In the Middle Ages the knowledge of Greek was limited to isolated areas that had no reciprocal links. As had happened to many Latin authors, all Greek literature was rather neglected, perhaps because a number of philosophical texts had already been available in translation from the seventh century AD, or because of a sense of mistrust, due to their ethnic and religious differences. Between the 12th and 14th century AD, a change is perceptible: the sharp decrease in Greek texts and knowledge in the South of Italy, once a reference-point for this kind of study, was perhaps an important reason prompting Italian humanists to go and study Greek in Constantinople. Over the past thirty years it has become evident to scholars that humanism, through the re-appreciation of classical antiquity, created a bridge to the modern era, which also includes the Middle Ages. The criticism by the humanists of medieval authors did not prevent them from using a number of tools that the Middle Ages had developed or synthesized: glossaries, epitomes, dictionaries, encyclopaedias, translations, commentaries. At present one thing that is missing, however, is a systematic study of the tools used for the study of Greek between the 15th and 16th century; this is truly important, because, in the following centuries, Greek culture provided the basis of European thought in all the most important fields of knowledge. This volume seeks to supply that gap.