The situation whereby we meet either in person wearing a mask, or remotely on video, can give preeminence to speech over implicit expressivity and thus to abstract/conceptual discourse which risks ...remaining far removed from experience. This affects bodily experience, and consequently the manifestation of emotions, movement and their processing. It is therefore essential to reflect on language and to shape it so that it comes as close as possible to the bodily and motor experience. Verbs that designate a general function (such as "to see," "to hear," "to understand," and many others) should be brought as close as possible to the way in which that function, from time to time, takes place, to the particular context, with its specific experiential and emotional tone. Three clinical vignettes are given to illustrate our therapeutic approach.
This paper examines Iliad I 225-244 and XXIV 486-506, two passages at the beginning and at the end respectively of Achilles’ narrative arc. This work aims at showing the way in which traditional epic ...techniques (enjambement, similitude, interrelation with respect to the caesurae) contribute to outline in one case Achilles’ wrath, in the other one his empathy.
This paper examines the concept of autochthony as attested in some classical myths, and studies in particular the interweaving between masculine and feminine elements. These two poles stand in a ...relation which is not of opposition, but of complementarity; intertwined with other themes such as the city-founder coming from afar, they serve to paint the image of a homeland that is both mother and father. This combination is summed up with special political and symbolic efficacy in the Athenian sources.
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.
In this elementary textbook, Philip S. Peek draws on his twenty-five years of teaching experience to present the ancient Greek language in an imaginative and accessible way that promotes creativity, ...deep learning, and diversity. The course is built on three pillars: memory, analysis, and logic. Readers memorize the top 250 most frequently occurring ancient Greek words, the essential word endings, the eight parts of speech, and the grammatical concepts they will most frequently encounter when reading authentic ancient texts. Analysis and logic exercises enable the translation and parsing of genuine ancient Greek sentences, with compelling reading selections in English and in Greek offering starting points for contemplation, debate, and reflection. A series of embedded Learning Tips help teachers and students to think in practical and imaginative ways about how they learn. This combination of memory-based learning and concept- and skill-based learning gradually builds the confidence of the reader, teaching them how to learn by guiding them from a familiarity with the basics to proficiency in reading this beautiful language. Ancient Greek I: A 21st-Century Approach is written for high-school and university students, but is an instructive and rewarding text for anyone who wishes to learn ancient Greek.
This paper deals with the so-called “Brothers poem”, fr. 10 Voigt = Neri, which is up to now the most recent papyrological discovery attributed to Sappho. In its first part, the paper investigates ...the identities, the actions, and the mutual relationships of the characters featuring in this new poem. In its second one, it will be discussed how the Sapphic lines deal with themes such as power relations, oppression, social hierarchy, and behavioral expectations in relation to genre.
Abstract
Originally, Ancient Greek employed the letter digamma ( ϝ) to represent the /w/ sound. Over time, this sound disappeared, alongside the digamma that denoted it. However, to transcribe those ...archaic, dialectal, or foreign words that still retained this sound, lexicographers employed other letters, whose sound was close enough to /w/. Among these, there is the letter gamma (γ), attested mostly but not only in the Lexicon of Hesychius. Given what we know about the sound of gamma, it is difficult to explain this use. The most straightforward hypothesis suggests that the scribes who copied these words misread the capital digamma (Ϝ) as gamma (Γ). Presenting new and old evidence of gamma used to denote digamma in Ancient Greek literary and documentary papyri, lexicography, and medieval manuscripts, this paper refutes this hypothesis, and demonstrates that a peculiar evolution in the pronunciation of gamma in Post-Classical Greek triggered a systematic use of this letter to denote the sound once represented by the digamma.
The aim of the present study is to examine the way of syntax of the consecutive clauses with infinitive and participle in Greek non-literary papyri of the Imperial and the early Arabic Period. The ...article presents the frequency with which the two verb forms appear in the papyrus documents from 31 B.C. up to the 8th c. A.D. and highlights the frequent use of the infinitive structure as opposed to the use of the participle structure, which occurs much more rarely. At the same time, stereotypical expressions are presented, which are expressed with consecutive clauses and appear mainly in legal documents. The examples were taken from a body of approximately 55,000 non-literary papyrus texts and 15,000 ostraca from the Duke Databank of Documentary Papyri (DDdDP) online database, checked against their printed publications to avoid possible mistakes.
Considering the concept of critical teaching, teachers should seek to ensure the active participation of students, emphasisng the adoption of student-centred and group-centred teaching methods, which ...will provide students with relevant motivation for learning. From this perspective the current article focuses on a teaching proposal for the course of Ancient Greek Language in Greece and Cyprus, presenting the method of jigsaw-based cooperative learning as a teaching practice which promotes both active student participation and group cooperation. According to this teaching practice, the teacher actively involves the students in the learning process, promoting higher-level cognitive, metacognitive and emotional functions. Not only is this method compatible with the broader contemporary pedagogical and didactic principles, which aim to provoke students' interest, cultivate their social skills and relationships, develop their personal self-perception, and create autonomous and fulfilled personalities, but also it is harmonised with the main aims of the Ancient Greek Language Curriculum in these countries, which are fully aligned with both their education policy and their societal needs.
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