This article seeks to explicate John Scottus Eriugena’s arguments about the ontological status of vox in his commentary on Priscian, the In Priscianum. Eriugena draws from Stoic, Peripatetic, and early medieval philosophical definitions to arrive at an original analysis of vox as an intelligible, rather than physical, unit of speech, which is ultimately grounded in his concept of the letter (littera). For Eriugena, physical matter cannot be known by the mind because it is infinitely divisible, and so the physical nature of vox, i.e. air, cannot be known and therefore cannot signify. Only the letter guarantees a minimal, intelligizable unit that can structure speech. Thus, paradoxically, the written letter, usually thought of as a symbol of speech, comes to define significative speech as such. In the latter part of this article, I examine a grammatical commentary in Valenciennes, Bibliothèque Municipale, MS 413 (394), which contains arguments similar to those forwarded by Eriugena, and several direct quotations from the In Priscianum. The entanglements of philosophical and grammatical concepts and the re-entanglement of these concepts in Eriugena and the Valenciennes commentary show how the reception and transmission of learning in the early Middle Ages followed anfractuous routes.
Greek language and literature. Latin language and literature
El personaje de la criada es una figura con relativa presencia en el teatro cómico de la Antigüedad Clásica. Desde Aristófanes hasta Menandro, desde Plauto hasta Terencio, junto a la señora de la casa o la joven enamorada, está, por norma, la esclava cómplice y fiel. ¿De qué forma Camões recupera y recrea este tipo femenino en sus obras? ¿Reelabora los rasgos de la convención grecolatina? ¿O, por el contrario, rediseña el personaje de la criada reajustándolo a las circunstancias sociales de su tiempo y a los respectivos dictámenes artísticos-literarios? En el presente artículo, se pretende dar respuesta a estas cuestiones, a través de un análisis textual que destaque los puntos comunes y divergentes entre los modelos legados por la tradición de antaño y las criadas que intervienen en las tramas de las tres obras de Camões.
Greek language and literature. Latin language and literature
Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.
En De vita contemplativa Filón describe a un grupo piadoso de filósofos hebreos. Su residencia la establecieron en un pequeño poblado cerca del lago Mareotis, a las afueras de Alejandría. Los miembros de la congregación, llamados terapeutas por su dedicación a la cura o cuidado de las almas, eran tanto masculinos como femeninos. Vivían aisladamente unos de otros en pequeñas y humildes casas, aunque en especiales ocasiones tenían momentos de fraternal contacto. La presencia de la mujer en un régimen de igualdad con el hombre es uno de los rasgos más destacados y originales de esta singular comunidad ascética judía.
Greek language and literature. Latin language and literature
Language is the carrier of culture and culture nourishes language. According to statistics, 56% of the commonly used 10,000 English words are adopted from Latin and ancient Greek, which are the carrier languages of Roman civilization and Greek civilization respectively. Greco-Roman mythology, with its rich cultural connotation, permeates all aspects of people's social life in English-speaking countries and becomes a source of vitality for the expansion of English vocabulary. Etymology, the scientific study of the origin of words, is crucial in English vocabulary teaching, as etymological study improves vocabulary learning. This paper adopts the methodology of literature research to gather materials about English vocabulary teaching methods, etymology theory, and Greco-Roman mythological origin of English vocabulary. In order to better explain the cultural connotation of words in English vocabulary teaching, this paper proposes method of applying Greco-Roman mythology learning in English vocabulary teaching, and classifies English vocabulary into four forms according to etymological motivation: direct use, metaphorical use, semantic transfer and derivation from the perspective of Greco-Roman mythological origin, thus stimulating English learners' interest and improving the efficiency of both teaching and learning.
L’iscrizione, incisa su un elmo etrusco di bronzo conservato presso il British Museum, fu rinvenuta nel 1817 tra le rovine di Olimpia. Si tratta della dedica di spoglie tirreniche a Zeus da parte del tiranno di Siracusa Ierone in seguito alla vittoria da lui conseguita sugli Etruschi nella battaglia navale di Cuma (474-473 a.C.). L’epigrafe permette di studiare le strategie comunicative adottate da Ierone per trasmettere il proprio messaggio in un contesto panellenico all’indomani delle Guerre Persiane. Essa è, inoltre, una testimonianza importante delle vicende politiche e militari che interessano la Sicilia e il Basso Tirreno all’inizio del V secolo a.C. Il confronto tra l’iscrizione e la Pitica I di Pindaro permette di analizzare una diversa forma di celebrazione del medesimo evento.
The volume collects thirty-six essays honouring Ettore (‘Willy’) Cingano, Professor of Greek Language and Literature at Ca’ Foscari University of Venice. Current and former colleagues, students, and friends have contributed new studies on various aspects of Classical antiquity to celebrate his seventieth birthday. The work consists of seven main sections, mirroring and complementing Willy’s research interests. We start with the subjects to which Willy has contributed the most during his career, early Greek hexameter poetry (chapters 2-6: Calame, Coward, Currie, Meliadò, Sider) and lyric, broadly intended (chapters 7-15: Spelman, Cannatà Fera, Le Meur, Prodi, Tosi, Vecchiato, Hadjimichael, D’Alessio and Prauscello, de Kreij). Next come tragedy (Lomiento, Dorati), Hellenistic and later Greek poetry (Perale, Hunter, Bowie, Franceschini), historiographical and other Greek prose (Andolfi, De Vido, Gostoli, Cohen-Skalli, Kaczko), Latin poetry (Barchiesi, Garani, Mastandrea, Mondin), and finally linguistics and the history of scholarship, ancient and modern (Benuzzi, Cassio, Giangiulio, Guidorizzi, Tribulato). The volume is bookended by a collection of translations from medieval and modern Greek poetry (Carpinato) and a reflection on the dynamic aspect of the sublime (Schiesaro).
Although the classical languages and literatures of Greece and Rome enjoy great prestige, they are increasingly neglected in mainstream curricula. This work aims to analyse the principal reasons behind this situation. To do so, it turns to the thoughts of different specialists who have considered the issue in depth. Their opinions cover a wide array of perspectives, but they all agree on one key point: the scant attention usually paid to texts in the teaching of Greco-Latin literature. Scholars have tended to focus on context, therefore obscuring the texts: they pay more attention to morphological, syntactic, historical, literary, and metric aspects than to the texts themselves. Means have thus become ends, with tangible and unfortunate consequences. As a solution to this, we propose returning the texts to the centre of the classroom, through reading —in full if possible— and discussion of the original works. This way, Greek and Latin language studies will achieve a greater relevance, precisely because they would allow a deeper and more direct knowledge of the classics.
The Persianate World sets out to fill a gap in both Persian studies and linguistic history: exploring the geographic frontiers of the Persianwriting world. As Nile Green notes in the book’s introduction, the concepts of the “Persianate world” or “Persian zone” as a geographical space in which Persian language, literature, and culture enjoyed hegemony was articulated over fifty years ago by Marshall G. S. Hodgson in The Venture of Islam: Conscience and History in World Civilization (3 vols) (Chicago University of Chicago Press, 1974). However, while the concept of a Persianate cultural-linguistic community continues to enjoy currency in Middle Eastern and Inner Asian/Eurasian history, the Persianate community has not gained the same level of prominence in the study of World History as the Latin, Greek koine, Arabic, Sanskrit, or Classical Chinese cultural-linguistic communities. Scholars and laypeople outside the field of Persian studies still tend to associate the Persian language primarily with modern Iran and, sometimes, with Islam in general. The Persianate World’s fourteen contributors, an international collective of junior and senior scholars specializing in Ottoman, Russian, Central Asian, South Asia, and/or East Asian history, set out to address these issues by documenting “Persographic” culture (the production and consumption of texts in the Persian language) on the
Transtextual Aspects of Jan Siemuszowski’s Latin Paraphrase of Batrachomyomachia The article aims to analyse how Jan Siemuszowski, author of a 1568 Latin paraphrase of the Batrachomyomachia, used the Roman epic tradition in his work in the context of Renaissance translations of the poem and how he approached the problem of losing references to Greek literature in the process of transferring the piece into another language. The current state of knowledge of Latin translations of Batrachomyomachia is not advanced, and the issue concerning the dialogue of the poem’s Latin versions with classical literature was recently raised solely by Aaron Vanspauwen, who observed that these works mirror transtextual devices of the Greek original, claiming at the same time that this may be accidental. However, there is sound evidence that the devices were deployed intentionally, as transtextuality appears mainly in texts based on emulation. In this case, it is worthwhile to investigate one of the clearest examples of making use of Roman epic tradition in a translation from Greek, which is a paraphrase made by Jan Siemuszowski, containing over 150 direct references to Latin poetry, especially Virgil and Ovid. To achieve this, Batrachomyomachia and Siemuszowski’s paraphrase were compared in a systematic classification using George Genette’s theory of transtextuality. They were found to have two categories in common, metatexts and intertexts, the latter serving as amplifications and parodies (in Genette’s sense) of epic schemes and heroes. In Siemuszowski’s work, the metatexts are visible in quotations that emphasize the fictional dimension of the work or its supposed grandeur. The allusions used in the amplifications exaggerate the power of heroes and their opponents, and the greatness of the entire world depicted. Moreover, the application of some of them to dangerous characters and phenomena seems to outline the perception of mice and frogs. The comic effect of parody is mainly achieved by highlighting the negative characteristics of animals in contrast to ancient models, especially certain types of figures such as gods, heroes or philosophers. Parody also relates to the stories of epic heroes, making them trivial or lending particular, unearned gravity to the animals. It is observed that Siemuszowski mostly used similar methods as the author of Batrachomyomachia. However, he often supplemented the verses with new, significant references to Virgil and Ovid, preventing the loss of transtexts in the process of translation. The complexity of his piece allows us to perceive it as a text of the third degree – in the terminology used by Katarzyna Warcaba. As a result, Siemuszowski’s paraphrase was in line with the trend of emulation-based translations, whose authors avoided translating the text literally and tried to compete with the original or other authors’ versions of the poem in terms of the techniques used in it.
Epics has been created in various languages such as Greek, Latin, Persian and Tamil in the world. Even in Tolkappiyam, there is no reference the existence of epics in Tamil. Dandiyalankara is the first script recorded about epics in Tamil. Silappathikaram is the first epic to appear in Tamil literature. This epic and Tolkappiyam were appeared during Sangam literature followed by AD Appeared in the second century. The author of this epic is Ilangovadi. He is the son of Cheramannan Neduncheralathan and the brother of Cheran Senkuttuvan. Silappathikaram is one of the greatest epics that appeared in the Tamil language. It is no exaggeration to say that as the epics were developed next to vintage literature appeared. Grammar rules are composed and written by Vaithiyanatha Desikar in the AD seventeenth century. He has used quotations from various grammatical texts in the context of the text with rich evidence for the text. He has used these quotations to clarify grammatical explanatory threads, for further explanation and for textual concentration. The purpose of this article is to illustrate how grammatical lyricism supports grammatical interpretation.
From a conceptual point of view, it has often been pointed out that education is a key way in which cultural models, expectations, and standards are disseminated. The pervasiveness and success of the Greek model known as enkyklios paideia have been amply charted for the Hellenistic and Imperial Periods. Similar developments have been traced in the context of Roman education and Latin literacy in the provinces, not least the West. However, these studies have focused primarily on—to use a contested term—acculturation in certain aspects of daily life as well as in terms of education in the Latin language and in Roman literature, while law has been largely left out. Part of the reason for this is no doubt the lack of much very direct evidence. Yet the evidence there is, in particular the paraphrase of Gaius’ Institutes known as the Fragmenta Augustodunensia (FA), has in fact been unduly marginalized. Accordingly, this chapter shows that, focusing on Autun and its cultural sphere, it is possible to piece together a picture of how students in Imperial Gaul were trained in the basics of Roman law.
Anna Asimaki, Nikolitsa Berdeni, Gerasimos Koustourakis
et al.
<p>The aim of this paper, which makes use of Basil Bernstein’s theoretical framework, is to take a sociological approach to the pedagogical practices that are implemented by literature teachers for teaching Modern Greek Language in the first year of Senior High School, which is a transitional year in the second tier of Greek secondary education. We also aim to investigate the corrective ‘strategies’ that these teachers adopt in order to contribute to their pupils’ successful acquisition of school knowledge related to the Language lesson. The research was carried out using the tools of structured observation and semi-structured interview with a sample of 14 literature teachers, who were working in Greek secondary education. The most significant research findings revealed that the pedagogical practices that were implemented by the teachers in the sample are linked to the implementation of explicit regulative and instructional rules that originate in a visible pedagogical practice. What’s more, ‘corrective’ strategies were implemented with the pupils who weren’t able to satisfy the sequencing and pacing rules of the transmitted knowledge. It also emerged that an important site for the completion of the acquisition of transmitted school knowledge is related to the field of ‘shadow’ education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>
Zgodovinskih romanov, ki bi obravnavali tematiko, postavljeno v čas antike, je v slovenski literaturi bolj malo. Zato pa je izid romana, uokvirjenega v to dobo, še kako dobrodošla novost, ki jo je potrebno primerno izpostaviti in ovrednotiti, ker širi vedenje in znanje o času rimskega imperija, še posebej, če se je avtor romanu posvetil po natančnem študiju zgodovinskih, arheoloških in filoloških virov, ki obravnavajo izbrani čas.
Greek language and literature. Latin language and literature
There are 76 dentistry terms used in the Terminologia Anatomica , which is a very small number for the existing nomenclature, which uses many terms with Greek roots and eponyms. The aim of this study was to propose terms in Latin and their respective translations into English and Spanish for macrodontia, microdontia and their classifications. We conducted a review of the Terminologia Anatomica nd the literature in articles and texts. Then, we translated both terms etymologically from the Greek to obtain our proposal in Latin, Nanismus dentarius for microdontia and Gigantismus dentarius for macrodontia and their subsequent translations into English and Spanish. We consider it necessary to eliminate relative generalized size anomalies as they are an alteration in the size of the dental arches and not the dental structure itself. We can conclude that there are still many terms that are incorrectly named according to etymology and language, which is why further analysis is needed to make changes and with them a real contrib ution to morphological sciences.
This study sheds light on the dramatic devices and techniques which William Shakespeare used in constructing his play King Lear. It involves analyzing the structure and plot and main themes of the plays. Shakespeare used the Elizabethan five-act structure, which is derived from the Greek form and remains an often starting point for contemporary plays. The major plot in this play deals with king Lear and the misfortunes that he has to face as a result of the ungratefulness of his two eldest daughters. The central argument focuses on critiquing the notion that Shakespeare?s plays are not original in their genesis. Some scholars go even further to suggest that Shakespeare has borrowed so much from Latin and Greek sources, ascribing them to himself, without acknowledgment. However, the present paper aims at challenging such beliefs and showing thereby the originality of Shakespeare?s oeuvre of drama. This play is chosen among other plays as it represents most of the tragedies written by Shakespeare.
one of the oldest at our University—provides undergraduates with access to over 2,500 years of human experience drawn from the multicultural world of the ancient Mediterranean and Near East. Classical Civilizations is an interdisciplinary program devoted to the study of the Mediterranean world, with an emphasis on the cultures of Ancient Greece and Rome. In addition to the language and culture courses related to a student's area of interest, students take classes in several different academic disciplines, including philosophy, religious studies, and history. The program offers both a major (36 credits) and minor (23 credits) in Classical Civilizations (CLAS). CURRICULUM All majors and minors are required to complete two upper-division CLAS courses as part of the degree, as well as a minimum of at least three language courses in either Latin or Greek at the Introductory (100) and Intermediate (200) levels. Students who elect to pursue a major in this program must choose a focus in either Latin language/literature or Greco-Roman civilization and complete five CLAS elective courses. Minors are required to select three upper-level CLAS electives. The electives encompass a range of disciplines, including history, archaeology, philosophy, religious studies, and intermediate and advanced Latin and Greek. Majors are required to include at least one course in Greek culture and one course in Roman culture from among the elective offerings. Examples of CLAS courses include the following: • Greek Gods & Heroes • The Iliad & The Odyssey • Women in Antiquity • Roman Epic • Love Poetry in Antiquity • Ancient Near Eastern Archaelogy • Peoples and Empires of Turkey In the fall semester of their senior year, Classical Civilizations majors will enroll in the 3-credit CLAS 499-Senior Thesis course, which is necessary for completing the degree and its various concentrations. Examples of recent thesis titles include: • " Social and Sexual Intercourse: Exploring the Role and Reality of the Hetaira in Classical Greek Culture and Iconography " • " Everlasting Light: Roman Heritage and Roman Resistance in the Early American Republic " • " Late Antique Christian Iconography: The Redefinition of Pagan Motifs and Their Respective Use on the Mediums of Gemstones and Coinage " • " Vitrum Flexile: A Case Study of Roman Mold-Blown Glass at the Seattle Art Museum " • " From Fear to Awed Fascination: Taboo and Tragic Myth Structures in Phaedra's Love " Participating students are thus required to complete a balanced curriculum …
Within the framework of this article, the development of Ukrainian classical philology from 2006 to the present day in the context of changing scientific and linguistic paradigms, transition from traditional interdisciplinary descriptive approach to the structural one and, ultimately, to the cognitive-cultural and communicative-oriented perspective of Greek and Latin language phenomena. As a result of extralinguistic factors, in modern Ukrainian space of classical philology preference is given to linguistically oriented research, one might observe a gradual rejection from the broad humanitarian mode of research (with the traditional involvement of archeology, literature, history, culturology, semiotics, etc.), which creates its new face. On the grounds of generalization of the different research tools and metalanguage used in numerous researches in the field of classical philology in our times the conclusion was drawn about the integration of those traditional research approaches which had been practiced beginning from the XIV-th century, with those understandings that are currently characteristic of modern multi-vector theoretical linguistics with its various subject areas. Ukrainian classics successfully use in their studies the categorial apparatus of modern theoretical linguistics. They creatively apply those scientific and linguistic developments that are inherent in today's anthropologically oriented linguistics.
This therefore suggests that the Year 11 class will not concur with studies to suggest that choice provides students with the motivation to achieve, rather that the boys are more likely to obstruct their learning by choosing the easier choice of task. The second class is a Year 9 Latin class, and there is a lower percentage of mixed-ability students in this class. Owing to this, the class will, I hope, further demonstrate whether choice in the classroom is linked to motivation and high performance. The reason why I have chosen two different classes and subjects is because, generally, the atmosphere in the classes and the preparation of lessons in each are very different from each other. It will therefore be worthwhile to determine how choice theory works in both instances.