Relevant bibliographies by topics / Classical philology}xStudy and teaching

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Academic literature on the topic 'Classical philology}xStudy and teaching'

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Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Classical philology}xStudy and teaching"

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Dementyeva, Vera V. "Athenaeum litterarum Demidowianum Jaroslaviense: Teaching Classical Philology and Ancient History." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 16, no. 3 (September 24, 2022): 370. http://dx.doi.org/10.18255/1996-5648-2022-3-370-393.

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The article discusses the teaching of a number of subjects of classical studies - Latin and ancient Greek, ancient history and literature - by professors of the Demidov Higher Sciences School. The attention of P. G. Demidov to humanitarian subjects in the Athenaeum founded by him is noted (the official Latin name of the school was Athenaeum litterarum Demidowianum Jaroslaviense), as well as his personal invitations of classical philologists for teaching. The author connects the formation of P. G. Demidov’s interest to classical languages and to the sciences in general with his studies in Revel with Professor A. F. Sigismundi, about whom the article provides biographical information. The activity in Yaroslavl of classical philologists I. E. Sreznevsky, F. Schmidt and M. O. Khanenko, as well as A. F. Klimenko and S. A. Vilinsky is characterized. The content of speeches by S A. Vilinsky about the history and «successes of enlightenment» of the three ancient peoples - the Egyptians, Greeks and Romans is analyzed. It is concluded that classical studies at the Demidov School were originally an essential and very significant part of the formation of higher education in Yaroslavl.
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Zvonska, Lesia. "MANAGING STUDENTS’ AUTONOMOUS LEARNING OF APOPHATIC CONSTRUCTIONS IN THE SYNTAX OF ANCIENT GREEK." АRS LINGUODIDACTICAE, no. 4 (2019): 18–24. http://dx.doi.org/10.17721//2663-0303.2019.4.03.

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The goal of university education in Philology is not only to provide students with a certain system of knowledge and develop professional skills in them but also to equip learners with the techniques of independent research. Considering a limited number of publications on teaching classical languages and organization of students’ independent work on learning the syntax of ancient Greek, the author addresses linguistic and pedagogical aspects of organization of independent work of Philology majors in teaching apophatic constructions in ancient Greek. Purpose. The article aims at giving insight into organization of independent work of Philology majors on learning apophatic constructions in the syntax of ancient Greek and analyzing the dependence of the use of apophatic models on the functional semantics of noun and verb forms. Results and discussion. The analysis of literature on teaching classical languages and organization of students’ independent work in learning ancient Greek has enabled outlining the features of independent work of Philology majors in learning apophatic constructions in syntax of ancient Greek at different stages and allowed compiling a range of tasks on determining the influence of the syntax on the choice of apophatic model in prose and poetic texts of ancient Greek. Further research might involve experimental testing of the effectiveness of the developed model of the students’ independent work in teaching the syntax of ancient Greek
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Ilina, Kira. "Battle for “Donat”: а discussion about the old and new classical philology in Russia (1847–1848)." St. Tikhons' University Review 117 (April 30, 2024): 39–51. http://dx.doi.org/10.15382/sturii2024117.39-51.

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In the 1830–40s (time of the transformation of classical philology into a scientific discipline) during discussions in the Ministry of Public Education and in the public sphere, norms for teaching classical disciplines were developed and the number of ancient languages textbooks were rapidly increased. The article focuses on the reconstruction of the discussion about the Latin language textbook “Donat”, prepared by Moscow University professor Karl Hofman. The heterogeneity of the disciplinary community of classical philologists and rival systems of values, arguments, and authorities are traced in this discussion. On the one hand, A. M. Kubarev followed traditional pedagogical methods and textbooks of grammatical authorities associated with the history of Russian classical philology of the 18th century and approved by the Ministry of Public Education. On the other hand, K. Hofman and his disciples considered it necessary for a classical philologist to know the current level of development of classical philology, as well as to appeal to modern philologists and to change the methods of teaching Latin. Critical publications in thick literary magazines (“Otechestvennye zapiski”, “Sovremennik”, “Moskvityanin”) and archival materials from the Manuscript Department of the Russian State Library and from the Central State Archive of Moscow were used as historical sources. Public opinions, ways of the discussion, evaluation practices, ethically (un)acceptable statements identify are found in published sources. Unpublished and unknown to ordinary people part of the discussion, as well as the historical contexts of the debate and biography nuances of its participants can be detected in office documents, personal correspondence, a draft of an unpublished article. The research methodology is based on a combination of traditional historical methods and approaches developed in the framework of the history of science, the history of disciplines and the sociology of literature.
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Fykaris, Ioannis. "Attitudes and Opinions of Classical Philology Students in Greece Regarding the Teaching Quality of Their Studies." International Research in Education 12, no. 1 (December 15, 2023): 1. http://dx.doi.org/10.5296/ire.v12i1.21530.

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This research emerged from a contemplation regarding the quality of teaching and the content of studies provided to Classical Philology students, aiming for the optimal enhancement of their education. A literature review revealed the innovative nature of this research, as no similar studies were identified in both the Greek and international contexts. Consequently, it can be argued that this research could serve as a reference point for further similar investigations.
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Lazer-Pankiv, Olesia. "AN OVERVIEW OF DOCTORAL RESEARCH IN TEACHING METHODOLOGY CONDUCTED AND DEFENDED AT TARAS SHEVCHENKO NATIONAL UNIVERSITY OF KYIV." АRS LINGUODIDACTICAE, no. 4 (2019): 69–74. http://dx.doi.org/10.17721/2663-0303.2019.4.10.

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The article focuses on the Language Pedagogy research conducted at the Institute of Philology, Taras Shevchenko National University of Kyiv. In particular, it gives an overview of the publications as well as the doctoral theses defended at the above-mentioned university within 2014-2019. The research areas cover from teaching classical languages at university to teaching Germanic languages or Translation at both secondary and tertiary schools. The variety of the topics discussed and research problems solved is a perfect indication of the necessity and urgency of Language Pedagogy in Ukraine.
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Kashcheev, V. I. "CLASSICAL PHILOLOGY AT SARATOV UNIVERSITY: THE ORIGINS OF ITS STUDY AND TEACHING (1917–1920)." Современные наукоемкие технологии (Modern High Technologies) 2, no. 12 2020 (2020): 362–67. http://dx.doi.org/10.17513/snt.38457.

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Ильина, К. А. "New Professors for Russian Universities: The Formation of Classical Philologists in the 1830s." Диалог со временем, no. 78(78) (April 24, 2022): 49–64. http://dx.doi.org/10.21267/aquilo.2022.78.78.002.

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В статье реконструируются практики обучения филологов-классиков в Дерптском университете, Профессорском институте при нем, Берлинском университете в конце 1820-х–1830-е годы. Это дает возможность рассмотреть процесс формирования группы молодых ученых, будущих университетских профессоров, с разделенным пониманием дисциплинарных стандартов классической филологии, методов ее исследования и преподавания. Источниковой основой исследования являются делопроизводственные материалы, извлеченные из фонда Департамента народного просвещения, а также из университетских фондов российских и зарубежных архивов. The article is focused on reconstruction of сthe teaching practices of classical philologists at the University of Dorpat, Dorpat Professorial Institute and the University of Berlin in the late 1820s–1830s. This allows us to consider the process of formation of the group of young scientists, future university professors, with a shared understanding of the disciplinary standards of classical philology, methods of its research and teaching. For this purpose, the archival materials of the Ministry of Education, as well as Saint Petersburg, Dorpat and Kiev Universities are considered.
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Shovkovyi, Vyacheslav, Olesia Lazer-Pankiv, and Tetiana Druzhchenko. "Applying case study methodology for teaching Philology students reading ancient greek texts: theoretical principles." Boletim de Estudos Clássicos, no. 68 (December 12, 2023): 107–32. http://dx.doi.org/10.14195/2183-7260_68_7.

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In the system of teaching Greek to students majoring in classical languages, the content of communicative competence is limited to reading competence. The interpretation of a literary work (its content and meaning) is carried out through the interpretation of factual, conceptual, sub-textual, and emotive-evaluative information embedded in the text. Since interpreting literary works is a common challenge faced by future philologist-classicists in their professional activities, the article argues for the effectiveness of applying case study methodology in teaching reading authentic texts. The peculiarities of its application are explained using the example of a case on the topic of “Reading and interpretation of Lamentation of Danae by Simonides of Ceos.” The preparatory and primary stages of work with the case are outlined, each illustrated by specific tasks aimed at analysing and interpreting the factual, conceptual, emotive, and sub-textual aspects of an authentic Ancient Greek text.
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Ricci, Gianluca, and Gianluca Ricci. "Riflessioni sull'insegnamento linguistico del Greco antico e del Latino nella scuola italiana." Thamyris, nova series. Revista de Didáctica de Cultura Clásica, Griego y Latín 13 (March 1, 2023): 309–28. http://dx.doi.org/10.24310/thamyristhrdcc.v13i16325.

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Criticism of the teaching of ancient Greek and Latin languages in Italian classical high schools has remote origins, if one is aware that one of the most famous exponents of this current is even Pascoli; over the last twenty years, however, the extensive querelle that has arisen around classical studies has led a large number of intellectuals not only to question the usefulness and relevance of tradere and declensions, but also to reflect on the possibility of questioning the teaching methods, attempting to overcome the secular paradigm of the so-called “traditional” method by adopting innovative techniques and assumptions: this is the case, for example, of the “natura” method, devised by the Danish latinist Ørberg in the 1950s. The fervent reflections conducted on Latin and Greek have so far led to a polarisation of positions around “traditionalism”, among whose ranks one can count those who persist in teaching the classical languages by maintaining as a reference the antiquated modus docendi overflowing with philology and devoid of glottodidactics, and to “naturalism”, a trend born of the insights of Ørberg, and before him Berlitz, based on the paradoxical principle of teaching the ghlóssai in the same way as English, French, or any other living language. The present study is entrusted with the task of synthesising both factiones, highlighting the strengths of both methods, with the aim of providing a rationalised, objective and fruitful field of investigation for the continuation of the intellectual debate on Greek and Latin, in the hope of reaching a unanimous consensus on the indispensable importance of classical studies, particularly linguistic and literary studies, for the construction of a critical and aware democratic society.
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Abramov, Valerii P., Olga I. Kuznetsova, Irina N. Lekareva, and Julia F. Okovitaya. "Kuban State University: Russian Philology on the 45th Parallel." World of the Russian Word, no. 2 (2023): 119–27. http://dx.doi.org/10.21638/spbu30.2023.213.

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The article represents the history and modernity of philological scholarship in Kuban State University, the oldest university of classical education in the south of Russia, which has been preserving and developing the traditions in the sphere of education, science and social and educational activity since 1920. The authors describe the principal directions of philology development at the faculty: teaching Russian language and literature, academic research work in the field of literary studies, the history of Russian literature from its beginning up to present times, including literature of Russian expatriate community, literature of the peoples of Russia, literary regional studies, literary criticism, folklore studies, etc. One of the main directions of the research activities which the scholars have chosen is the search and comparison of the universal and nationally specific in the works of foreign and Russian poetry and prose. The problems of contemporary Russian language are discussed in the research and development project “Russian language potential”. The scholars of Kuban State University devote a lot of attention to studying Russian language from the perspective of psycholinguistics, cognitive linguistics, linguoculturology, cross-cultural communication, sociolinguistics, terminology studies, discourse theory. The leading idea of scholarly interests of professors and associate professors is the theme of “Linguoaxiology”, revealing a valuable component of Russian language unit and Russian discourse field. It’s necessary to point out that the research of linguistic and methodological basic training of Russian as а Foreign language/Russian as Non-Native language, the training of specialists in this field, questions of linguo-didactic testing in Krasnodar region are carried out only at the department of Russian as а Foreign language at the Kuban State University. The scholars deal with the description of the semantics of Russian language, study the regional cultural component of onomastics and problems of language policy. The development and teaching of Russian as а foreign language are also aimed at the perception of the uniqueness of Russian civilization. Russian philology on the 45th parallel is trying to preserve and develop the world of the Russian word, and the Russian world as a concept containing natural bounds of language, mentality and culture.
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Dissertations / Theses on the topic "Classical philology}xStudy and teaching"

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Blaschka, Karen, and Monica Berti. "Classical philology goes digital: working on textual phenomena of ancient texts: workshop, Klassische Philologie, Universität Potsdam, Februar 16 - 17, 2017." Universität Potsdam, 2017. https://ul.qucosa.de/id/qucosa%3A20930.

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Digital technologies are constantly changing our daily lives, including the way scholars work. As a result, also Classics is currently subject to constant change. Greek and Latin sources are becoming available in a digital format. The result is that Classical texts are searchable and can be provided with metadata and analyzed to find specific structures. An important keyword in this new scholarly environment is “networking”, because there is a great potential for Classical Philology to collaborate with the Digital Humanities in creating useful tools for textual work. During our workshop scholars who represent several academic disciplines and institutions gathered to talk about their projects. We invited Digital Humanists who have experience with specific issues in Classical Philology and who presented methods and outcomes of their research. In order to enable intensive and efficient work concerning various topics and projects, the workshop was aimed at philologists whose research interests focus on specific phenomena of ancient texts (e.g., similes or quotations). The challenge of extracting and annotating textual data like similes and text reuses poses the same type of practical philological problems to Classicists. Therefore, the workshop provided insight in two main ways: First, in an introductory theoretical section, DH experts presented keynote lectures on specific topics; second, the focus of the workshop was to discuss project ideas with DH experts to explore and explain possibilities for digital implementation, and ideally to offer a platform for potential cooperation. The focus was explicitly on working together to explore ideas and challenges, based also on concrete practical examples. As a result of the workshop, some of the participants agreed on publishing online their abstracts and slides in order to share them with the community of Classicists and Digital Humanists. The publication has been made possible thanks to the generous support of the Open Science Office of the Library of the University of Leipzig.
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Books on the topic "Classical philology}xStudy and teaching"

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Edwin, Sandys John. A history of classical scholarship. Mansfield Center, CT: Martino Pub., 2009.

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Borzsák, István. Dragma: Válogatott tanulmányok. Budapest: Telosz, 1994.

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Adrados, Francisco Rodríguez. Defendiendo la enseñanza de los clásicos griegos y latinos: Casi unas memorias (1944-2002). Madrid: Ediciones Clásicas, 2003.

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Robert, Sinclair, and Australian Society for Classical Studies., eds. Past, present, and future: Ancient world studies in Australia. [Melbourne, Vic.?]: Australian Society for Classical Studies, 1990.

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Cleaver, Anthony. From Homer to Harwell. Alresford, Hants: Classical Association, 1996.

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Italy) Seminario di studi (1997 Naples. Gasparino Barzizza e la rinascita degli studi classici: Fra continuità e rinnovamento ; Atti del Seminario di studi Napoli - Palazzo Sforza, 11 aprile 1997. Napoli: Istituto Universitario Orientale, 1999.

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V, Otkupshchikov I͡U︡, Leningradskiĭ gosudarstvennyĭ universitet imeni A.A. Zhdanova., and Russian S.F.S.R. Golovnoĭ sovet po filologicheskim naukam., eds. I͡A︡zyk i stilʹ pami͡a︡tnikov antichnoĭ literatury: Mezhvuzovskiĭ sbornik. Leningrad: Izd-vo Leningradskogo universiteta, 1987.

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Handley, Carol. Things that matter. Alresford, Hants: Classical Association, 1997.

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Wülfing, P. Vorträge und Schriften aus der Altertumswissenschaft und ihrer Didaktik. Trier: Wissenschaftlicher Verlag Trier, 2001.

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aut, Arévalo González Alicia, and Gago Saldaña, Ma. Val, aut., eds. Bibliografía de los estudios clásicos en España, 1990 y adiciones de años anteriores. Madrid: Sociedad Española de Estudios Clásicos, 1995.

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Book chapters on the topic "Classical philology}xStudy and teaching"

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Wilson, Peter. "Introduction: From the Ground Up." In The Greek Theatre and Festivals, 1–20. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199277476.003.0001.

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Abstract The Greek –– and above all, the Attic –– theatre is probably the single most intensively studied institution from the ancient world. And, over the last thirty years in particular, research into Classical drama as an institution of the city-state has enjoyed a spectacular regeneration and efflorescence through the application of a range of fruitful new approaches. The once largely text centred study of traditional philology and New Criticism has given way to a series of new methodologies that seek to understand dramatic texts within their many original ancient contexts. From the late 1970s performance-analysis and reconstruction pioneered by Oliver Taplin led the way, teaching us to see Classical tragedy and comedy as works for the stage rather than the study, designed for a very real live performance under the alien conditions and conventions of ancient Greek open-air, communal, religious theatre. In the 1980s and beyond the paradigm shifted to more broadly political and social contexts, largely under the influence of the so-called ‘Paris School’ of Vernant and Vidal-Naquet, with its many successors.
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Bończuk-Dawidziuk, Urszula. "Collecting Antiquities at the Archaeological Museum of the Royal University in Wrocław in the Second Half of the Nineteenth Century." In Collecting Antiquities from the Middle Ages to the End of the Nineteenth Century: Proceedings of the International Conference Held on March 25-26, 2021 at the Wrocław University Institute of Art History, 237–56. Ksiegarnia Akademicka Publishing, 2021. http://dx.doi.org/10.12797/9788381385862.11.

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In the second half of the nineteenth century, the museum at the University in Wrocław (formerly Breslau) was reorganised. As a result, the institution was granted a new name and a new – archaeological – profile. The changes were initiated by August Rossbach (1823–1898), professor of classical philology and archaeology, director of the museum from 1856 to 1898. Through his efforts, the university museum started to professionally specialise in Antiquity. Above all, Rossbach significantly developed the collection of copies of ancient art, which were used as research and teaching tools. Through his efforts, the collection of the Archaeological Museum grew rich with some original pieces, including the collection of Eduard Schaubert (1804–1860), terracotta figurines from Taranto, and ceramic vessels from the collection of Carlo d’Ottavio Fontana of Trieste. The museum also took care of a coin collection catalogued by a famous numismatist, Julius Friedländer (1813–1884), upon Rossbach’s request. Thanks to Rossbach, in the 1870s, the museum boasted one of the largest German university collections in archaeology. At that time, the institution was an important research, educational, and cultural centre in Wrocław.
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Poole, Austin Lane, and D. Litt. "Learning, Literature, And Art." In From Domesday Book To Magna Carta 1087–1216, 232–64. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780192852878.003.0008.

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Abstract The century which saw the recovery of the works of Aristotle, the real beginning of scholasticism, the rise of the universities, the age of Abailard and Gratian, may properly be termed a renaissance, an intellectual revolution which marks an era in the history of learning and education. Education in the middle ages was wholly the province of the church, and was primarily intended for the training of the clergy. It was controlled by the bishop or his deputy, the chancellor or magister scholarum without whose licence no one could teach or open a school. Unlicensed or ‘adulterine’ schools were ruthlessly sup pressed by the bishops. Although the canon law required a parish priest to provide instruction in singing and reading the psalter, we can scarcely credit the statement of Theobald of Etampes, who was teaching at Oxford in the early years of the twelfth century, that there were experienced schoolmasters (peritissimi scholarum magistri) not only in cities but even in villages (in villulis). There were, however, attached to cathedrals, the larger monasteries, and collegiate churches, besides the elementary song schools (scholae de cantu), also grammar schools.3 Grammar was the first and the most vital of the liberal arts, for it comprised not only the rules of grammar studied in the textbooks of Donatus and Priscian, but also classical literature or philology.
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