Artigos de revistas: "Classics by subject"

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Fisher, Gary F. "Tradition in transformation: the classical curriculum in the colonial and early national American college". Classical Receptions Journal 12, n.º 3 (17 de janeiro de 2020): 357–74. http://dx.doi.org/10.1093/crj/clz030.

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Abstract Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sought to diminish their role in, or even remove them from, the college curriculum. This essay will subject materials such as entrance requirements, curricula, and reformist literature to a critical re-reading. Rather than examining the extent to which the position of the classics diminished relative to other subjects during this period, it will show how the content of the classical curriculum was reformed and refined to better realize its pedagogical potential and ensure its relevance to the changing needs of students.

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Scaltsas, Theodore. "Substratum, Subject, and Substance". Ancient Philosophy 5, n.º 2 (1985): 215–40. http://dx.doi.org/10.5840/ancientphil1985523.

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Kosilova, Elena V. "UNDERSTANDING IN MATHEMATICS. FROM CLASSICS TO NON-CLASSICS AND POST-NON-CLASSICS. ARTICLE TWO". RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, n.º 2 (2022): 10–22. http://dx.doi.org/10.28995/2073-6401-2022-3-10-22.

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The article deals with the issue of understanding in the classical, non-classical and post-non-classical traditions and their realization in understanding of mathematics. The understanding of mathematics is considered on the example of the works of L. Wittgenstein and J. Deleuze. For the nonclassical author Wittgenstein, mathematics is a rule-based activity akin to the language game. Deleuze did not write directly about mathematics, but we can take his idea of the autonomy of discourse, its independence from the subject. Senses appear by themselves in the play of other senses. It happens not through intuition and not through the game of the subject, but through the interaction of the senses themselves. Mathematics has its own plane of immanence: mathematical discourse. A comparison is made between the ideas of Deleuze and those of the fictionalist H. Field: it is shown that Field could as well speak about the discourse. However, the question of the ontological status of logic (as opposed to mathematics) remains open. It is impossible to solve it in the non-classical theories of understanding. The Wigner’s question about the effectiveness of mathematics in the natural sciences also remains open.

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Hunt, Steven. "Introducing Latin. Non-specialist Latin teachers talk". Journal of Classics Teaching 21, n.º 42 (2020): 36–42. http://dx.doi.org/10.1017/s2058631020000471.

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AbstractThis article describes the ways in which four non-specialist Latin teachers are introducing Latin to their schools1. The interviews reported here took place in four secondary schools in London and the South-East in 2019. The interviews were informal and were held with the teachers while I was consultant on behalf of the charity Classics for All while training non-specialists to introduce Latin into their schools, where no classical subjects had been offered previously. Teachers use Latin to meet Ofsted targets for the uptake of the English Baccalaureate (henceforth EBacc2) and to provide a broad and ambitious curriculum for all students. Resources and subject knowledge provide intellectual challenge and also stimulation. In conclusion I recommend greater support from the Department for Education (DfE) working with subject organisations to develop a coherent strategy for introducing classical subjects in state-maintained schools in order to support DfE and Ofsted objectives.

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Storey, Ian C., e Clifford Ashby. "Classical Greek Theatre: New Views of an Old Subject". Phoenix 54, n.º 1/2 (2000): 148. http://dx.doi.org/10.2307/1089098.

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Hanif, Huzefah. "Keep Calm, I Take Latin as a Subject". Journal of Classics Teaching 20, n.º 39 (2019): 109–10. http://dx.doi.org/10.1017/s2058631019000205.

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‘Why would you choose Latin?’ I have been asked an overwhelming amount of times, to which, over time, my simplified answer became ‘because I didn't want to do drama’. I realised that my initial wearisome and somewhat preprepared speech wasn't able to effectively communicate my admiration for the intricate and sophisticated subject. Not only for how it enriches the mind in school but also how studying the history that comes with it leads to the understanding of the impact the classical times has had on our society, from the way it works to the way it doesn't. For these reasons, I firmly believe that all school pupils should have the opportunity to study Classics.

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Walcot, P. "Subject review. General". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 255–62. http://dx.doi.org/10.1093/gr/45.2.255.

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Walcot, P. "Subject review. Reprints". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 265–68. http://dx.doi.org/10.1093/gr/45.2.265.

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GALANIN, RUSTAM, e NADEZHDA VOLKOVA. "GORGIAS' RHETORICAL SUBJECT BETWEEN LOGOS, PHENOMENON, AND BEING". ΣΧΟΛΗ Ancient Philosophy and the Classical Tradition XVIII, n.º 1 (2024): 252–67. http://dx.doi.org/10.25205/1995-4328-2024-18-1-252-267.

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The article attempts to reconstruct Gorgias’ theory of logos. It is shown that the logos, hiding reality, produces infinite existential possibilities in the consciousness of the subject, connected not with truth, but with doxa. The article also suggests that Gorgias, unlike Parmenides, limited the use of the logos only to this world. In our world, the phenomena of consciousness, qualia, all perceptual acts are somehow linguistically encoded. When we approach the realm of the transcendent, the language falls silent, and any attempt to describe such an experience turn out to be profanation. Of the diverse discourses that exist in our world, according to Gorgias, only poetic creativity is authentic, which, being in no way connected with objective reality, creates an entirely fictional world of art, where only true empathy through catharsis, i.e. morality, is possible.

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Reynard, Anna. "Classics at Lionheart Trust". Journal of Classics Teaching 21, n.º 41 (2020): 84–85. http://dx.doi.org/10.1017/s2058631020000100.

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We are now in our second year of Latin teaching at Lionheart Trust and it's fair to say that it has grown substantially as an initiative. The idea to teach Latin as an extra-curricular subject grew from our very positive experience of running Classics Clubs after school for Year 7s. These clubs were based on Greek and Roman mythology, local archaeology (plentiful given we are based in Leicester, a Roman city) and a little bit of Latin. The children loved all of these experiences and we realised quite quickly that there was an appetite for greater Latin teaching.

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Halliwell, S. "Subject review. Greek literature". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 235–39. http://dx.doi.org/10.1093/gr/45.2.235.

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Gale, M. "Subject review. Roman literature". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 239–43. http://dx.doi.org/10.1093/gr/45.2.239.

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van Wees, H. "Subject review. Greek history". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 243–50. http://dx.doi.org/10.1093/gr/45.2.243.

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Keaveney, A. "Subject review. Roman history". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 250–52. http://dx.doi.org/10.1093/gr/45.2.250.

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Shapiro, H. A. "Old and New Heroes: Narrative, Composition, and Subject in Attic Black-Figure". Classical Antiquity 9, n.º 1 (1 de abril de 1990): 114–48. http://dx.doi.org/10.2307/25010923.

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Tailor, Bhavini. "Rhetoric and Oracy in the Classics Classroom". Journal of Classics Teaching 17, n.º 33 (2016): 14–21. http://dx.doi.org/10.1017/s2058631016000064.

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How many interactions do you have with students on a daily basis? In these interactions do you lead the conversation or do the students? Do students in your classes have the confidence to speak rather than listen? This is what this article is about: giving your students the ability to confidently assert their opinions and ideas. Classical subjects are some of the few subjects where students learn about rhetoric, what it is and how the ancients used it; yet they often do not necessarily know how to use rhetoric or employ rhetorical skills themselves. Most students, who have taken a Classical subject, will consider the term rhetoric to be connected with the sorts of rhetorical devices common in Cicero and speeches in Greek drama. However, rhetoric is used by everyone. Rhetoric is found everywhere in every type of communication, and it is almost impossible to escape from it. Rhetoric embodies everyday communication skills, how we speak, what we write, the debate in a discussion, how we present ourselves in meetings, how we teach and our online presences on Facebook, Twitter and Linkedin. Rhetoric is a useful skill and at the heart of the concept is the ability to express oneself effectively orally and in writing; what are more commonly known as communication skills. Oracy is part of everyday rhetoric: it encompasses how we are communicating with our intended audience and others around us through spoken language, body language and gestures.

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Spivey, N. "Subject review. Archaeology and art". Greece and Rome 45, n.º 2 (1 de outubro de 1998): 252–55. http://dx.doi.org/10.1093/gr/45.2.252.

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Presnyakova, Inga A. "Swing Era’s Jazzing the Classics: Pro et Contra". Problemy Muzykal'noj Nauki / Music Scholarship, n.º 4 (2022): 76–86. http://dx.doi.org/10.56620/2782-3598.2022.4.076-086.

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The birth of jazzing the classics – the practice of jazz transcriptions of classical music – dates back to the Swing Era (from the second half of the 1920s to the first half of the 1940s). The most pronounced trend in jazzing the classics of the era of Swing was the transformation of themes from classical musical compositions (mostly, of a song-like romantic nature) into pop song and dance compositions. The high classics were losing their status of music for serious performance and listening, turning into “foot music” and a commodity for the music business. At the same time, some of the musical samples from the era from the 1920s to the 1940s anticipated such fundamental features of the practice of jazzing as a new stage in the history of jazz, which began at the turn of the 1950s and the 1960s, namely: the involvement of baroque and classicist music, concert types of performance, and the preservation of the entire music of the original composition in the resultant music. Despite its widespread distribution, jazzing the classics has long remained in the shadow of research attention. Meanwhile, it can become the subject of a multi-vector study – from techniques of transcription to major issues of a socio-cultural nature. The present article focuses its attention on expanding the documentary and historical base. An analysis of materials from the American periodicals from the 1920s to the 1940s makes it possible to recreate the pro et contra situation of the Swing Era in relation to jazzing the classics. The scholarly originality of the article lies in the expansion of the factual base associated with the history of jazzing the classics, the introduction of previously unknown names, compositions, and other materials of the American periodicals of the 1920s and 1930s into Russian musicology, and the identification of the influence of the jazzing practice of Swing Era on its subsequent stages.

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Easterbrook, Rhiannon. "Reception". Greece and Rome 69, n.º 1 (7 de março de 2022): 167–71. http://dx.doi.org/10.1017/s0017383521000346.

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While this issue's selection of books on classical reception is diverse in subject area and methodology, one theme they all share is a focus on place and space. The Classics in South America by Germán Campos Muñoz and Time and Antiquity in American Empire by Mark Storey are particularly focused on Classics and the spatiality of empire. South America's location beyond the extent of the world known to the Roman Empire provided an interesting point of departure for the classically inclined inhabitants of the continent as they considered continuities and disjunctures with the time and space of classical antiquity. Campos Muñoz's second and third case studies discuss an array of material and literary evidence in examining how both colonial and anti-imperial activities were framed with respect to ancient history and epic. We see how a sixteenth-century Spanish nobleman celebrated becoming Viceroy of Peru in a procession through a triumphal arch adorned with Latin hexameter and classical motifs. Similarly, Simón Bolívar, the revolutionary and subject of classical odes celebrating his liberation of South American territories, enjoyed classicizing triumphs and parades (140). These contrasting case studies show the ongoing significance of the Roman Empire to South America, even as its imperial status changed dramatically.

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Koh, Eunyeong. "A Story and Classic Novels Education as the ‘Jeju’ Subject". Korean Society of Culture and Convergence 44, n.º 9 (30 de setembro de 2022): 315–26. http://dx.doi.org/10.33645/cnc.2022.9.44.9.315.

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COVID-19 has bridged the digital divide, enabling classes via the Internet to be available both at home and at school. Cellphone-based educational content is equipped with the ability for users to use authoring tools to create and save documents, insert, resize, and position images of text. In stories and classic novels, texts about Jeju Island were adopted as examples, and it became a work that could spatialize the story. This is because, if space becomes the center, it is possible to set up a virtual space with the concept of time similar to reality, and by using the classics as text, it is possible to secure a relationship with the physical real space. I think that the attempt to apply the attributes of “education” and “village” to the virtual space will be the content of the “Jeju” subject. It is hoped that the concepts of education and the village will break away from the passive relationship with the learner, that dynamic relationships will be established, that education will be the experience, and that the embodied village will be embodied.

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최창헌. "The history change of Chinese Classics & the Educational implication in the Korean language Subject - Focusing on Confucian ideas in 2nd, 2009 revision Classical Subject". Journal of Korean Classical Chinese Literature 35, n.º 1 (dezembro de 2017): 313–43. http://dx.doi.org/10.18213/jkccl.2017.35.1.010.

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Kurke, Leslie. "Choral Lyric as ““Ritualization””: Poetic Sacrifice and Poetic Ego in Pindar's Sixth Paian". Classical Antiquity 24, n.º 1 (1 de abril de 2005): 81–130. http://dx.doi.org/10.1525/ca.2005.24.1.81.

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Abstract The ego or speaking subject of Pindar's Sixth Paian is anomalous, as has been acknowledged by many scholars. In a genre whoseego is predominantly choral, the speaking subject at the beginning of Paian 6 differentiates himself from the chorus and confidently analogizes his poetic authority to the prophetic power of Delphi by his self-description as ααοοίίδδιιμμοονν ΠΠιιεερρίίδδωωνν ππρροοfάάτταανν. I would like to correlate Pindar's exceptional ego in this poem with what has recently emerged as the poem's exceptional performance context. Following Ian Rutherford's 1997 discovery of a second marginal title for the third triad (““For the Aiginetans, a prosodion to Aiakos””), we might postulate performance by two choruses: the first two triads sung by a Delphian chorus stationary at the altar, the last triad sung by an Aiginetan chorus as they process to the altar. The need to reconcile within the poem and the space of performance two choruses, two communities, and two local mythic traditions generates the strikingly prominent speaking subject of Paian 6 as a mediating figure.

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Kwang-ho, Baek, e Gong Min Joung. "Theory and Practice of Problem-Based Learning in the Chinese Classics Subject". Han-Character and Classical written language Education 2019, n.º 46 (31 de maio de 2019): 19–39. http://dx.doi.org/10.15670/hace.2019.46.2.19.

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Kim, Ho. "Experimental discussion on the development of high school "Reading Chinese Classics" subject - Focusing on Chinese Classical Prose Texts -". Journal of Chinese Literature 89 (12 de dezembro de 2022): 53–76. http://dx.doi.org/10.31985/jcl.89.3.

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Latona, Max J. "Colloquium 3 Commentary on Schindler". Proceedings of the Boston Area Colloquium of Ancient Philosophy 34, n.º 1 (6 de junho de 2019): 109–15. http://dx.doi.org/10.1163/22134417-00341p09.

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Abstract This essay responds to D.C. Schindler’s “Language as Technē vs. Language as Technology,” which argues that, for Plato, language is a craft that has for its subject matter being itself. While Schindler’s thesis is consistent with what we know as the Platonic philosophical project, it raises several questions. First, does being, as the subject matter of language, constitute a determinate subject matter, such as is required by all crafts? Second, does the ordinary language user meet the epistemic bar of a true craftsman, who possesses a rigorous knowledge of his or her subject matter? And third, in as much as Plato himself expresses doubt about our ability to master reality through language (given the propensity for language to deceive), is it feasible to see linguistic competence as a form of technical mastery?

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Stevens, Paul. "Pietas in Patriam: Milton’s Classical Patriotism". Humanities 11, n.º 2 (15 de março de 2022): 42. http://dx.doi.org/10.3390/h11020042.

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The subject of this essay is the relation between Milton’s classical patriotism and his English nationalism. It has two principal aims. First, it sets out to examine the degree to which the affective or emotional quality of Milton’s patriotism was shaped by the classics, especially Cicero and Virgil. For all the energy that has gone into studying Milton’s classical republicanism, there has been relatively little interest in that political movement’s central concern with patriotism: few, for instance, have shown much interest in David Norbrook’s acknowledgment that “English republicanism emerged in part as a vehicle for English nationalism.” And second, through this focus on the classical aspect of Milton’s patriotism, it argues that far from being neutralized or undercut, Milton’s nascent nationalism was actually enabled and intensified by his internationalism, an internationalism that is most graphically illustrated by his engagement with Italy and its role in recovering the classics.

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Bennett, David. "A case study into pupil perceptions of Latin, conducted with a mixed-ability Year 9 Latin class at a comprehensive faith school". Journal of Classics Teaching 22, n.º 43 (2021): 38–46. http://dx.doi.org/10.1017/s2058631021000052.

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This case study was prompted by the identification, in observations and in discussion with the normal class teacher, of pupil demotivation and disaffection during Latin lessons, and the fact that this represented a considerable barrier to attainment and progress. My observation of this phenomenon coincided with Year 9 submitting their GCSE options. The combination of apparently ambiguous attitudes towards the subject and the fact that these attitudes were being brought to the fore explicitly because of the options choices drew my attention to pupil perceptions of the subject. It seemed to me that understanding the way in which pupils perceive the subject might be instructive for my own teaching practice, allowing me to better understand what pupils enjoy about the subject, what they find difficult, what enthuses them and what turns them off. Furthermore, the place of Latin within schools in general, and the particular school in which I conducted this study, is not something that should be taken for granted. It seemed to me, therefore, that this case study might provide some insight into whether Latin is a subject that young people feel is relevant and perhaps might offer some insight into what can allow Latin to have as inclusive an appeal as possible.

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Park, Young Min, e Sung Heum Lee. "Developing Instructional Materials for Character Education Linked Subject Matters with Classics and Ecotourism". Korea University Institute of Educational Research 30, n.º 3 (30 de agosto de 2017): 141–68. http://dx.doi.org/10.24299/kier.2017.30.3.141.

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Wang (王思豪), Sihao. "Citation of Han Fu in Shijing Exegetical Works". Journal of Chinese Humanities 8, n.º 1 (8 de julho de 2022): 116–42. http://dx.doi.org/10.1163/23521341-12340126.

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Abstract The various rhapsodies or poetic expositions of the Han dynasty known as Han fu are replete with passages from the classic Chinese poetry collection the Shijing, or Book of Poetry. The reverse is also true: Shijing scholarship has likewise cited Han fu in many of its exegetical works. As a result, the various editions of the Han fu are important sources in the study of the Confucian classics, a discipline commonly known in Chinese as jingxue. The classical citations of the Shijing throughout the Han fu can be placed into one of two categories: “language citation” and “meaning citation”, while the “ironic citation” of Han fu in exegeses of the Shijing that is prevalent in the interpretative system of the Confucian classics can be further broken down into three types: “meaning and principle”, “verification and justification” and “language and exposition”. In the meaning-based citations of the Shijing by the Han fu – especially those of “persuasive remonstrance” and “hymns and eulogies” – the conveyed messages were ironically cited by later generations of interpreters of Confucian classics, which helped form new meanings and principles. The main themes, subject matter, emotional expression and language style of Han fu are lifted heavily from the Shijing. Later generations of Confucian scholars then cited text from the Han fu, thereby constructing new forms of language and exposition. The unique characteristics of fu to “describe things and express themselves clearly” and reference a wide range of “names and things” were used by later Confucian scholars who sought to better understand a whole host of signifiers referred to in the classic texts, from herbs, trees and birds, to beasts, insects and fish. Meanwhile, the perception of fu as knowledge-laden texts inspired Confucian scholars to carry out textual research on them. Scholarly comparisons in premodern China between the Shijing as a Confucian classic, the Shijing as a literary corpus, and Han fu developed during a process of ordinary citation and ironic citation. This resulted in the practice of “complementary citations” of meaning and principle, verification and justification, and language and exposition. A scholarship cycle was thus formed in which the classics were used to revere the fu, then the classics were used to enrich the fu, and interpretations of the fu started to be used to transmit canonical messages. It was a cycle that was imbued with a cross-permeation of neo-Confucian, historical and literary dimensions, eventually resulting in the construction of a new interpretative system for premodern Chinese scholarship of classic texts.

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Jonathan P. Zarecki. "A Duet of Praise: Horace, Vergil and the Subject of Canemus in Carm. 4.15.32". Classical Journal 105, n.º 3 (2010): 245. http://dx.doi.org/10.5184/classicalj.105.3.245.

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Jeon, Young Ok, e Ok Hee Kang. "A Study on the Educational Objectives and Management Plan of University Classics Reading Education: Focusing on S University's <Reading Masterpieces>". Liberal Arts Innovation Center 14 (30 de março de 2024): 249–89. http://dx.doi.org/10.54698/kl.2024.14.249.

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This study examined the practical tasks of college classical reading education by dividing them into the educational goals and class management of the classical reading subject, focusing on the <Reading a masterpiece> subject of S University. Discussions were conducted based on literature research and learner surveys. The goal of S University's classical reading education is based on character development, and the secondary goal is to cultivate communication skills, critical and creative thinking skills, and problem-solving skills. However, since the objectives of the subject are divided into basic and core competencybased educational goals, there is a problem that has not been systematized due to being organically connected and needs to be improved. The primary goal of S University's <Reading a masterpiece> is to pursue fundamental values, and the secondary goal is to cultivate communication skills. Therefore, the class is operated in a very closely linked manner with “reading-writing-speaking” to foster personality, communication skills, critical and creative thinking skills, and promote problem-solving skills that the classic reading subject aims for. As a result of the survey, most of the students recognized the importance of the subject goal in the course of <Reading a masterpiece> and cited that discussion among students in the best way to achieve the goal. However, as students have been speaking about difficulties in the reading books, which is a prerequisite for the discussion behavior, they sought effective improvement measures based on the existing teaching method.

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Theodorou, Z. "Subject to Emotion: Exploring Madness inOrestes". Classical Quarterly 43, n.º 1 (maio de 1993): 32–46. http://dx.doi.org/10.1017/s0009838800044153.

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Madness and emotion could be said to share, to a certain extent, their definition as kinds of human response to influences from their environment. The connection between madness and emotion is stressed in modern psychological observations establishing strong links between the causation of madness and human emotionality. Despite the fact that similar insights were absent from Greek medical theorists, or indeed from other contemporary writers, this would come as no surprise to either Sophokles or Euripides. Both tragedians handled their material in such a way as to demonstrate how the strong pressures of familial or social influences can lead to mental disturbance. While it is most probably Sophokles who, for the first time, turns to the influence of internal forces in the process of madness, the lack of subject matter in his surviving plays allows us little scope for further comparison. On the other hand, Euripides seems to have dedicated more of his portrayals to madness. These portrayals offer an almost unique opportunity to examine the introduction, not only in drama but perhaps in the whole of Greek literature, of the emotions as contributing factors in madness.

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shields, Christopher. "Soul as Subject in Aristotle's DeAnima". Classical Quarterly 38, n.º 1 (janeiro de 1988): 140–49. http://dx.doi.org/10.1017/s0009838800031359.

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In the largely historical and aporetic first book of theDe Anima (DA), Aristotle makes what appear to be some rather disturbing remarks about the soul's status as a subject of mental states. Most notably, in a curious passage which has aroused the interest of commentators, he seems to suggest that there is something wrong with regarding the soul as a subject of mental states:Thus, saying that the soul is angry is the same as if one were to say that the soul builds houses and weaves: for it is perhaps better to say not that the soul pities or learns or thinks, but that the man does [these things] with his soul. (DA408bll–15)

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Rutgers, Leonard Victor. "Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century C.E." Classical Antiquity 13, n.º 1 (1 de abril de 1994): 56–74. http://dx.doi.org/10.2307/25011005.

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In the first century, Jews were expelled from Rome on various occasions. Ancient literary sources offer contradictory information on these expulsions. As a result, scholars have offered different reconstructions of what really happened. In contrast to earlier scholarship on the subject, this article seeks to place the expulsions of Jews from first-century Rome into the larger framework of Roman policy toward both Jews and other non-Roman peoples. It is argued that the decision to banish Jews from Rome resulted from pragmatic and not from specifically anti-Jewish considerations: Roman magistrates just wanted to maintain law and order. It is then suggested that the reasons underlying the decision to expel Jews from Rome were essentially the same as those triggering expulsions of other groups such as Isis worshipers, devotees of Bacchus, or astrologers. Such evidence serves to illustrate the two main theses of this article. First, it is argued that in late Republican and early Imperial times, Rome never developed a systematic "Jewish policy." During this period, Rome rather responded to situations when confronted with disputes over Jewish rights. This conclusion then serves to bolster the second thesis of this paper, namely that in the first century, Rome never pursued a consistent policy of tolerance (or intolerance) toward its Jewish subjects.

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Thumiger, Chiara. "The Symptom and the Subject: The Emergence of the Physical Body in Ancient Greece by Brooke Holmes (review)". Classical World 106, n.º 2 (2013): 291–92. http://dx.doi.org/10.1353/clw.2013.0029.

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Bristow, Caroline. "OCR Exams FAQs". Journal of Classics Teaching 17, n.º 33 (2016): 58–59. http://dx.doi.org/10.1017/s2058631016000155.

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Ruppel, Antonia. "Ātman Returns. (Re)introducing Sanskrit Into UK Schools". Journal of Classics Teaching 16, n.º 32 (2015): 40–42. http://dx.doi.org/10.1017/s2058631015000197.

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At a time when the Classics offerings across the country are forced to dwindle, when many schools are unable to offer Greek or even Latin, one school has bucked the trend by offering a classical language new to the UK curriculum. Since their foundation 40 years ago, St James' Independent Schools have pioneered the teaching of Sanskrit in a Western environment. Sanskrit has been developed as an academic subject with resources that take complete beginners to IGCSE and beyond to AS and A level.

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Oversloot, Hans. "The Merger of Federal Subjects of the Russian Federation During Putin's Presidency and After". Review of Central and East European Law 34, n.º 2 (2009): 119–35. http://dx.doi.org/10.1163/157303509x406278.

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AbstractAmong the institutional changes brought about or instigated during Vladimir Putin's two terms in office as President of the Russian Federation (RF), the reduction of the number of federal subjects of the RF—i.e., the number of territorial–administrative 'entities' that together constitute the Russian Federation—has perhaps attracted the least attention. However, this policy of reducing the number of subjects by bringing about what is effectively a merger of two or three subjects, thereby creating new federal subjects, is worthy of attention for a number of reasons. This policy is one of the ways in which the Federation's center (re)asserts its dominant position vis-à-vis the 'constitutive parts' of the Federation, which are, indeed, treated as 'subjects' within a more unitary state format. This policy runs counter to what appears to be a trend in many other countries where 'native peoples' (or 'indigenous peoples') are accorded various forms of self rule, often within their 'home territories' ('self-government rights').This article will address the procedures being followed to bring about the reduction of the number of subjects, as well as the reasons for merging smaller subjects, in terms of the number of inhabitants, with larger ones. The possible future of the policy of subject merger will be discussed in the final part of the article. It will be argued that the reduction of the number of subjects of the Russian Federation to merely a few dozen will entail the end of Russia as a federation; by doing so, Russia will reconstitute itself as a unitary state.

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Protopopova, Irina. "“Other” in the Third Hypothesis of “Parmenides" (Prm. 158d3–6)". ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 16, n.º 2 (2022): 783–90. http://dx.doi.org/10.25205/1995-4328-2022-16-2-783-790.

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The main purpose of the paper is to comment on Prm. 158d3-6. Consideration of this passage is preceded by a brief overview of various approaches to “Parmenides”. The most important difference in the approaches is determined by the attitude of the researchers to the “subject” of the eight hypotheses. F. Cornford believes that “one” and “is” in Plato’s text are not unambiguous, therefore the “subjects” of hypotheses are different, and, consequently, the conclusions from these hypotheses, although different, are not contradictory. Cornford’s approach is productively developed by K. Sayre and R. Turnbull. The author’s interpretation of the “Parmenides” is based on the same premise of the ambiguity of “one” and “is”. Other researchers (R. Allen, S. Rickless, M. Tabak) disagree with this, insisting that the “subject” in all hypotheses is the same, so the conclusions of different hypotheses are contradictory, and the conclusion from the most extensive, the second hypothesis, is obviously absurd (Allen). Tabak’s point of view is particularly abrupt, assuming that Plato’s goal in the second part is a parody of the views of the Eleatics and Sophists, often presented with deliberately incorrect and absurd conclusions. Tabak believes that only the third hypothesis applies to the views of Plato himself. It is with that one that the second part of the paper is dealing, analyzig the sense of “other” in Prm. 158d3–6. The author consider what is the meaning of “nature other than eidos” in the context of the ideas of the “receptacle” and χώρa in the “Timaeus” (50d, 51a7–b1), and what is the “idea of the immensity” in the context of the reasoning about the one, many and immensity in the “Philebus” (16de). Another comment concerns the meaning of ἕτερόν τι ἐν ἑαυτοῖς γίγνεσθαι and compares several translations of this passage (Cornford, A. Hermann, S. Scolnicov, Sayre, Tabak). In conclusion, the author offers her own interpretation of “other” in connection with the seventh hypothesis of the “Parmenides”.

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Richardson, Benjamin Ward. "HYGEIA, A CITY OF HEALTH (CLASSICS REVISITED - 1876)". Hygeia - Revista Brasileira de Geografia Médica e da Saúde 1, n.º 1 (30 de dezembro de 2005): 3–17. http://dx.doi.org/10.14393/hygeia116836.

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To Edwin Chadwick, C.B. My Dear Mr. Chadwick, I wrote this Address with the intention of dedicating it to you, as a simple but hearty acknowledgment by a sanitary student, himself well ripened in the work, of your pre-eminent position as the living leader of the sanitary reformation of this century. The favour the Address has received indicates notably two facts: the advance of public opinion on the subject of public health, and the remarkable value and influence of your services as the sanitary statesman by whom that opinion has been so wisely formed and directed. In this sense of my respect for you, and of my gratitude, pray accept this trifling recognition, and believe me to be, Ever faithfully yours, B.W. Richardson

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SUGIZAKI, Eduardo, e Mário F. F. ROSA. "A espiritualidade ontem e hoje: Foucault e a hermenêutica de si". PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 14, n.º 2 (2008): 205–12. http://dx.doi.org/10.18065/rag.2008v14n2.7.

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The purpose of this article presents the concept of hermeneutics of the self or spirituality that appears in the ’80s Foucault’s work in a course called A hermeneutic of the subject (L’herméneutique du sujet), given in 1982 at the College de France. In order to understand the presentation of this concept as rooted philosophically in his work, I have attempted to situate the way he perceived the birth and flourishing of the hermeneutic of the self during the period of Imperial Rome, its disappearance, in the Classics Age, and its resurrection in the XIX century. I attempted to explain the meaning of this historical perspective on a long range level, on a philosophical and historical horizon. I have henceforth attempted to articulate the ‘modus operandi’ called the ‘history of the modes of subjectiveness’, that characterizes his endeavour of the 1980s with the archaeology of knowing and the geneology of power that characterizes his research during the two previous decades. Thus I have attempted, properly speaking, to characterize spirituality as a form of the constitution of the self in itself as a parallel to the fabrication of the subject by the other in the formation of the subject as subjected.

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Kim, Joohwan. "A Case Study of a Convergence-based Co-teaching Classic Education Subject of University D : Focusing on ‘Reading the World through Classics’". Liberal Arts and Sciences Education 4, n.º 1 (31 de março de 2023): 21–61. http://dx.doi.org/10.37998/le.2023.4.1.1.

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Iliev, Dimitar. "Laptops in the Auditorium: Facing Educational Challenges in Classics by Teaching Digital Tools". Digital Presentation and Preservation of Cultural and Scientific Heritage 10 (13 de setembro de 2020): 65–78. http://dx.doi.org/10.55630/dipp.2020.10.3.

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Higher education in the Arts and Humanities nowadays faces global challenges. By its very nature, Classics is among the disciplines which experience the harshest consequences of the large economic and cultural shifts we are witnessing. In the last decades, the students graduating from the BA curriculum of the Department of Classics to the University of Sofia have decreased in number, their profiles, motivation and interests have gone through various changes, their devotion to reclusive, slow and thorough acquisition of knowledge – so characteristic of the typical figure of the classicist a century ago – has significantly diminished. On the other hand, new technologies not only became ubiquitous in the lives of students and teachers alike but also gave rise to the multidisciplinary field of Digital Humanities, and Digital Classics in particular. Several such initiatives have been developing at the Department of Classics to the University of Sofia and, as of late, have also been introduced to the BA curriculum in Classics. The paper will discuss how getting involved in activities such as encoding ancient Greek inscriptions or working on parallel text alignment can serve as a quick and efficient introduction to more complex research problems and approaches in advanced fields like epigraphy. The general request of policy-makers and public alike for practically oriented higher education yielding quick and relevant results often leads to shallower educational results of lesser quality. Solving research issues through working on ancient sources with digital tools can be a way of acquiring deeper knowledge of the subject matter of Classics more quickly. Examples from different courses and project activities will be examined in order to observe how digitally-aided research works in practice.

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Hunt, Steven. "Teaching Sensitive Topics in the Secondary Classics Classroom". Journal of Classics Teaching 17, n.º 34 (2016): 31–43. http://dx.doi.org/10.1017/s2058631016000222.

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This article examines how a number of teachers of Classics at secondary school level say they deal with sensitive topics, such as violence, religious belief, death and sex and sexuality. In the secondary school original texts are read partly for improving the students' understanding of the language and partly for the study of other aspects of the ancient society, such as the subject matter and the process of a legal case, for example. Therefore, sensitive topics often arise incidentally during the reading of a text rather than because they are the particular feature of the reading. Should teachers brush past such an topic for fear of causing offence or getting into trouble with school authorities or parents, or should they use the topic to develop their students' understanding of the topic at hand – and if the latter, how far should they go?

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Varlamova, Maria. "“The universal being is either nothing or posterior”: an inquiry into the constitution and priority of being as being in Peripatetic metaphysics". ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 14, n.º 2 (2020): 499–516. http://dx.doi.org/10.25205/1995-4328-2020-14-2-499-516.

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As a subject of the first philosophy, the being as being is defined as the most universal and primary one. However, Aristotle proves in the Metaphysics that neither One nor being are substances, therefore they do not exist separately. Furthermore, in the De Anima he claims that those that are said to be universal are "either nothing or posterior", because they cannot be on its own in separation from the particular things. How, then, the universal being which can be named nothing or posterior postulated as the subject of first philosophy that is most worthy of knowing? And, on the other hand, if the being as universal is not a substance, on what ground it has it's unity? In order to answer these questions, I will consider Alexander of Aphrodisias' Commentary on Aristotle's Metaphysics and also the Quaestio I.3 and I.11 of his Quaestiones.

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Lytle, E. "'H θάλασσα ϰoινή: Fishermen, the Sea, and the Limits of Ancient Greek Regulatory Reach". Classical Antiquity 31, n.º 1 (1 de abril de 2012): 1–55. http://dx.doi.org/10.1525/ca.2012.31.1.1.

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Although it is frequently asserted that Greek poleis routinely laid legal claim to marine fisheries or even territorial waters, making them subject to special taxes and regulation, these assertions have little or no foundation in the evidence. For Greek fishermen the sea was freely and openly accessible, a fact that reflects the limited regulatory reach of ancient poleis. This evidence for the legal status of the sea and its fisheries is mirrored by our evidence for the status of marine fishermen, conceived of as comprising distinct communities existing largely outside the legal and social structures of the polis.

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Tronci, Liana. "Impersonal Constructions Between Personae and ‘Personlessness’. Strategies of Language Manipulation in Aeschines and Demosthenes". Trends in Classics 14, n.º 2 (11 de novembro de 2022): 318–48. http://dx.doi.org/10.1515/tc-2022-0014.

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Abstract This paper investigates the distribution of different types of impersonal constructions in Attic oratory and focuses on the data taken from two political speeches, i. e., Aeschines’ Against Ctesiphon (speech 3) and Demosthenes’ On the Crown (speech 18). The topic of impersonal constructions in Ancient Greek has not yet received much attention from scholars, with the exception of some studies devoted to singular aspects, e. g., the semantics and morphosyntax of impersonal verbs and the comparison with other Indo-European languages. No attention has been paid to the analysis of textual distribution of impersonal constructions and to the effects that impersonal constructions produce in communicative terms. This paper aims at filling the gap, by analysing different types of clauses under the umbrella of impersonal constructions. Some of them are usually recognised as impersonal constructions, while others are not. Constructions are of three types: the first includes constructions with impersonal verbs, e. g., δεῖ, δοκεῖ, etc., which are to be compared with the corresponding personal constructions. The second group contains some non-personal uses of grammatical persons, namely the non-referential uses of the first person plural and the clauses with indefinite subject τις. Finally, the third type includes constructions with non-human subjects, which display no-agreement in number between the verb and its external argument. The purpose of the paper is twofold. On the one hand, it aims at contributing to the debate on ancient Greek impersonal constructions; on the other hand, it investigates the role played by impersonal linguistic strategies in building the contents of forensic speeches and conveying the messages that orators wanted to communicate to the audience.

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Bodzek, Jarosław. "Kings, Satraps, Local Dynasts, and Cities in Achaemenid Imperial Space: Pseudo-Aristotle's Oikonomika and Numismatic Reality". Phoenix 76, n.º 1 (2022): 70–121. http://dx.doi.org/10.1353/phx.2022.a914304.

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Abstract: The complex pattern of coinage in the Achaemenid kingdom consists of multiple phenomena. Apart from the king, several other authorities minted coins. The minting activity of various representatives of the Great King—satraps and lower-rank officials, as well as military commanders—is of particular importance. The article discusses the current state of knowledge on this subject. Abstract: La mosaïque complexe des monnaies dans le royaume achéménide est constituée de nombreux phénomènes. En plus du roi, plusieurs autres autorités frappaient monnaie. L'activité de frappe des différents représentants du Grand Roi — les satrapes et des officiels de second rang, ainsi que des chefs militaires — est particulièrement importante. Cet article expose l'état actuel des connaissances sur ce sujet.

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Barringer, Judith M. "The Mythological Paintings in the Macellum at Pompeii". Classical Antiquity 13, n.º 2 (1 de outubro de 1994): 149–66. http://dx.doi.org/10.2307/25011012.

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This article attempts to establish and examine the context of the two remaining mythological paintings in the Macellum, the central market of Pompeii. Panels of Io and Argos and of Penelope and Odysseus grace the interior walls, and while the identification of the Penelope figure has been the subject of debate, she clearly derives from Greek prototypes of Penelope, both material and theatrical. Indeed, scholars suggest that the Io panel and perhaps the Penelope painting as well are copies of Greek panel paintings created by a fourth-century B.C. artist, but it is argued here that their pairing seems to be a Roman creation and that they were part of a larger narrative program. The paintings are compositional opposites and share the narrative technique of depicting moments of quiet tension; this choice of narrative moment is one that began in the Greek world; particularly during the Hellenistic period, and was developed and enhanced by the Romans. Moreover, this interest in creating tension for the spectator, and in the relationship between viewer and image, is also demonstrated by the inclusion of a spectator figure in the Penelope painting. Although the other paintings do not survive, their subjects are known from a nineteenth-century drawing and from nineteenth-century descriptions, and these too share the same narrative technique. If the lost paintings are (also) copies of Greek originals, then the Macellum may have served as a picture gallery for Pompeii's inhabitants. A careful reading of the Macellum paintings (both extant and lost) of Greek myths, their juxtaposition and relationship to each other, and their reception in Roman literature and society reveals that the paintings were arranged as a program, a moralizing ensemble, designed to instruct the viewer on the proper behavior of Roman matrons.

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Snow, John. "ON THE MODE OF COMMUNICATION OF CHOLERA (REVISITED CLASSICS)". Hygeia - Revista Brasileira de Geografia Médica e da Saúde 4, n.º 6 (20 de junho de 2008): 1–76. http://dx.doi.org/10.14393/hygeia416901.

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PREFACE TO THE SECOND EDITION The first edition of this work, which was published in August 1849, was only a slender pamphlet. I have, since that time, written various papers on the same subject, which have been read at the Medical Societies, and published in the medical journals. The present edition contains the substance of all these articles, together with much new matter, the greater part of which is derived from my own recent inquiries. I take this opportunity of expressing my thanks to the Registrar-General for the facilities afforded me in making these inquiries. I feel every confidence that my present labors will receive the same kind consideration from the Medical Profession which has been accorded to my former endeavors to ascertain the causes of cholera. Sackville Street, Piccadilly, 11 December, 1854.

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