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Reconfiguring Archilochus. How have papyri and inscriptions changed perceptions of Archilochus’ iambic and elegiac poetry?
Get PDFTHIS paper explores the ways in which the publication of new texts preserved on papyri and inscriptions substantially changed our understanding of what a book of Archilochus’ iambic or elegiac poetry would have been like. The papyri (of which the first was published in 1891, but the majority in the 1920s and 1950s) showed that Archilochus’ iamboi had at least as much narrative as invective—narrative relating to polis concerns like war (also attested in epigraphic snippets) and to the private, and especially sexual, life of the persona loquens. This last was most strikingly shown by the Cologne epodes published in 1974. The elegiac corpus, whose few quoted poems or fragments were chiefly sympotic and encouraged a view of Archilochus’ poetic persona as antiheroic, benefited less than iambi from papyrus finds until in 2005 the Oxyrhychus ‘Telephus’ was published. Its 25 lines narrating Telephus’ rout of the Achaeans who disembarked in Mysia, mistaking it for Troy, corroborated the underexploited indications of Longinus and Dio that Archilochus used elegiacs for mythical narrative.THIS paper explores the ways in which the publication of new texts preserved on papyri and inscriptions substantially changed our understanding of what a book of Archilochus’ iambic or elegiac poetry would have been like. The papyri (of which the first was published in 1891, but the majority in the 1920s and 1950s) showed that Archilochus’ iamboi had at least as much narrative as invective—narrative relating to polis concerns like war (also attested in epigraphic snippets) and to the private, and especially sexual, life of the persona loquens. This last was most strikingly shown by the Cologne epodes published in 1974. The elegiac corpus, whose few quoted poems or fragments were chiefly sympotic and encouraged a view of Archilochus’ poetic persona as antiheroic, benefited less than iambi from papyrus finds until in 2005 the Oxyrhychus ‘Telephus’ was published. Its 25 lines narrating Telephus’ rout of the Achaeans who disembarked in Mysia, mistaking it for Troy, corroborated the underexploited indications of Longinus and Dio that Archilochus used elegiacs for mythical narrative
The Simonides Episode in Plato’s Protagoras: A modest, methodical reading
No full textThis paper presents an alternative to the mainstream readings of the Simonides episode in Plato’s Protagoras (338e6–348c4): Socrates analyzes the ode of Simonides in a way that is only superficially related, according to the new reading I propose, to sophistical techniques and/or sophistic practices as the latter are depicted by Plato, in this and other works, in contrast with Socratic dialectic; and Socrates does so under no particular pressure from Protagoras in the dialogue, nor under any other circumstantial influence operative for dramatic purposes there.I argue that, both as a whole and in all important details, the analysis offered by Socrates is a characteristically philosophical one: it is conducted from beginning to end on the basis of unifying principles which retain throughout a clear and distinct methodological character, with only minimal invocation of substantial philosophical positions belonging, e.g., to general metaphysics or to philosophy of action proper. In addition, I also suggest that this analysis is intended as a sample of dialectic that serves the same purposes as the characteristically Socratic dialectic of this and other dialogues, namely the function of teaching by means of elenchus, with only superficial abandonment of the division of labor between the questioner and his respondent.As a result, on the broad front constituted by issues affecting the vexed question of the overall unity of the Protagoras, this reading settles the unity of the Simonides’ episode, and thus takes a step towards demonstrating the unity of the dialogue as an organic whole. The detailed reading set out in this paper proceeds by a division of the argument into three successive stages: a demonstration that these distinct stages constitute in fact interconnected parts of a single, unified argument, will be the topic of a further paper.This paper presents an alternative to the mainstream readings of the Simonides episode in Plato’s Protagoras (338e6–348c4): Socrates analyzes the ode of Simonides in a way that is only superficially related, according to the new reading I propose, to sophistical techniques and/or sophistic practices as the latter are depicted by Plato, in this and other works, in contrast with Socratic dialectic; and Socrates does so under no particular pressure from Protagoras in the dialogue, nor under any other circumstantial influence operative for dramatic purposes there.I argue that, both as a whole and in all important details, the analysis offered by Socrates is a characteristically philosophical one: it is conducted from beginning to end on the basis of unifying principles which retain throughout a clear and distinct methodological character, with only minimal invocation of substantial philosophical positions belonging, e.g., to general metaphysics or to philosophy of action proper. In addition, I also suggest that this analysis is intended as a sample of dialectic that serves the same purposes as the characteristically Socratic dialectic of this and other dialogues, namely the function of teaching by means of elenchus, with only superficial abandonment of the division of labor between the questioner and his respondent.As a result, on the broad front constituted by issues affecting the vexed question of the overall unity of the Protagoras, this reading settles the unity of the Simonides’ episode, and thus takes a step towards demonstrating the unity of the dialogue as an organic whole. The detailed reading set out in this paper proceeds by a division of the argument into three successive stages: a demonstration that these distinct stages constitute in fact interconnected parts of a single, unified argument, will be the topic of a further paper
The Hegelian “permanent deposit” in John Dewey’s thought
No full textThis paper analyzes the Hegelian “permanent deposit” in Dewey’s political and social thought. Following James Good’s work, the significance of Hegelian thought in Dewey’s philosophical development is pointed out. Dewey never had a clear break from the Hegelian philosophy. He overcame the British neo-Hegelianism by developing a humanitarian, anti-metaphysic interpretation of Hegel’s thought. Even though Dewey criticized Hegel in his later work, certain Hegelian elements remain in his political and social thought. Dewey supports that the Hegelian philosophy contributed to political theory and he suggests to liberal thinkers to consider this contribution in order to renovate liberalism. It is claimed that this contribution concerns his critique to individualism, his emphasis upon the significance of social institutions for the formation of individuality, his critique to the abstract character of freedom of will and his attempt to formulate a theory of actual freedom. Moreover, concerning his own apprehension of freedom, Dewey adopts certain elements from Hegel and he transforms them radically into the perspective of experimentalism. First, freedom is related to the reflection. Dewey supports that we can find the key of freedom in the experimental thinking of natural sciences. Second, freedom is not a ready-made possession of individual, as classic liberalism claims, but it is an attainment, a kind of growth. Third, individual freedom cannot be accomplished beyond society, but only in a democratically organized society. It is suggested that this analysis about the Hegelian influences in Dewey’s thought points out a significant aspect of his Hegelian “permanent deposit” and constitutes an essential preparatory work for the apprehension of his democratic ideal and his attempt to renovate liberalism.This paper analyzes the Hegelian “permanent deposit” in Dewey’s political and social thought. Following James Good’s work, the significance of Hegelian thought in Dewey’s philosophical development is pointed out. Dewey never had a clear break from the Hegelian philosophy. He overcame the British neo-Hegelianism by developing a humanitarian, anti-metaphysic interpretation of Hegel’s thought. Even though Dewey criticized Hegel in his later work, certain Hegelian elements remain in his political and social thought. Dewey supports that the Hegelian philosophy contributed to political theory and he suggests to liberal thinkers to consider this contribution in order to renovate liberalism. It is claimed that this contribution concerns his critique to individualism, his emphasis upon the significance of social institutions for the formation of individuality, his critique to the abstract character of freedom of will and his attempt to formulate a theory of actual freedom. Moreover, concerning his own apprehension of freedom, Dewey adopts certain elements from Hegel and he transforms them radically into the perspective of experimentalism. First, freedom is related to the reflection. Dewey supports that we can find the key of freedom in the experimental thinking of natural sciences. Second, freedom is not a ready-made possession of individual, as classic liberalism claims, but it is an attainment, a kind of growth. Third, individual freedom cannot be accomplished beyond society, but only in a democratically organized society. It is suggested that this analysis about the Hegelian influences in Dewey’s thought points out a significant aspect of his Hegelian “permanent deposit” and constitutes an essential preparatory work for the apprehension of his democratic ideal and his attempt to renovate liberalism
Field trip Planning and Implementation: Primary School Teachers’ Point of View
No full textΗ παρούσα εργασία μελετά τις απόψεις εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης για τον τρόπο με τον οποίο σχεδιάζουν, οργανώνουν και προετοιμάζουν τις εκπαιδευτικές επισκέψεις της τάξης τους σε χώρους που παρουσιάζουν εκπαιδευτικό ενδιαφέρον. Διερευνά επίσης αφενός τις συνθήκες κάτω από τις οποίες υλοποιούνται οι επισκέψεις αυτές κι αφετέρου τις δραστηριότητες τις οποίες αναθέτουν στους μαθητές τους μετά την πραγματοποίησή τους. Τα αποτελέσματα της ποιοτικής αυτής έρευνας καταδεικνύουν ότι οι εκπαιδευτικοί θεωρούν ιδιαιτέρως αναγκαίο τον σχεδιασμό μιας εκπαιδευτικής επίσκεψης, ενημερώνονται επισταμένως οι ίδιοι γι’ αυτήν και προετοιμάζουν ανάλογα και τους μαθητές τους πριν την επίσκεψη. Επιπλέον, αξιοποιούν στους χώρους που επισκέπτονται τη συνδρομή των ξεναγών όπου βέβαια αυτοί προσφέρονται και, τέλος, οργανώνουν διδακτικές δραστηριότητες εμπέδωσης – ανατροφοδότησης μετά την ολοκλήρωση της επίσκεψης. Ο τρόπος με τον οποίο οργανώνουν μία εκπαιδευτική επίσκεψη παρουσιάζει διαφοροποιήσεις, καθώς εξαρτάται από την προσωπική εκτίμηση του κάθε εκπαιδευτικού.The aim of this research is to study, through semi-structured interviews, Primary Education teachers’ perceptions about how they plan, organize and prepare their classroom visits in places of educational interest. It also examines the conditions under which these visits are carried out and, furthermore, the post-activities teachers assign to their pupils.
The results of this qualitative research indicate that teachers consider the preparation and planning of a field trip particularly necessary. The ways they organize an educational field trip vary widely, depending on each teacher’s individual estimation. They prepare their students and themselves thoroughly before the visit, they benefit from the provided guiding in the field and, finally, they organize activities after completing the visit
Perspectives of in Service Teachers on the Benefits, Disadvantages and Limitations of Collaborative Learning
No full textΣκοπός της παρούσας έρευνας είναι να διερευνηθούν οι απόψεις εν ενεργεία εκπαιδευτικών σχετικά με τα οφέλη, τα μειονεκτήματα και τους περιορισμούς της ομαδοσυνεργατικής διδασκαλίας και μάθησης. Το δείγμα αποτέλεσαν 100 εκπαιδευτικοί που εργάζονται σε φορείς της τυπικής και της μη τυπικής εκπαίδευσης. Η έρευνα διεξήχθη με ερωτηματολόγιο και οι απόψεις τους συσχετίστηκαν τόσο με τα ατομικά τους χαρακτηριστικά (φύλο, χρόνια υπηρεσίας, προηγούμενη επιμόρφωση) όσο και με χαρακτηριστικά του πλαισίου στο οποίο εργάζονται (αριθμός μαθητών στην τάξη, τυπικό – μη τυπικό εκπαιδευτικό περιβάλλον). Τα αποτελέσματα έδειξαν ελάχιστες σημαντικές διαφορές μεταξύ των απόψεων των εκπαιδευτικών και μόνο σε σχέση με το εκπαιδευτικό πλαίσιο στο οποίο εργάζονται (τυπικό – μη τυπικό). Τα σημαντικότερα οφέλη που αναγνωρίζουν στη συγκεκριμένη προσέγγιση της διδασκαλίας, σύμφωνα με τα ποσοστά των δηλώσεών τους στα αντίστοιχα ερωτήματα του ερωτηματολογίου, είναι η βελτίωση των κοινωνικών δεξιοτήτων των μαθητών, η δημιουργία φιλικών σχέσεων μεταξύ των μελών της ομάδας και η προαγωγή θετικής στάσης απέναντι στη μάθηση. Ως σημαντικότερους περιορισμούς και μειονεκτήματα θεωρούν την απαίτηση αρκετού χρόνου μέσα στην τάξη, το χρόνο προετοιμασίας καθώς και τη μεγάλη προσπάθεια που απαιτείται για την εφαρμογή της καθώς και ότι πολλοί μαθητές αναμένουν από τα υπόλοιπα μέλη της ομάδας να κάνουν τις εργασίες. Τέλος, όσοι εκπαιδευτικοί την εφαρμόζουν στην τάξη τους (n=50), το κάνουν περισσότερο προκειμένου να δημιουργήσουν κίνητρα στους μαθητές και για να βελτιώσουν τις κοινωνικές δεξιότητές τους.The purpose of this research is to investigate the perspectives of in service teachers on the benefits, disadvantages and limitations of collaborative learning. The sample consisted of 100 teachers working in formal and non-formal education. The survey was conducted with a questionnaire and their views were related to their individual characteristics (gender, years of service, prior training on the method) and to the characteristics of the context in which they work (number of pupils in the classroom, formal / non-formal educational environment). The results showed little significant differences between the views of the teachers and only in relation to the educational context in which they work (formal / non-formal). The most important benefits that this method recognizes, according to the rates of their statements in the corresponding questionnaire questions, is the improvement of the pupils\u27 social skills, the establishment of friendly relations among the members of the team and the promotion of a positive attitude towards learning. Respectively, as the most important constraints and disadvantages, they identify the need for some time in the classroom, the preparation time and the great effort to implement it, as well as that many students expect the other members of the team to do the work. From the teachers who apply it to their class (n = 50) it appears that they use it more to motivate students and to improve their social skills
‘Who’s a Proficient Second language learner?’ Evidence from Compound Formation
No full textΣτο παρόν άρθρο αποτιμάται η ικανότητα Αλβανόφωνων αλλόγλωσσων ομιλητών της Ελληνικής να σχηματίζουν σύνθετες λέξεις. 15 αλβανόφωνοι αλλόγλωσσοι ομιλητές της Ελληνικής συμμετείχαν σε μια off-line πειραματική διαδικασία κατά τη διάρκεια της οποίας τους ζητήθηκε να σχηματίσουν υπαρκτές και μη υπαρκτές, μορφολογικά αποδεκτές, αλλά σημασιολογικά αμφίσημες σύνθετες λέξεις. Έμφαση δίνεται α) στη δομική σύσταση των σύνθετων λέξεων, β) την κεφαλή, γ) τη σχέση μεταξύ των συστατικών μερών της σύνθετης λέξης και το ρόλο του συνδετικού φωνήεντος, δ) τη συνάφεια μεταξύ των παραπάνω και των διαφορετικών κατηγοριών σύνθετων λέξεων στην Ελληνική. Τα αποτελέσματα αποκαλύπτουν ότι, συγκριτικά προς άλλες ομάδες αλβανόφωνων αλλόγλωσσων ομιλητών της Ελληνικής οι οποίοι δεν παρακολούθησαν την ελληνική εκπαίδευση, οι συμμετέχοντες στην παρούσα έρευνα σημείωσαν πολύ υψηλές επιδόσεις στην εξεταζόμενη γλωσσική δραστηριότητα, πολύ κοντά σ’ αυτές των φυσικών ομιλητών. Υποστηρίζουμε ότι το υψηλό επίπεδο γλωσσομάθειας είναι συνάρτηση των στρατηγικών και των μεθόδων γλωσσικής διδασκαλίας οι οποίες εφαρμόζονται στο σχολείο.This paper evaluates the ability of Albanian second language learners of Greek to form compound words. 15 Albanian learners of Greek participated in an off-line experimental task and were asked to form existing compounds as well as non-existing compound forms which are morphologically possible/ acceptable but semantically non-acceptable or vague. Emphasis is placed on a) compounds’ internal structure, b) headedness, c) the relation holding between compound elements as well as the status of linking elements, and d) the relevance of the above to various categories of compound words in Greek. The findings reveal that, compared to other groups of Albanian learners of Greek who have not attended the Greek educational system, the participants in the current study display very high scores in the tested linguistic tasks, similar to those of native speakers. We argue that high language proficiency level is attributed to language teaching strategies and methods applied at school
The Contradictions of Scientific Motherhood: Women, Childcare, and the Politics of Expertise
No full textTroughout history, the overwhelming proportion of women have been mothers. Most significantly, worthy womanhood has been equated with motherhood. This apparent constancy masks dramatic transformations in the role of mothers and mothering practices over time, and particularly over the past 150 years, in the United States and other indus- trialized nations. Traditionally, women’s experiences had formed the basis of respected mothering practices; proper mothering techniques were considered either part of a woman’s innate knowledge, or taught her by her own mother and other female relatives and friends.Troughout history, the overwhelming proportion of women have been mothers. Most significantly, worthy womanhood has been equated with motherhood. This apparent constancy masks dramatic transformations in the role of mothers and mothering practices over time, and particularly over the past 150 years, in the United States and other indus- trialized nations. Traditionally, women’s experiences had formed the basis of respected mothering practices; proper mothering techniques were considered either part of a woman’s innate knowledge, or taught her by her own mother and other female relatives and friends