To see the other types of publications on this topic, follow the link: Classical philology}xStudy and teaching.
Journal articles on the topic 'Classical philology}xStudy and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 34 journal articles for your research on the topic 'Classical philology}xStudy and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
kizi, Mamatkulova Nilufar Boyzak. "PRACTICAL METHODS OF ORAL AND WRITTEN SPEECH DEVELOPMENT IN THE PHILOLOGICAL FIELD." International Journal of Advance Scientific Research 4, no. 4 (April 1, 2024): 25–30. http://dx.doi.org/10.37547/ijasr-04-04-05.
Full textAbstract:
This article is an overview of the practical methods used for the development of oral and written speech of students in the philological field of study. The focus is on effective strategies and techniques that help students develop the skills of argumentation, text analysis, critical thinking and literary analysis. Both classical and innovative teaching methods are considered, such as role-playing games, discussions, analysis of literary works using modern technologies. The author also discusses the importance of an individualized approach to the development of speech skills, taking into account the characteristics of each student and his needs. This article is a valuable resource for philology teachers, as well as for anyone interested in developing communication skills of a scientific and literary nature.
12
Radbil, Timur B., Liudmila I. Ruchina, Marina G. Urtmintseva, and Irina S. Iukhnova. "Russian Philology at Lobachevsky State University of Nizhny Novgorod in the Light of Modern Strategies of Scholarly Search." World of the Russian Word, no. 1 (2023): 112–21. http://dx.doi.org/10.21638/spbu30.2023.114.
Full textAbstract:
The article highlights the main scholarly trends in Russian philology, which are being developed by the scholars of the Institute of Philology and Journalism of Lobachevsky State University of Nizhny Novgorod. In the last 20 years, the Chair of Modern Russian and General Linguistics has been working on a new scholarly research area related to the study of active processes in the modern Russian language. The Chair of Teaching Russian Language in other Language Environments has created and successfully tested a methodology for describing the concepts of Russian culture, which involves identifying a variety of paradigmatic, syntagmatic, derivational relationships of words nominating the concept in direct textual use, as well as analyzing the interpretation of the word in dictionaries. The Chair of Theoretical and Applied Linguistics actively develops cognitive linguistics, linguoculturology, linguopoetics, as well as the theory and practice of carrying out the linguistic expertise. An important component of the scholarly research of members of the Chair of Slavic Philology and Culture is the study of the history of the Russian language, modern Slavic languages, Russian literature of the 19th–21st centuries in its connections with the literature of the Eastern and Western Slavs. At the Chair of Russian Literature, serious research is being carried out in the field of studying A. S. Pushkin, M. Yu. Lermontov, classical and modern Russian lyrics, spiritual poetry, artistic anthropology, folklore and literary local history. The article draws the conclusion that an effective scholarly environment has been created and is actively functioning at Lobachevsky National Research University of Nizhny Novgorod so far, which conduces to further consolidation of contribution of Nizhny Novgorod Russian language scholars to the most prominent areas of modern national humanitarian knowledge.
13
Grinina, E. A., and A. A. Kim. "Scientific Conference <i>Language and Culture</i> in Tomsk State University." Concept: philosophy, religion, culture 8, no. 1 (March 30, 2024): 163–66. http://dx.doi.org/10.24833/2541-8831-2024-1-29-163-166.
Full textAbstract:
Between November 16th and 17th, 2023, Tomsk State University hosted the 33rd International Scientific Conference Language and Culture, devoted to the 145th anniversary of the University and the Year of the Teacher and Mentor. Experienced and young researchers, language teachers and mentors from across Russia and abroad gathered to discuss the best pedagogical practices and methodological developments in the field of foreign language education. The five working languages of the conference (Russian, English, German, French, Chinese) indicate the high level of the event. The content of the conference fully reflects the list of its scientific directions: current issues of linguodidactics and methods of teaching foreign languages; psychophysiological and cognitive processes when learning a foreign language; modern formats for organizing the educational process; interdisciplinary studies of culture and intercultural communication; language and society; philosophy and language; history of Indo-European languages and classical philology; modern paradigm of linguistic research; methodology for teaching ESP; theoretical and applied issues of translation and intercultural communication; current studies of European languages and cultures: theoretical and applied aspects; theoretical and applied aspects of studying the Chinese language, etc. One of the significant sections of the current conference is the section Interdisciplinary studies of culture and intercultural communication. This year, the section discussed interdisciplinary approaches to the study of culture based on languages such as Chinese, Selkup, Spanish, Quechua (Peru), English, and Russian. The Language and Culture, initiated in the late 1980s by Doctor of Philology, Professor, Honored Dean of TSU Svetlana Konstantinovna Gural, the conference has become a recognizable scientific brand of Tomsk State University. First, in 1986, S. K. Gural organized a scientific and methodological seminar Language and Culture at the Department of English Language of TSU. The seminar immediately received international status, thanks to the participation of Oxford University professor Bruce Munk. Subsequently, in 1990, the seminar was transformed into an international conference. This conference, which brings together specialists in the field of cultural studies and philology, has been allowing representatives of different universities to exchange experiences and introduce colleagues to the results of their scientific research for four decades now.
14
Berglund, Carl Johan. "Understanding Origen: The Genre(s) of the Gospels in Light of Ancient Greek Philology and Modern Genre Theory." Scrinium 12, no. 1 (November 17, 2016): 181–214. http://dx.doi.org/10.1163/18177565-00121p11.
Full textAbstract:
The reflections of Origen of Alexandria (ca. 185–254 CE) concerning the nature of the New Testament Gospels may be better understood if viewed in relation to a scheme of standard introductory questions used by ancient Greek philologists in their commentaries on classical Greek literature. While this scheme did not include questions about the form or genre of the writings to be analyzed, Origen repeatedly added such reflections when he adapted the scheme in his commentaries on biblical writings. These reflections inform us of his expectations of the Gospels. Using a modern concept of genre as a system of expectations shared between author and reader, and frequently intended to shape the worldview of the readers, Origen’s views of the nature of the Gospels can be expressed as their simultaneous participation in two genres: Christian teaching and ancient historiography.
15
Makarova, L. E. "Nikolay Grech’s Rhetorical Teaching as a Tool of Text Analysis." Bulletin of Kemerovo State University 22, no. 4 (January 5, 2021): 1098–106. http://dx.doi.org/10.21603/2078-8975-2020-22-4-1098-1106.
Full textAbstract:
Russian rhetoric began with Mikhail Lomonosov’s Brief Guide to Eloquence (1765), which was written in the classical tradition of the Aristotelian-Ciceronian teaching about effective and persuasive speech. By the time philology had become a unified knowledge system in 1820s, Russian rhetoric stopped being a part of the trivium of verbal sciences, which also included grammar and logic, and evolved into a theory of language arts [slovesnost] that included both fiction and nonfiction literature. Its focus shifted from statement building to development and classification of the existing types and genres of literature. The science gave birth to a new discipline, namely the history and theory of literature, Nikolay Grech being one of its founders. Thus, the subject of rhetoric was mostly the principles of understanding of written fiction. Grech’s concept reflected those new trends in the development of rhetoric while focusing on the analysis of the system of Russian literature as a whole. The present research employed the methods of comparative analysis and analytical interpretation of the text. The article introduces N. Grech’s ideas about rhetorical and fictional prose, as well as his classification of prose and poetry. The author showed how the emergence of borderline, semi-rhetorical, and semi-poetic genres, changed the relationship between prose and poetry and, accordingly, between rhetoric and poetics. From a tool for creating an utterance, rhetoric gradually became a tool for analyzing a finished text.
16
Makarova, L. E. "Nikolay Grech’s Rhetorical Teaching as a Tool of Text Analysis." Bulletin of Kemerovo State University 22, no. 4 (January 5, 2021): 1098–106. http://dx.doi.org/10.21603/2078-8975-2020-22-4-1098-1106.
Full textAbstract:
Russian rhetoric began with Mikhail Lomonosov’s Brief Guide to Eloquence (1765), which was written in the classical tradition of the Aristotelian-Ciceronian teaching about effective and persuasive speech. By the time philology had become a unified knowledge system in 1820s, Russian rhetoric stopped being a part of the trivium of verbal sciences, which also included grammar and logic, and evolved into a theory of language arts [slovesnost] that included both fiction and nonfiction literature. Its focus shifted from statement building to development and classification of the existing types and genres of literature. The science gave birth to a new discipline, namely the history and theory of literature, Nikolay Grech being one of its founders. Thus, the subject of rhetoric was mostly the principles of understanding of written fiction. Grech’s concept reflected those new trends in the development of rhetoric while focusing on the analysis of the system of Russian literature as a whole. The present research employed the methods of comparative analysis and analytical interpretation of the text. The article introduces N. Grech’s ideas about rhetorical and fictional prose, as well as his classification of prose and poetry. The author showed how the emergence of borderline, semi-rhetorical, and semi-poetic genres, changed the relationship between prose and poetry and, accordingly, between rhetoric and poetics. From a tool for creating an utterance, rhetoric gradually became a tool for analyzing a finished text.
17
Khrystych, Nina, and Nataliia Borysova. "THE PROBLEM OF CHOICE OF THE TRADITIONAL AND INNOVATIVE TEACHING TECHNOLOGIES IN THE PROCESS OF FORMATION OF FUTURE ENGLISH TEACHERS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 198–201. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-198-201.
Full textAbstract:
The article presents the results of the scientific research on the choice of effective technologies for teaching future English teachers. Under the concept of «teaching technology» the author understands the sequence of actions of a teacher and a student to achieve the educational goals in the study of the subject, which involves the use of a set of forms, methods and tools for implementing the content of education. The need to find the new teaching technologies is due, on the one hand, to the growing role of digital technologies in searching for information, the emergence of a large number of the open educational resources, and, on the other hand, to the limitations of face-to-face communication because of the Covid-19 pandemic. According to the author, the active use of digital teaching technologies significantly expands the possibilities of integrating traditional and innovative teaching tools in the process of teaching English. The main task of today’s Philology teacher is the necessity to vary the traditional methods of teaching the language with the modern effective teaching methods. Its realization can be possible mainly through the use of information and communication technologies. Based on the generalization of the positive experience in the use of traditional and innovative technologies in the process of forming English competence of the applicants for higher education, the author argues that teachers have an extensive experience in traditional teaching technologies, namely: explanatory-illustrative, problem-based, programmed and differentiated teaching technologies. The author proposes a rational integration of classical and modern methods of teaching English in higher education institutions. The author identifies the didactic and systemtechnical factors that influence on the choice of a particular technology in order to intensify the process of teaching English in the context of blended learning and analyzes the methods and techniques of presenting the new material using the traditional and innovative teaching technologies.
18
Lefebvre-Teillard, Anne. "Portrait d’un « romaniste » hors du commun : Jean Acher (1880–1915)." Tijdschrift voor Rechtsgeschiedenis 81, no. 3-4 (April 9, 2013): 449–64. http://dx.doi.org/10.1163/15718190-08134p05.
Full textAbstract:
Portrait of a not so common ‘Romanist’: Jean Acher (1880–1915) – Jean Acher, known to only a few specialists in Medieval Roman law, was an unusual scholar of Roman law. He was born in Lodz (Poland) in 1880. He studied first at St Petersburg, then in Berlin, where he attended B. Kübler’s teaching, and continued his studies at Montpellier, where he was awarded a law degree. He obtained a licence in law in 1904. At the same time, Acher also studied Romanic languages and literature. Legal and Romanic studies were the subjects of the many articles and reviews he then started publishing in several distinguished journals. In 1906, he settled in Paris. Acher became involved in the (at the time, highly controversial) issues around the methods of legal teaching, appearing as a harsh critic of the then prevailing approach to Roman law teaching. A great admirer of H.H. Fitting, he criticised specifically the exclusive focus on classical Roman law. In turn, Acher was the target of criticism by V. Arangio Ruiz and Ch.L. Appleton, which led to a confrontation with legal scholars. J. Bédier, professor at the Collège de France, supported him and, as a result, Acher devoted his work almost exclusively to the study of Romanic philology and literature. He obtained French citizenship in September 1914 and died the following year as a soldier on the frontline.
19
Shovkovyi, Viacheslav, Tetiana Shovkova, and Tamara Kavytska. "THE SYSTEM OF EXERCISES AND TASKS TO BUILD THE LINGUISTIC COMPETENCE IN LATIN." АRS LINGUODIDACTICAE, no. 5 (2020): 32–44. http://dx.doi.org/10.17721/2663-0303.2020.5.04.
Full textAbstract:
Systematization of educational material in the form of exercises and tasks has been a relevant problem for learning any language, including a classical one. Exercises and tasks – the application of which in the educational process requires an appropriate sequencing and phasing – are given a significant role in building Latin linguistic competence (LLC) of Philology majors. Theoretically, however, the problem is underresearched in the Ukrainian context; the available research that gives insight into building of LLC focuses on modern languages and thus tends to integrate linguistic competence with communicative competence, which has no relevance to teaching Latin. Hence, the goal of this article is to outline the theoretical prerequisites and develop a scientifically sound system of exercises and tasks to build the LLK in Philology majors. The methodology of the research relies on critical analysis and synthesis of theoretical sources with further application of basic concepts in the process of designing the system of exercises and tasks. The review of literature on the problem under discussion has enabled the authors to conceptualise the content and building of the LLC from the standpoint of educational expediency. The three-phase model of building the specified competence is offered: Phase 1 – building of declarative and procedural knowledge; Phase 2 – building of phonetic, grammatical, and lexical skills; Phase 3 – development of phonetic, lexical, grammatical, and analytical abilities. The system of exercises and tasks involves three subsystems – phonetic exercises and tasks, grammatical exercises and tasks, lexical exercises and tasks. Each subsystem contains both the exercises to build relevant skills and the tasks aimed at enhancing analytical skills and critical thinking, which relate to the analysis of language material by integrating Latin with other disciplines the students major in.
20
Tsygankov, Dmitriy Andreevich. "THE SEMINAR AS A NEW PHENOMENON AT THE FACULTY OF HISTORY AND PHILOLOGY OF MOSCOW UNIVERSITY IN THE 1860s — EARLY 1870s." LOMONOSOV HISTORY JOURNAL, no. 2023, №1 (June 5, 2023): 47–62. http://dx.doi.org/10.55959/msu0130-0083-8-2023-1-47-62.
Full textAbstract:
Th e emergence of seminars at the Faculty of History and Philology at Moscow University was a response to discussions of higher education reform in the era of the Great Reforms, when the education of students at universities was found too passive. At this time, ideologues of higher education reform de-manded that monologue lectures be supplemented with written students’ papers, which should develop their research skills and serve as a basis for communica-tion with their professors. Aft er 1862, when over a hundred young scholars were sent abroad for several years under the program of Minister of Public Instruction A.V. Golovnin, a new generation of researchers and teachers was introduced to practical studies at German universities. Th ose who had been abroad started to actively use the term seminar to refer to a new kind of practical training. By the mid-1860s, seminars appeared at Moscow University as teaching units for phi-lologists to train grammar school teachers of classical languages, and as a type of practical classes for historians, the purpose of which was to write research papers. Philologist P.M. Leontiev was one of the originators of philological seminars at Moscow University. He developed such forms of classes at the faculty as were practiced by S.P. Shevyrev in the 1850s, while V.I. Guerrier established the semi-nar as a new form of research activity for historians. It was important for him that students who chose to major in history should write papers on this discipline. While students received scholarships for their work in the philological seminars, participation in historical seminars was their personal initiative. Further develop-ment of the new form of classes was associated with attempts to divide the Faculty of History and Philology into two specializations. Offi cially, historians’ seminars became part of the faculty’s curriculum only aft er implementation of the charter of 1884.
21
Ushakova, N., O. Trostynska, and I. Kushnir. "Formation and development of the language training methodology for foreign students at classical universities. Part 2. Teaching students of language specialties." Teaching languages at higher institutions, no. 40 (May 30, 2022): 96–121. http://dx.doi.org/10.26565/2073-4379-2022-40-07.
Full textAbstract:
The article continues the series of scientific and methodological studies on the formation and development of the language training methodology for foreign students at classical universities. In the first part of the research, published last year, the authors analyzed the development of language training conceptual foundations for foreign students of different specialties, as well as history, principles, and features of language education of foreign students of non-philological specialties by the example of the Language Training Department 1 of V.N. Karazin Kharkiv National University. For this group of students, a foreign language is primarily a means of learning and mastering their future specialty. For foreign students of philological specialties, a language is not only a means but also a study goal that involves, besides language proficiency, knowledge of its phonetic, grammatical and lexical structure, mastering various stylistic means, knowledge of modern linguistic concepts, and familiarity with foreign language fiction. The article presents an analysis of the development of scientific and methodological principles for training foreign philological students and illustrates the main directions of their practical implementation by the Language Training Department 1 of the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University. There was applied a systematic analysis of scientific achievements regarding the teaching of future philologists and its methodological implementation. The authors studied the directions of scientific research and the aspects of educational and methodological activities developed for the implementation of the professionally oriented teaching within non-native sociocultural and educational environments. The result of the systemic analysis is an overview of dissertations in philology, methodological research dedicated to future philologists, specialists in language, literature, and translation as well as teaching aids and textbooks for the above-mentioned group. The authors based their research on the concept of foreign students’ language education and the structure of the modern educational paradigm presented in the previous article of the series. The article examines the influence of the competence approach on the creation of curricula and syllabi for foreign philological students of the first and second levels of higher education and on the way of developing all components of students’ communicative competence.
22
Kuchukova, Zukhra A., Liana B. Berberova, and Burkhan A. Berberov. "A new concept of three-dimensional study of fiction at the university." SHS Web of Conferences 103 (2021): 01021. http://dx.doi.org/10.1051/shsconf/202110301021.
Full textAbstract:
The relevance of the study is due to the need to modernize the methodology of teaching literature in Russian regional universities, taking into account the current processes of globalization. The proposed method is conventionally called “Three flanks”, and provides for the study of national literature in close correlation with classical Russian and foreign literature. From the pedagogical standpoint, the system-synergetic approach is especially important for a multiethnic region, such as the North Caucasus. The purpose of the article is to substantiate the expediency and effectiveness of the comparative method of studying fiction and to propose a three-dimensional model, which is currently being tested at the framework of a special course at the Faculty of Philology of Kabardino-Balkarian State University. The authors used comparative-historical, system-structural, and axiological methods of scientific analysis. In order to harmonize the multicultural material, logical principles of analysis were used, namely, classification, typology, generalization, as well as the method of continuous sampling to identify representative texts. The article presents a pedagogical experiment that is currently being conducted in one of the North Caucasus universities. The essence of the experiment is a comparative study of national literature at the level of comparisons with world literature.
23
Vasilyev, L. G., and A. N. Eremin. "ON FORMING PROFESSIONAL COMPETENCE IN PHILOLOGIGAL EDUCATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 29, no. 3 (September 25, 2019): 329–35. http://dx.doi.org/10.35634/2412-9550-2019-29-3-329-335.
Full textAbstract:
Problem statement. In realization of the person-oriented approach to higher education, one of its important aspects is often left unattended; namely, it is discrepancy between result-oriented formulation of competencies in federal educational standards and teacher’s activity aimed at processes of forming competence in students. Forming competence of a concrete discipline is reflexive that needs explication. The person-oriented approach in philological education presupposes forming a collective subject-oriented encyclopedic base - first in a teacher, then - in a student. The base can be formed by using traditional methods of research. The professional component of the person orientation can consist in the teacher’s choice of the amount and distribution of teaching material depending on a total amount of academic hours and on a concrete part of the competence formed. The pedagogical component is connected with the analysis of content of contact hours which determine optimal regard of personological parameters of the students as well as their reproduction-production skills. Purpose. The article is aimed at formulating an approach to forming professional competence of a future pedagogue of philology; the approach is based on the symbiosis of the principles of self-realization and of the classical approach to language teaching. Results. Principally important is a relation-activity idea providing for priority of the contentive factor in forming students’ professional competences. Detailed account is given to opportunities of reflexivisation of the Russian-language lexical representation of the logical notions ‘cause’, ‘result’, ‘purpose’, ‘concession’. Lexemic components of the manifestation of the concepts mentioned are described, which enhances the level of both teacher’s and student’s professional competence.
24
Knyazeva, Natalya V. "HIGHER HISTORICAL EDUCATION IN CHUVASHIA (1967–1991): TO THE PROBLEM STATEMENT." Historical Search 2, no. 3 (September 28, 2021): 39–44. http://dx.doi.org/10.47026/2712-9454-2021-2-3-39-44.
Full textAbstract:
Modern development of the state in general and the educational system in particular is largely predetermined by the events of the past, which inevitably become part of history. In the context of historical education modernization, which took place in the country at the beginning of the 21st century, it is necessary to study more deeply the existing experience of creating specialized faculties and teaching history on their basis within higher educational institutions. Historical education in the territory of Chuvashia began to be implemented in the 1930. In the period from 1930 to 1967, the Chuvash State Pedagogical Institute was engaged in the formation of professional historical personnel. From 1967, a new stage in the development of higher historical education of the republic begins, associated with the opening of I.N. Ulianov Chuvash State University (I.N. Ulianov ChuvSU). The Faculty of History and Philology (FHP) began working in the structure of the classical university. It consisted of five departments: general history, the history of the USSR, the Chuvash language and literature, the Russian language, Russian and foreign literature, which were headed by leading scientists of the republic. From 1990, changes took place in the history of higher historical education in Chuvashia. This is due to the division of the FHP into three independent faculties, among which the historical one was singled out. During the same period, restructuring of I.N. Ulianov ChuvSU was underway, as a result of which in 1990, in addition to the departments of national history and general history, a new department of archeology, ethnography and regional history began to function at the faculty. During the period of activity of the Faculty of History and Philology, it was headed by well-known scientists, organizers of education: Candidate of Philological Sciences V.Ya. Kanukov, Doctor of Historical Sciences, Professor V.F. Kakhovsky, Doctor of Philological Sciences, Professor M.M. Mikhailov, Doctor of Philological Sciences, Professor I.A. Andreev. The Soviet period in the formation and development of higher historical education, associated with the opening of I.N. Ulianov Chuvash State University, laid the mainstays for training personnel in subsequent periods.
25
Chernionkov, Yaroslav. "Individualization of Future Foreign Languages Teacher’s Professional Training in Distance Education Conditions." Educational Challenges 27, no. 2 (October 17, 2022): 39–53. http://dx.doi.org/10.34142/2709-7986.2022.27.2.03.
Full textAbstract:
The year 2019 became a starting point in the educational sector of almost all countries of the European Union. The СOVID-19 pandemics has changed the classical form of learning and teaching to a new, yet unexplored well, distance one. The start of the war in Ukraine on February 24, 2022 made this form of the educational process an integral characteristic of modern education in our independent country.
The purpose is to investigate theoretical and practical conceptual foundations of individualization of future foreign languages teacher’s professional training in distance education at the institutions of higher education.
Methodology. The methods of the educational research context, data collection, data analysis and reporting of the students’ responses were used. Some questionnaires and interviews were used in this study to elicit the answers of different lecturers at Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. We have found that the process of professional training becomes more effective if certain pedagogical conditions of students’ teaching training are created and implemented. The basis for our research was scientific and pedagogical studies relevant to future foreign languages teacher’s professional training in distance education conditions.
Results. The essence of the concepts “individualization of professional training”, “distance studying of foreign languages” has been defined. The main tasks of individualization of future foreign languages teacher’s professional training in distance education conditions as well as the readiness of the lecturers and students of the foreign languages faculty for the introduction of distance form of future specialists’ training in foreign philology have been characterized.
The main approaches to the training of future specialists in foreign languages and means of adaptation of lecturers and students in the conditions of the distance form of the educational process’ organization have been analyzed. The author also outlined qualitative tools for constructive “teacher-student” communication within the distance training of a future teacher of foreign languages and highlighted ICT tools for training a future teacher in the field of foreign philology.
It has been determined that individualized distance teaching training is a complex pedagogical phenomenon comprising goals, contents, structures and processes of teaching. It determines the effectiveness of teaching a foreign language and requires a certain degree of learner’s maturity.
In order to determine the main evaluative judgments of this study, research of various components of distance education and levels of professional training of the future teacher of foreign languages at IHE has been conducted. The analyzed results lead us to the opinion that, despite all its advantages and disadvantages, distance training of the future teacher of foreign languages reflects the modern conditions of the development of Ukrainian education and has taken its place in the educational process of every institution of higher education.
Conclusions. Distance education allows you to study at home according to a convenient schedule and in the most comfortable conditions. In addition, knowledge control with this form of education can also be carried out in distance – students prepare scientific papers, pass electronic examination tests, take exams for teachers through video conferences, etc. The use of interactive technologies in a foreign language lesson involves an active creative process of cooperation between the teacher and students, and also stimulates cognitive activity during and after the lesson.
26
Aspaas, Per Pippin. "Synnøve des Bouvries karriere ved UiT, 1972–2014: Intervju og bibliografi." Nordlit, no. 33 (November 16, 2014): xix. http://dx.doi.org/10.7557/13.3191.
Full textAbstract:
<p><em>The career of Synnøve des Bouvrie at the University of Tromsø, 1972–2014: Interview and bibliography. </em>Synnøve des Bouvrie was born in Bussum near Amsterdam on 16 November 1944 as the child of a Norwegian mother and a Dutch father. After studies of classical philology at Leiden, she became one of the first lecturers at the University of Tromsø (UiT) in September 1972. A true pioneer, she has fought relentlessly for gender equality and the preservation of the so-called «small» languages at the UiT. Mastering ten languages altogether, Synnøve’s own research has always been internationally oriented. Applying an anthropological perspective on the ancient societies, she has also studied the current study of ancient tragedies from a similar, detached perspective, by means of which she has been able to single out national trends and historical contingency in cutting-edge research. Moreover, this «rare bird in Ultima Thule» is a staunch advocate for the active use of Latin in teaching and research and a prominent member of the <em>Academia Latinitati Fovendae</em>. In Tromsø too, she has been active in another academy, the cross-disciplinary <em>Academia Borealis</em>, of which she is the serving president. Moreover, she has taught and helped establish courses in various subjects outside her field of specialty at the UiT, like a cross-disciplinary course on Graeco-Roman art, archaeology, literature and history (<em>Antikkens kultur</em>) and comparative literature (<em>Allmenn litteratur</em>). The interview is highly personal, crammed with anecdotes from Synnøve’s private life and deliberations on how her upbringing may have influenced her choices as an academic. The bibliography lists her publications from 1972 to the present. In the interview she reveals that a monograph on Euripides can be expected to be published soon with an international publisher. In the appendix several illustrations are included, with captions in English.</p>
27
Bruzgelevičienė, Ramutė. "The Tendencies of Future Educators’ Identification with an Educational Paradigm." Pedagogika 109, no. 1 (March 26, 2013): 49–56. http://dx.doi.org/10.15823/p.2013.1833.
Full textAbstract:
The article focuses on the tendencies of future educators’ identification with an educational paradigm recognizable during educational philosophy studies at BA level. The article is founded on the analyses of scientific literature discussing correlation between educational philosophy and an educational paradigm as well as on the data from the empirical study, i.e. students’ argumentative essays on educational philosophy. The empirical study was performed at the Faculty of Lithuanian Philology and Social Communication Institute of Lithuanian University of Educational Sciences. Qualitative research method has been applied in the study along with the qualitative analyses of argumentative essays as well as SOLO taxonomy as a means of assessing the complexity of learning.
The Research Question: to what extent can teaching of educational philosophy influence the future educators’ identification with an educational paradigm? Object: The tendencies of future educators’ identification with an educational paradigm. Goal: to highlight the tendencies of students’ identification with an educational paradigm determined by educational philosophy studies.
The objectives:
1. To define the idea of identification with philosophical conceptions of education;
2. To justify the importance of identification with a philosophical conception of education;
3. To highlight, on the basis of empirical study, the tendencies among students as future educators towards identification with philosophical conceptions of education.
The following conclusions are drawn in the article:
As educational paradigms are considered to be variations of answers to the main questions of educational philosophy, the direct correlation between educational philosophy and educational paradigm is obvious. Therefore, by identifying themselves with an educational philosophy, educators also identify themselves with an educational paradigm.
The subject of Educational Philosophy, taught at undergraduate level at Lithuanian University of Educational Sciences, has an effect on future educators’ identification with educational paradigms. Therefore, it is important for the lecturers to have a purposeful educational philosophy course program centering on cognition of educational paradigms and to adopt educational strategies oriented towards a student’s individuality.
Future educators identify themselves with philosophical conceptions of education by comparing new knowledge to their present experience, such as professional teaching activities (in extramural studies) or school learning/teaching experience (in full-time studies). Therefore, there is a clear tendency that more extramural students than full-time students identify themselves with a classical educational paradigm, whereas more full-time students than extramural students identify themselves with a liberal educational paradigm.
The qualitative analyses of educational philosophy course students’ final argumentative essays shows that nearly a half (48.06 percent) of the students who are making efforts to identify themselves with a philosophical conception of education have either reached or are approaching the third level of internalization of philosophical concepts of education, which is when they are acquiring individual believes and determination to act in accordance to these concepts and when the complete identity is developing.
The subject of Educational Philosophy at BA level may positively influence the numbers of teachers adopting the free educational paradigm when teaching at school.
28
Michelsen, William. "Nekrolog over Gustav Albeck." Grundtvig-Studier 46, no. 1 (January 1, 1995): 9–17. http://dx.doi.org/10.7146/grs.v46i1.16213.
Full textAbstract:
Gustav Albeck 1906 - 1995By William MichelsenWilliam Michelsen writes an obituary of Gustav Albeck, Professor of Nordic Literature. In his commemorative words, William Michelsen quotes at some length from the commemorative speech, made by Bishop Henning Høirup, Doctor of Divinity, on the occasion of Gustav Albeck’s funeral in the Cathedral of Aarhus.In his commemorative speech Bishop Høirup describes Gustav Albeck’s close ties to Aarhus, where his father, Chief Consultant Viggo Albeck, was the prime mover behind the foundation of the University of Aarhus. Thus, Gustav Albeck’s first publication after his university graduation in 1932 was a pamphlet about the history of the establishment of the Jutland university. The paper is evidence of a fundamental feature of Gustav Albeck’s personality: his loyalty to the family, and to the heritage from previous generations. It is emphasized by Henning Høirup that Gustav Albeck’s research work covered a wide field from runic inscriptions to modem Danish 20th century literature, and that his personal commitment and sympathetic insight combined seriousness with humour, most often inextricably linked together. As an expert on Danish Golden Age literature Albeck was superb. Høirup describes Gustav Albeck’s inspiring work in the Grundtvig Society from its foundation, and his 43 years as editor of Grundtvig Studier, the high scholarly standards of which were of paramount importance for him. Finally Bishop Høirup tells about Gustav Albeck’s invaluable work to promote classical music in Aarhus, and he concludes his speech by remarking on the joy felt by Albeck over the gift to man received in baptism, and his love of Danish poetry.Subsequently William Michelsen draws an equally personal portrait of Gustav Albeck and his work in literary history, in Grundtvig scholarship and popular enlightenment. Gustav Albeck took his M.A. degree in Nordic philology in 1932, and became a Doctor of Philosophy with his thesis on the Nordic Kings’ sagas in 1946, and in 1959 he was appointed Professor at the University of Aarhus, after having been on the teaching staff for a number of years. As early as 1934 Grundtvig wrote his first study of Grundtvig’s early poetry, and through the 1940s he published a number of shorter books on Grundtvig’s writings. In 1948 he contributed to the first annual volume of Grundtvig Studier, and in 1951 he became the editor of the yearbook, a post he held until his death.William Michelsen suggests that Gustav Albeck’s Grundtvig research should be seen on the background of Grundtvig’s visions of a new Danish university, unhampered by rigid academic traditions - visions that found expression in Grundtvig’s folk high school thoughts and his ideas of a Scandinavian university in Gothenburg. Gustav Albeck regarded the University of Aarhus and the University Extension Institution as realizations of these ideas. He agreed with Grundtvig about the crucial importance of popular enlightenment, but always preserved an objective and matter-of-fact distance to the ideas in Grundtvig’s writings. What was important to Gustav Albeck in literary studies was to state what literature says, not to evaluate it or relate oneself personally to it. Thus, to him it was essential to emphasize that Grundtvig was a poet and a great poet - a visionary poet who remained critical towards his own time. Albeck’s philological approach to literary scholarship finds expression in his work on Grundtvig manuscripts, such as the publication of .Grundtvig’s diaries and extract collections. in 1979. Albeck’s most significant book as a Grundtvig scholar was published in 1955 in the series Acta Jutlandica, entitled .Around Grundtvig’s Poetry Collections.. This book deals with Grundtvig’s poetical works in the years 1808-1816, but also contains a large amount of material that throws light on Grundtvig’s development over these years.Fundamentally important to Grundtvig research is Gustav Albeck’s preparation of a model for the registration of Grundtvig’s posthumous works, used by the group of scholars who worked out the 30-volume register. Gustav Albeck’s greatest book is his last publication, .University and People., from 1984, with the modest subtitle .Contributions to the History of the University Extension Institution.. The book contains a wealth of information about how Grundtvig’s vision of a people’s university became a reality around the turn of the century. For 30 years Gustav Albeck was the president of the University Extension Institution in Aarhus.William Michelsen concludes his obituary of Gustav Albeck by pointing out that as Albeck saw him, Grundtvig was not so different from his own time as we tend to see him today. And Gustav Albeck could finish his chapter on Grundtvig in the Politiken Literary History by quoting Jørgen Elbek saying that Grundtvig, with his unshakable faith in the word, was a poet in a far more exclusive sense than any of his contemporaries.
29
Зеневич, Е. В., and Э. М. Афанасьева. "The image of a falling star in poems by Yu. V. Zhadovskaya." Вестник Рязанского государственного университета имени С.А. Есенина, no. 3(80) (September 29, 2023): 93–100. http://dx.doi.org/10.37724/rsu.2023.80.3.009.
Full textAbstract:
В связи с постоянным интересом к исследованию астральных образов и мотивов в литературных текстах становится актуальным изучение элементов астрального мифа о таинственной связи небесных светил и человеческой судьбы на примере конкретной художественной системы. Одним из ключевых образов русской лирики является образ падающей звезды, заметив которую, наблюдательный человек вознаграждается исполнением желаний. Поэтический словарь XIX века фиксирует устойчивое словосочетание «падучая звезда» (см. А. С. Пушкин, М. Ю. Лермонтов, А. А. Фет и др.). В статье впервые проведен системный анализ этого образа в лирике поэтессы середины XIX века Ю. В. Жадовской (1824–1883). Объектом исследования являются стихотворения, содержащие образ падучей звезды («Вечер», 1846, «П***» («Напрасно ты сулишь так жарко славу мне»), 1847, «Верь — не верь», 1858, «Наконец повеяло прохладой…», 1858, «Что делать мне, когда в моей душе…», 1858). Предметом изучения стали средства и способы раскрытия образа падучей звезды в каждом из представленных произведений. В процессе анализа лирики Ю. В. Жадовской восстановлены элементы астрального мифа в художественной системе поэтессы. Во-первых, образ падучей звезды в авторской картине мира соотносится с философским восприятием времени. Краткий миг падения небесного светила сравнивается с мимолетностью земного бытия, метафорически соотносится с быстротечной молодостью или воспоминанием о прошедшем счастье. Во-вторых, исследуемый образ связан с народной приметой: если при виде падающей звезды загадать желание, то оно исполнится. Фольклорно-мифологический контекст формирует эгоцентричный аспект астрального мифа, когда лирический субъект наделяется неким высшим знанием о возможности позитивного прогноза в отношении собственной судьбы. В-третьих, данный образ сочетается с мотивом «святого чувства» и молитвенного состояния, определяя ценностные характеристики душевного микрокосма субъекта лирического высказывания. Падающая звезда в художественном мире Ю. В. Жадовской становится частью астрального мифа, тесным образом связанного с душевными переживаниями героини. Результаты, полученные в процессе исследования, могут стать основой дальнейшего изучения астральных образов и мотивов в соотнесении с индивидуально-авторской картиной мира писателя. Предложенная методика анализа может быть использована в практике изучения лирики поэтов XIX века на уроках литературы в школе, а также при разработке и реализации курсов по русской поэзии в рамках программ бакалавриата и магистратуры, имеющих филологическую направленность. In connection with continuous interest in the study of astral images and motifs in literary texts, it is increasingly important to study the elements of the astral myths about mysterious connections between heavenly bodies and human destinies, especially in individual poetic systems. In classical Russian lyrics, one of the key images is that of a falling star or a shooting star). It is believed that making a wish when you are observing the phenomenon is rewarded, as the wish will be granted you. The poetic vocabulary of the 19th century fixes the stable phrase “shooting star” (cf. A. S. Pushkin, M. Yu. Lermontov, A. A. Fet and others). This article is the first to suggest a systematic analysis of this image in lyrics of the poetess of the middle of the 19th century Yu. V. Zhadovskaya (1824–1883). The object of the study is her poems containing the image of a shooting star: Evening(1846), P*** (It is in vain that you foretell me fame…) (1847), Believe it or not (1858), At last it’s getting cooler... (1858), What should I do when in my soul...(1858). The subject of the study was the means and methods of creating the image of a shooting star in each of the pieces. In the present analysis of Yulia Zhadovskaya’s lyrical verse, we restore the elements of the astral myth in the poet’s artistic system. Firstly, the image of a shooting star in the author's picture of the world correlates with her philosophical perception of time. The brief moment of the fall of a heavenly body is paralleled by the transience of earthly existence and metaphorically correlates with fleeting youth or a memory of past happiness. Secondly, the image under study is associated with popular belief: if you see a shooting star and make a wish, then it will come true. The folklore and mythological context form the egocentric aspect of the astral myth, when the lyrical subject is endowed with some higher knowledge about the possibility of a positive promise regarding one’s destiny. Thirdly, this image is combined with the motif of “holy feeling” and the state of prayer, defining the value characteristics of the spiritual microcosm of the subject of the lyrical utterance. In the Yu. V. Zhadovskaya’s poetic world, the shooting star becomes part of an astral myth that closely connected with the emotional experiences of the lyrical heroine. The results obtained of this research can build a basis for further study of astral images and motifs in relation to specific authors’ images of the world. The proposed method of analysis can be used in studying 19th–century poetry in school classes of literature, as well as in the development and teaching of courses in Russian poetry in undergraduate and graduate philology curricula.
30
"Discussion on the Teaching Method of "Chinese Classical Philology"." Foreign Language Science and Technology Journal Database Educational Science, April 4, 2021. http://dx.doi.org/10.47939/es.v2i4.06.
Full text
31
Díaz-Sánchez, Carlos, and Diego Chapinal-Heras. "Use of Open Access AI in teaching classical antiquity. A methodological proposal." Journal of Classics Teaching, November 3, 2023, 1–5. http://dx.doi.org/10.1017/s2058631023000739.
Full textAbstract:
Abstract The aim of this contribution is to present an innovative approach to the use of Open Access AI in teaching the Classical era at high school and university level. The paper first explains the growing interest in AI technology and its main applications in the subjects of philology, history and other related areas. The following sections show the different steps of the proposal, which uses the Midjourney program, as well as its pros and cons.
32
Danova, Madeleine, and Danail Danov. "Teaching in the Digital Age During the Covid-19 Pandemic." Pedagogika-Pedagogy, April 18, 2022, 34–40. http://dx.doi.org/10.53656/ped2022-3s.03.
Full textAbstract:
The present paper evaluates the way the digital age has changed how we teach at higher educational institutions and how that has helped us to adapt quickly to the challenges posed by the COVID-19 pandemic. The focus is on the way digital literacy has been re-defined in the last few years deeply marked by the pandemic and the way on-line resources and digital environment have been used at the Faculty of Classical and Modern Philology of Sofia University “St. Kliment Ohridski” to ensure the continuation of the educational process in the conditions of a complete lock-down and pandemic restrictions. On the basis of the feedback by both students and university teaching staff, the paper analyzes the creation of new digital skills necessary for teaching the “digital natives” of today. The theoretical framework within which this analysis is carried out is closely connected to the study of the cognitive processes responsible for learning a foreign language and acquiring skills that are part of the new digital literacy of the twenty-first century. The conclusions can serve as a basis for suggested changes in the curriculum of teaching at the Faculty of Classical and Modern Philology at Sofia University.
33
Di Donato, Riccardo, and Andrea Taddei. "“Educare all'Antico”. Teaching Classical Civilisation in Italian primary and lower secondary schools." Journal of Classics Teaching, August 30, 2023, 1–4. http://dx.doi.org/10.1017/s2058631023000648.
Full textAbstract:
Abstract The purpose of this article is to offer an overview of an educational project that brought Classical Civilisation to pupils in the Pisa area between 2004 and 2009, through a cooperation between the Department of Classical Philology at our University and the Provincial Administration of Pisa.1 The project was aimed at pupils of primary and lower secondary schools, in response to a thorough reform of the Italian school system that excluded some pupils from studying Greek and Roman civilisations in as much depth as other parts of history. This article will first provide an overview of the Italian education system and its recent reforms, after which the project Educare all'Antico will be discussed.
34
"Information, Pedagogical and Facilitation Technologies in Teaching a Special Philology Class at Non-Specialized Faculties of Higher Education Institutions." International Journal of Innovative Technology and Exploring Engineering 8, no. 12 (October 10, 2019): 1613–20. http://dx.doi.org/10.35940/ijitee.l3154.1081219.
Full textAbstract:
The article describes several technologies of teaching a special class "Psychology of Folklore and Psychologism in Classical Russian Prose Fiction" at non-philology faculties of higher education institutions. The article presents information pedagogical technologies, reveals insights into the meaning and advisability of using facilitation technologies in organizing and conducting multi-level classes at a higher education institution, and contains methodology guidelines for carrying out project activities. The article also describes in detail the methods of organizing a class activity aimed at studying a writer’s biography that are based on facilitation technologies. The group activities are based on "The World Café" model that makes it possible to process and comprehend a large amount of information, as well as to model or make up a plan of further activities on studying the works of an author in question. "Group memory", one of a facilitator’s main tools, is used to maintain the thinking process in groups.