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Relevant bibliographies by topics / Byzantine; Teaching

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Academic literature on the topic 'Byzantine; Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Byzantine; Teaching"

1

Madona Mikeladze. "TEACHING THE HISTORY OF BYZANTIUM AT GEORGIAN SCHOOLS ACCORDING TO THE ANALYSIS OF CURRICULA AND TEXTBOOKS." World Science 1, no. 7(35) (July 12, 2018): 4–8. http://dx.doi.org/10.31435/rsglobal_ws/12072018/5997.

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The Byzantine Empire, which existed for more than 1000 years, holds a special place in the history of civilization. It was the largest medieval Christian state on the crossroad of Europe and Asia. The Byzantine culture belongs to the medieval Christian culture, but it has specific peculiarities in comparison to the Western Christian culture.The phenomenon of Byzantium, as the successor of the Roman state tradition and as the source of Christian culture, is of particular importance in the development of Georgia's historical processes.Understanding the historical processes of the V-XV centuries in Georgia is quite difficult without knowing the history of Byzantium. We cannot analyze even the later period without knowing Byzantium, because this country has left an indelible mark on Georgia, especially on its culture. The purpose of the present article is to show what the position of the Byzantine history is in the national curriculum and school books.

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Jurek, Krzysztof, and Jacek Kozieł. "Byzantine Themes in Polish High School Liberal Arts Education." Studia Ceranea 9 (December 30, 2019): 251–58. http://dx.doi.org/10.18778/2084-140x.09.13.

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The authors focus how Byzantine motifs are presented in the teaching of humanities subjects. The question of the presence of Byzantine motifs is essentially one about the presence of Byzantine heritage in Polish culture. With reference to two school subjects – Polish and History – the authors seek to establish what Polish school students are taught about the reach of Byzantine culture. Present-day teaching of both political and cultural history is underpinned by Occidentalism. Only occasionally is attention paid to the “Eastern” features of Poland’s past. A good example of this is the treatment of one of the most important Polish literary texts, the school perennial, Bogurodzica. This draws on Greek religious hymns, contain words originating in the Greek liturgy, and also alludes to a particular type of icon. Accordingly, the connections between the oldest Polish literary text and Byzantine culture are very clear. However, when classroom teachers discuss Bogurodzica with their pupils, detailing the above-mentioned features, are they aware that this text is an epitome of the presence of Byzantine motifs in Polish literature? Apparently not. With regard to the teaching of history, Byzantine motifs can be approached from at least three angles; in terms of imperial political events, in terms of religious (Eastern rite) aspects of Byzantine culture, and finally in terms of awareness of connections between Polish culture and Eastern rite Christianity, as well as Eastern nations and states viewed as heirs of Byzantine culture. In Polish history there has been a side-lining of the nation’s break with Eastern Christianity even though during certain periods this was the faith of half the Commonwealth’s inhabitants. The marginalisation of this topic does not simply impose a limit on knowledge but it prevents the understanding of particular aspects of our history.

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Conley, Thomas. "Byzantine Teaching on Figures and Tropes: An Introduction." Rhetorica 4, no. 4 (1986): 335–74. http://dx.doi.org/10.1525/rh.1986.4.4.335.

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Кirillov, Andrey А., and Andrey V. Tikhonov. "Platonic Strategy in Byzantium“Power in Literature and Philosophy”." Voprosy Filosofii, no. 2 (2021): 203–12. http://dx.doi.org/10.21146/0042-8744-2021-2-203-212.

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The article attempts to address the principles of Plato’s teaching in order to indicate the influence of the platonic way of philosophizing on Byzantine philosophical practices. The problem of the difference of interpretations of essential moments of Plato’s teaching is raised, bit for the solution of reception of a dialogue form of this teaching, its main sense and strategies, a generalized image of platonism is created. The appeal to Byzantine reality demonstrates the mixture of cultural fields of literature, religion and philosophy, which develops an axiological manner of writing, requiring a thorough assessment of the text and its content. The overview of “power in literature and philosophy” in Byzantine represents the simultaneity of literary, philosophical and theological works relevant for this period of time with the standards of the living tradition of platonic and neoplatonic classics. At the end of the article there are examples of direct interpretation of some statements of Plato by Michael Psellos.

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Markopoulos, Athanasios. "In search for ’Higher education’ in Byzantium." Zbornik radova Vizantoloskog instituta, no. 50-1 (2013): 29–44. http://dx.doi.org/10.2298/zrvi1350029m.

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This study aims to present and critically investigate the development of the socalled ?higher education? in the Byzantine Empire. Some institutions will be examined, such as the teaching with public funding (the case of Themistios), the well-known Pandidakterion of the fifth century, Magnaura in a much subsequent age, and, finally, the re-organization of education during the reign of Constantine IX Monomachos in the eleventh century, when, for the last time in its history, a case can be made for a higher education institution in Byzantium.

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Nousia, Fevronia. "A Byzantine Comprehensive Textbook: Moschopoulos’ Περὶ σχεδῶν." AION (filol.) Annali dell’Università degli Studi di Napoli “L’Orientale” 41, no. 1 (December 20, 2019): 253–66. http://dx.doi.org/10.1163/17246172-40010018.

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Abstract Manuel Moschopoulos’ Peri schedon, one of the most popular grammatical manuals in Byzantium and beyond, represents a comprehensive textbook composed with a broader scope in mind, namely to cover not only the teaching of grammar but also poetry and rhetoric.

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Maksimović, Ljubomir. "Karl Krumbachers serbische Schüler / Karl Krumbacher’s Serbian Students." Südost-Forschungen 73, no. 1 (August 8, 2014): 429–43. http://dx.doi.org/10.1515/sofo-2014-0119.

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Abstract At the time after Karl Krumbacher had founded the first modern center for Byzantine studies in Munich, the base for development of up-to-date medieval studies in Belgrade was already under construction. In the years before and after the Seminar for Byzantine studies was founded (1906) at the Belgrade University, some young scholars from Serbia were sent in different occasions to Krumacher’s Institute in order to deepen their abilities in byzantine and medieval studies. Among them, six names should be mentioned for their extraordinary contribution to the research progress: Božidar Prokić, Dragutin Anastasijević, Filaret Granić in byzantine studies and Stanoje Stanojević, Vladimir Ćorović, Nikola Radojčić in medieval studies. All of them habe been learning Krumbacher’s sophisticated methodological approach, introducing it in Belgrade either in pure byzantine studies or in medieval studies in a broader sense. Through their publications and teaching work Krumbacher’s influation brought a great support to development of the research in the above mentioned fields.

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Palikidis, Angelos. "Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 177–91. http://dx.doi.org/10.14516/ete.314.

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In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.

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Макаров, Дмитрий Игоревич. "Anti-Palamism in Hans-Georg Beck’s Earlier Works: The Russian Origins and Some Catholic Parallels. Part II." Библия и христианская древность, no. 4(8) (December 25, 2020): 101–17. http://dx.doi.org/10.31802/bca.2020.8.4.005.

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Ханс Георг Бек (1910-1999), крупнейший немецкий византинист ХХ в., прошёл путь от бенедиктинского монаха до мюнхенского профессора, создателя всеобъемлющей концепции истории Византии и византийской культуры. Вопросы истории Церкви и богословия занимали его с первых шагов научной деятельности. Будучи учеником крупнейшего историка схоластики Мартина Грабмана, Бек усвоил томистский взгляд на богословие и потому отрицал реальное различение в Боге сущности и энергий, раскрытое св. Григорием Паламой. Но если в своей первой статье «Борьба за томистское понимание богословия в Византии» (1935) Бек критикует паламизм «извне», с позиций неосхоластики, то в своей светской диссертации о Феодоре Метохите (1952) - уже «изнутри», пытаясь доказать несовместимость паламизма с халкидонитским православием. Помимо общих соображений о малой креативности византийского народного духа, Х. Г. Бек опирается в этом вопросе на идею В. С. Соловьёва (1853-1900) о том, что византийское монашество с ранних веков было заражено монофизитством. Именно поэтому, по мысли Бека, оно и допустило столь «странное» и «антропоморфистское» учение, как паламитский исихазм (эти два явления Бек чётко не разграничивал). Hans-Georg Beck (1910-1999), the most outstanding 20th-century German Byzantinist, has gone a long way from a Benedictine monk to professor in Munich, a creator of a comprehensive conception of Byzantine general and cultural history. The problems of ecclesiastical history and theology were in the center of his scientific activity from its first steps on. As a student of Martin Grabmann, a prominent historian of Western scholasticism, Beck appropriated the Thomist view of theology. That is why he denied the real distinction between essence and energies in God, which had been disclosed and analyzed by Gregory Palamas. If in his first 1935 article, The Struggle for the Thomist Concept of Theology in Byzantium, Beck criticized Palamism «from outside», i. e., from the neoscholastic viewpoint, it was later then, in his secular thesis of 1952, that the German scholar tried to censure the Palamite doctrine «from inside» by making the case of its incompatibility with the Chalcedonian Orthodoxy. Besides some general considerations about a putative barrenness of the Byzantine folk spirit (Volksgeist), in the question of Chalcedonian Orthodoxy and its survival in the Late Byzantium Beck leaned on Vladimir Solov’ev’s (1853-1900) idea of Byzantine monasticism as being infected from the early stage on with the Monophysitism. Making no clear-cut distinction between Hesychasm in general and Palamism as its most elaborated form, Beck saw in this Monophysite infection the very reason of the Palamite hesychasm being tolerated, accepted and officially stated by the Byzantine Orthodoxy, although it had been a very ‘strange’ and ‘anthropomorphite’ teaching.

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Price, Richard. "The Development of a Chalcedonian Identity in Byzantium (451–553)." Church History and Religious Culture 89, no. 1 (2009): 307–25. http://dx.doi.org/10.1163/187124109x408069.

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AbstractThe Byzantine Church adopted a Chalcedonian identity only slowly. At first the majority even of Chalcedonians played down the significance of the council, claiming that it did little more than repeat the teaching of the Nicene Creed. Down to 518 committed Chalcedonians, strongly upholding the teaching of the council, were vocal, but few. It is with Justin I (518–527) and his nephew Justinian I (527–565) that State and Church came to insist on the council. Justinian's commitment to it has sometimes been doubted because of his repeated attempts to win back the non-Chalcedonians (Miaphysites) to the imperial Church by inviting them back without requiring subscription to the Chalcedonian Definition. He was motivated by a desire that even the Miaphysites would look to him as their patron, as required for the maintenance of the unity of the empire. But his theological writings make it clear that he was convinced of the truth of the teaching of Chalcedon. The age of Justinian thus saw the attainment of a truly Chalcedonian identity in the imperial Church. This was a matter of official doctrine. In the sphere of popular piety Chalcedon had less impact. The affirmation of Chalcedon shaped Byzantine communal identity less than the rejection of Chalcedon shaped that of Miaphysite Syria and Egypt.

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Dissertations / Theses on the topic "Byzantine; Teaching"

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Azovkin, Paisy. "The spirituality of Hesychios the Sinaite." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327355.

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Dimitriadi, Aspasia. "Construire le passé. La conception de Byzance dans les manuels grecs (1830-1922)." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH196.

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Le noyau du discours narratif produit par le nationalisme grec et diffusé systématiquement à travers le système éducatif grec est la continuité historique de l’hellénisme depuis les temps archaïques, continuité dans laquelle la période byzantine fut conçue initialement comme une période d’esclavage, tout comme la période macédonienne, romaine, ottomane. Ce schéma, imposé par le regard occidental et selon lequel la Grèce moderne est ressuscitée tel un phénix qui renaît de ces cendres après avoir passé deux millénaires dans un oubli obscur, évolue tout au long du 19ème siècle, selon les nécessités et les aspirations de l’État national et en parallèle avec la valorisation du Moyen-Âge par le romantisme, vers un schéma tripartite qui inclut Byzance comme la période moyenne du narratif national grec. Le travail présent trace la genèse et l’évolution de ce narratif, et plus particulièrement de la place que Byzance y occupe, à travers les manuels scolaires grecs et les textes officiels qui définissent le contenu de ces derniers, tout en examinant en parallèle les conditions idéologiques, géopolitiques et épistémologiques qui ont imposé son absence, son émergence, son intégration et sa valorisation extrême comme matrice du nouvel hellénisme. Il s’agit également d’une étude sur les évènements, les personnages, les symboles de la période byzantine, qui sont apparus, mis en avant, appropriés, réinterprétés ou, au contraire, éludés, pour à chaque fois servir des finalités différentes au cours du processus de la construction idéologique qui aboutit, au 20ème siècle, à une conception stéréotypée de l’Empire byzantin, conception présente jusqu’à nos jours dans l’imaginaire historique grec
The pivotal idea at the centre of the narrative generated by Greek nationalism and systematically propagated through the Greek education system is the historical continuity of Hellenism since the archaic period. Within that continuity, the byzantine period was initially perceived as a period of slavery, just like the periods that Hellenism experienced under Macedonian, Roman and Ottoman rule. That blueprint according to which modern Greece rose back to life from its ashes like a phoenix after having spent some two thousand years in a state of dark oblivion was dictated by Western perceptions. It evolved throughout the 19th century, reflecting the needs and aspirations of the nation state and in parallel with the enhanced value that Romanticism accorded to the Middle Ages, and led to a three-fold layout which includes Byzantium as the middle era of the Greek national narrative. This thesis traces the birth and evolution of that narrative, focusing on the position that Byzantium occupies within it. It is based on Greek school manuals and on the official documents that specify the content of those manuals. At the same time, it examines the ideological, geopolitical and epistemological conditions that resulted into the absence, emergence and integration of Byzantium, as well as into the utmost recognition of its value as a matrix of new Hellenism. This thesis is also a study of events, historical figures and symbols of the Byzantine period which emerged and were either brought to the fore, embraced and interpreted anew or, on the contrary, deliberately silenced in order to serve a multitude of purposes in the context of an ideological construction which led, in the 20th century, to a stereotyped perception of the Byzantine Empire that is still alive today in the historical collective imagination of the Greek people

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"The representation of Byzantium in history school books of general education in Greece." Thesis, 2012. http://hdl.handle.net/10210/5650.

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M.A.
The main purpose of this postgraduate study has been to record and investigate the ways in which Byzantine history is presented in the history textbooks of the Hellenic general education. Our attempt has been to demonstrate the ways in which this part of the Hellenic history is presented within the curriculum and syllabi, in order to investigate the various parameters (social, political, cultural, pedagogic and religious) that affect the historic Donsciouness of the Hellenic Primary and Secondary school learners.For research purposes, we contemplated that the study should be separated into two parts. In the first part we examined the theoretical constituents which define History as a subject under the subheadings of "What is history", "Historical event and its elements", "Historical knowledge and validity" as well as "History in general education". We then attempted to sketch out a rough outline of Byzantium and its history through a timeline of the dynasties. In the beginning of each dynasty, we referred to the ruling emperors and then attempted to identify the main factors which, in our opinion, had shaped each period so that the reader can, at least, conceptualize the long, eventful and diverse history of the Byzantine Empire. In the beginning of the second part, we refer to articles and paragraphs of the Hellenic constitution and Hellenic legislation that form the framework within which are defined: the overall purpose of Hellenic education, the structure and function of Primary and Secondary education, the framework for dealing with cross-cultural issues, as well as the general framework and defming directives that are set to promote the development of the European citizen's awareness but also to sustain the national and cultural identity. We, then, proceeded in dealing exclusively with the aforementioned Hellenic general education textbooks.

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Books on the topic "Byzantine; Teaching"

1

A, Takács Sarolta, ed. Understanding Byzantium: Studies in Byzantine historical sources. Aldershot, Hampshire, England: Ashgate/Variorum, 2003.

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2

Moutsopoulos, Nikolaos K. Byzantina apopa kai melethmata 1959-1989 =: [Byzantine essays and articles 1959-1989]. Thessaloniki: Patriarchikon Hidrgma Paterikŏn Meletŏn, 1990.

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Seminarīĭ imeni N. P. Kondakova (Prague). Sbornik stateĭ po arkheologīi i vizantinovi︠e︡di︠e︡nīi︠u︡. Zug, Switzerland: Inter Documentation, 1985.

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Byzantino-Nordica 2004: Papers presented at the International Symposium of Byzantine Studies held on 7-11 may 2004 in Tartu, Estonia. Tartu: Tartu Univ. Pr., 2005.

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Iōannēs, Spetsiōtēs, and Anastasiadēs Andreas, eds. Methodikē: Prōtē anagnōsē tēs Vyzantinēs ekklēsiastikēs mousikēs. Athēna: Epektasē, 2003.

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Macrides, R. J. The Scottish connection in Byzantine and modern Greek studies. St. Andrews: Centre for Advanced Historical Studies, 1992.

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Agapitos, Panagiotis Angelos. The study of medieval Greek romance: A reassessment of recent work. Copenhagen: Museum Tusculanum Press, 1992.

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Riscoprire Bisanzio: Lo studio dell'arte bizantina a Roma e in Italia tra Ottocento e Novecento. Roma: Viella, 2015.

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Follieri, Enrica. Byzantina et Italograeca: Studi di filologia e di paleografia. Roma: Storia e Letteratura, 1997.

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10

Congresso nazionale di studi bizantini (5th 1994 Milan, Italy). Byzantina Mediolanensia: V Congresso nazionale di studi bizantini, Milano, 19-22 ottobre 1994 : atti. Soveria Mannelli: Rubbettino, 1996.

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Book chapters on the topic "Byzantine; Teaching"

1

Ciggaar, K. "Bilingual word lists and phrase lists: for teaching or for travelling?" In Travel in the Byzantine World, 165–78. Civilization-Congresses 3. Byzantine Empire-Description: Routledge, 2017. http://dx.doi.org/10.4324/9781315235646-11.

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Petroff, Valery V. "Plato’s Phaedrus and the Neoplatonic Teaching on Dissimilar Symbols and Sacred Fiction in the Corpus Areopagiticum." In Studies in Byzantine History and Civilization, 32–49. Turnhout: Brepols Publishers, 2011. http://dx.doi.org/10.1484/m.sbhc-eb.1.100961.

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"Teaching with Verse in Byzantium." In A Companion to Byzantine Poetry, 459–86. BRILL, 2019. http://dx.doi.org/10.1163/9789004392885_020.

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"Teaching Surgery In Late Byzantine Alexandria." In Hippocrates and Medical Education, 235–60. BRILL, 2010. http://dx.doi.org/10.1163/ej.9789004172487.i-566.69.

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"Science Teaching and Learning Methods in Byzantium." In A Companion to Byzantine Science, 53–104. BRILL, 2019. http://dx.doi.org/10.1163/9789004414617_004.

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Herrin, Judith. "In Search of Byzantine Women." In Unrivalled Influence. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691153216.003.0002.

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This chapter examines some of the roles of women in early medieval Byzantine society. It follows three particular avenues of approach, devised as a means of identifying the positions, activity, and authority of women in Byzantine society. The first is to pick up chance references to female activity in the sources written by men, especially those that occur spontaneously in narratives unconnected with women, incidental remarks, and stray observations. The second seeks to document the ingenuity with which women exercised their limited legal rights and is therefore dependent upon the case law that survives—the Peira (Teaching) of Eustathios Romaios is the outstanding example. The third approach attempts to outline the significance of ecclesiastical institutions and Christian beliefs for women, an area in which female subjectivity is perhaps most closely revealed. The overall aim of these avenues is to illuminate a practical reality rather than a legal ideal.

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Morton, James. "Monastic Nomocanons II." In Byzantine Religious Law in Medieval Italy, 121–38. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198861140.003.0007.

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Chapter 6 builds on the discussion of Chapter 5, taking a closer look at the content and material character of the monastic nomocanons produced under Norman rule. It observes that the manuscripts can be divided into three broad categories in which text and aesthetics are closely aligned: ‘traditional’ monastic nomocanons of the Southwest (i.e. Calabria, Lucania, Sicily); ‘deluxe’ nomocanons of Rossano and Messina; and two nomocanons produced by St Nicholas of Casole in the Salento. The traditional nomocanons are characterised by archaic textual content (primarily the Nomocanon in Fifty Titles) and simple, old-fashioned Italo-Greek ornamental styles. By contrast, the ‘deluxe’ nomocanons of Rossano and Messina were based on an eleventh-century Byzantine model imported in the early twelfth century by St Bartholomew of Simeri, even mimicking the Perlschrift calligraphy and Blüttenblat style of art. Like the traditional nomocanons, the deluxe manuscripts were evidently intended for use as practical reference guides. The Casulan manuscripts, for their part, demonstrate a unique connection to twelfth-century Byzantium, containing Aristenos’ commentary on the Synopsis of Canons (c. 1130) and a unique witness to Arsenios of Philotheou’s (different) Synopsis of Canons. The Casulan nomocanons represent a more didactic turn, in which canon law is used more as a source for teaching correct religious practice than as the basis of a formal juridical system.

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Tzimas, Rafail. "Mobile Music Interfaces Evaluation." In Advanced Technologies and Standards for Interactive Educational Television, 140–49. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0253-2.ch007.

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The question is raised in this chapter as to whether educational television of all kinds, namely mobile phone, computer, TV tap, etc., can protect the musical character of every people in the newly formed environment. Specifically, Byzantine music is studied through multimedia and interactive systems, with the main aim of ensuring the musical tradition and correctness despite the influence of music from the inside, that is, by artists who use music in whatever way they think, not taking into account the delineated lines of tradition or the general musical diversity that tends to Westernize the music of the ever-prevailing Eastern Roman empire of Constantinople. Distance learning with artificial means is the most basic method of teaching music for the coming years. Researchers who want to preserve the traditional musical style of Byzantine music must seriously consider the new data in order to fully exploit the technology to solve the problems that arise. Below is a reference to the use of such systems because of the problems that exist and how they will be solved.

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Carpinato, Caterina. "Lingua e letteratura (neo)greca a Ca’ Foscari: 1868-2018." In Le lingue occidentali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-262-8/004.

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The essay aims to outline the history of the teaching of Modern Greek at Ca’ Foscari University of Venice: it started with its foundation in 1868, with Costantino Triantafillis, and was interrupted for more than a century from 1890. This paper also deals with the history of the discipline from 1868 until today, with an eye on the connection with the political and cultural life of the country and on the relationship with other disciplines (such as Ancient Greek language and literature and Byzantine civilization). After an interval of a century classes of Modern Greek started up again at Ca’ Foscari in 1994-95 thanks to the teaching of Lucia Marcheselli Loukas. Since 1998 the teaching has been revived with a tenured professor and, in the last twenty years, it has trained graduate students and young scholars who today play a cultural and linguistic role of mediation between Italy and Greece.

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Harakas, Stanley S. "An Eastern Orthodox Perspective on Economic Life, Property, Work, and Business Ethics." In Spiritual Goods Faith Traditions and the Practice of Business, 143–63. Philosophy Documentation Center, 2001. http://dx.doi.org/10.5840/spiritgds200113.

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Eastern Orthodox Christianity carries forward a moral tradition from the earliest Christian period, in the belief that scriptural and patristic teaching remains applicable to the contemporary economic sphere of life. The Church Fathers focused on the ownership of property and the ethical acquisition of wealth and its use; they stressed special concern for the poor and disadvantaged. Carried forward through the Byzantine and modern eras, these early Christian understandings now can be applied through a basic and elementary natural law morality to business activities. The Orthodox approach embodies traditional virtue and character ethics as well. The essay concludes by applying these Orthodox approaches to two current issues: the charging of interest and internet ethics.

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Conference papers on the topic "Byzantine; Teaching"

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Kokkinidis, Kostas, Theodoros Mastoras, Athanasia Stergiaki, and Paraskevi Kritopoulou. "Gesture Recognition & Chanting Assessment For Byzantine Music Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.806.

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Recent works related to digital self-instruction environments, present scarce efforts to provide combined instruction for gestural and vocal skills. Based upon a recently introduced learning and teaching method of vocal music, this research utilizes existing technologies to achieve the development of such a learning environment. The presented system administers the learning experience in order to improve the motion, sound and rhythm related skills of the student. Student performance is compared with a pre-recorded instructor performance in order to provide customized feedback that bespeaks the flaws of the former performance. Motion and sound-capturing technologies are combined, and related feature extraction algorithms are applied. The gestural and vocal features of the instructor performance are compared off-line to those of the student performance, in order to detect the differences, while the tempo is indicated through gestures. The system evaluates constantly the performances in order to provide visual feedback based on their differences. The aim is for the student to reproduce the instructor performance in an approximate manner. An assessment formula for the student performance is proposed and tested for its validity and accuracy. The selected musical genre on which this system was applied is Byzantine music, since its complexity and variety tests the existing sound recognition algorithms.

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