Education and early academic career

Eric A. Havelock

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Eric Alfred Havelock (/ˈhævlɒk/; June 3, 1903 – April 4, 1988) was a British classicist who spent most of his life in Canada and the United States. He was a professor at the University of Toronto and was active in the Canadian socialist movement during the 1930s. In the 1960s and 1970s, he served as chair of the classics departments at both Harvard and Yale. Although he was trained in the turn-of-the-20th-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 that of the 4th on the other.

Much of Havelock's work was devoted to addressing a single thesis: that all of Western thought is formed 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 very controversial in classical studies, and has been rejected outright both by many of Havelock's contemporaries and modern classicists. Havelock and his ideas have nonetheless had far-reaching influence, both in classical studies and other academic areas. 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; as an account of communication, his work profoundly affected the media theories of Harold Innis and Marshall McLuhan. Havelock's influence has spread beyond the study of the classical world to that of analogous transitions in other times and places.

Contents [hide]

• 1 Education and early academic career
• 2 Toward a new theory of Greek intellectual history
• 3 Preface to Plato
• 4 Later years
• 5 Major works
• 6 Notes and references
• 7 External links

Education and early academic career

Born in London, Havelock grew up in Scotland and enrolled at The Leys School in Cambridge at the age of 14. He studied there with W. H. Balgarnie, a classicist to whom Havelock gives considerable credit.^[1] In 1922, Havelock started at Emmanuel College, Cambridge University.

Papyrus manuscript of Plato's Republic

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.^[2] It was well known that some of these philosophical texts (Parmenides, Empedocles) 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.^[3] Havelock eventually came to the conclusion that the poetic aspects of early philosophy "were matters not of style but of substance,"^[4] 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.

While at Toronto, Havelock began formulating his theory of orality and literacy, establishing the context of a later movement at the University interested in the critical study of communication, which Donald F. Theall has called the "Toronto School of Communications."^[11] Havelock's work was complemented by that of Harold Innis, who was working on the history of media. The work Havelock and Innis began in the 1930s was the preliminary basis for the influential theories of communication developed by Marshall McLuhan and Edmund Snow Carpenter in the 1950s.^[11]

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.^[12] 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.^[13]

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