Helen as the Erotic Crisis of Myth: Desire, Divine Transgression, and Cultural Anxiety in the Greek Literary Tradition

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Abstract

Helen of Troy occupies a contested position in Greek literature, where her desirability repeatedly intersects with questions of blame, agency, and divine intervention. This article examines how Helen functions as a recurring site of erotic crisis: a structural tension in which desire (eros) exceeds conventional categories of responsibility and divine action destabilizes the distinction between compulsion and choice. The study draws on close readings of Homer’s Iliad and Odyssey, Herodotus’s Histories, Gorgias’s Encomium of Helen, Sappho’s fragment 16, and Euripides’s Helen and Trojan Women, interpreted alongside relevant scholarship. The analysis identifies three interlocking dimensions of this crisis: Homeric configurations of blame and voice; rhetorical and mythic strategies through which divine transgression displaces human responsibility; and cultural anxieties surrounding female beauty (kalon) and its purported quasi-supernatural influence over male judgment. Across these dimensions, Helen’s shifting representations expose the difficulty of assigning responsibility where desire, divine intervention, and human action intersect. Her enduring literary significance rests on the tradition’s sustained refusal to resolve her ambiguity, allowing successive texts to reconsider the relationship between erotic attraction and moral accountability. The article concludes that this unresolved ambiguity makes Helen a diagnostic figure for Greek thinking about gender, causation, and the limits of self-mastery. By conceptualizing these tensions as an erotic crisis, the study offers an interpretive framework connecting representations of Helen across epic, historiography, rhetoric, lyric poetry, and tragedy.

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Article Details

How to Cite
Bakkar, M. A. (2026). Helen as the Erotic Crisis of Myth: Desire, Divine Transgression, and Cultural Anxiety in the Greek Literary Tradition. International Journal of Humanities, Education, and Social Sciences, 4(3), 702-718. https://doi.org/10.58578/ijhess.v4i3.11767

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