All modern critics have read verses 128–36 of Pseudo-Scymnus’ iambic Periodos to Nicomedes (c.133–110/109 b.c.e.) as a description of the personal autopsies of the author. However, close analysis of both the literary dynamics of the poem and the syntax of the lacunose text that precedes this passage shows that this cannot be the case. This article proposes that Timaeus of Tauromenium (c.350–260 b.c.e.) is a superior candidate for the referent of these lines, and offers a coherent approach to emending (...) the manifestly corrupt text. This reinterpretation makes better sense of the extant text of the Periodos, and allows these verses to be read as a second-century witness to Timaeus’ autoptic prowess. (shrink)

The period from the eighth to the fifth centuries B.C. was one of extraordinary creativity in the Greek-speaking world. Poetry was a public and popular medium, and its production was closely related to developments in contemporary society. At the time when the city states were acquiring their distinctive institutions epic found the greatest of all its exponents in Homer, and lyric poetry for both solo and choral performance became a genre which attracted poets of the first rank, writers of the (...) quality of Sappho, Alcaeus and Pindar, whose influence on later literature was to be profound. This volume covers the epic tradition, the didactic poems of Hesiod and his imitators, and the wide-ranging work of the iambic, elegiac and lyric poets of what is loosely called the archaic age. The contributors make use of recent papyrus finds to fill out the picture of a cosmopolitan and highly sophisticated literary culture which had not yet found its intellectual centre in Athens. (shrink)

The modern study of versification is based on the hypothesis that language is rhythmically organized, that metrical patterns are defined by simple rhythmic schemata, and that the two are related by correspondence constraints. Some analyses of the phenomenon of “inversion” in iambic verse reject a central aspect of this hypothesis in positing more complex metrical schemata containing both trochaic and iambic feet. I present evidence against such “trochaic substitution” analyses and demonstrate the iambic character of inverted feet (...) with statistical data from the metrical practice of thirtysix Finnish poets. As a latecomer to the use of statistical evidence in theoretical linguistics I gratefully dedicate this article to one of the pioneers of this method. (shrink)

“Unless the Lord builds the house,its builders will have toiled in vain.Unless the Lord keeps watch over a city,in vain the watchman stands on guard.”.

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement (...) of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role. (shrink)

The purpose of this paper is aimed at examining the educational needs and didactic competences of teachers for the preparation and use of didactic-methodical teaching materials in the teaching of the subject Macedonian language for the program areas Initial reading and writing and Language (first, second and third grade), and all with the aim of improving the teaching of the Macedonian language. For the successful realization of the goals/standards for evaluation needed in the program areas Initial reading and (...) writing and Language from the first to the third grade, it is necessary to prepare, apply and classify the teaching materials that will serve as a kind of teaching support for the teachers, but also for the students, which will help them in learning the Cyrillic and Latin letters, writing and reading with them, language and spelling rules, as well as the application of spelling signs. In teaching practice, there is a need for didactic-methodical design of teaching materials within the program areas Initial reading and writing and Language, respecting modern methodical, methodological and dokimological principles. For that reason, the examination of the attitudes and educational needs of teachers, as immediate implementers of teaching, is the methodological justification for their inclusion as a special research subsample. (shrink)

The didactics of history traditionally are assigned no role in the academic discipline of history, influencing the students, rather than the practitioners, of history. The developments of the categories of history and pedagogy in West Germany serve to illustrate the actual field of the didactics of history -questions of how one thinks of history; the role of history in human nature; and the uses to which history can be put. In the 1960s and 1970s, as part of an emerging process (...) of historical self-awareness and a concern with curricular reform, the didactics of history developed into a distinct field. Historical didacticians became more involved with the discipline of history, although they were still associated with pedagogy. Currently, four issues form the focus of the didactics of history. They are the methodology of instruction, the function of history in public life, the establishment of goals for historical education in schools, and the analysis of the nature, function, and importance of historical consciousness. The didactics of history can be defined as an investigation of historical learning, the basic question of which asks how our experience and interpretation of the past influences our understanding of the present and our conception of the future. (shrink)

En la carrera de medicina se evidencia desmotivación del estudiante hacia el aprendizaje del contenido estadístico y la presencia del estrés académico que genera este contenido que se imparte en la asignatura Metodología de la Investigación y Estadística. En el trabajo se diseña una estrategia didáctica para la disminución del estrés académico en los alumnos de segundo año de la carrera de medicina. Se realizó un estudio pre-experimental, con análisis cuanti-cualitativo. La muestra estuvo conformada por los 43 estudiantes del grupo (...) A1 y B4, a los cuales se les aplicó un inventario de estrés académico y una entrevista. Como parte del proceso de experimentación se aplicaron diferentes técnicas participativas enfocadas a la enseñanza aprendizaje del contenido estadístico. Para procesar los datos se utilizó el programa SPSS. Finalmente se pudo concluir que la aplicación de técnicas participativas contribuye a minimizar el estrés académico hacia el contenido. Some evidence is found of lack of motivation towards the learning of statistic contents in the medical studies as well as the presence of academic stress generated by this content taught through the Methodology of Research subject. This paper presents a didactic strategy to diminish the academic stress suffered by second year medical students. A pre- experimental study was carried out with a quantitative-qualitative analysis. The sample was made up of forty- three students from the A1-B4 group. An academic stress inventory was applied and an interview was conducted. Different participative techniques focused on the statistic teaching learning process were used during the experimental process. The SPSS program was chosen to process data. The authors concluded by saying that the application of participative techniques contributes to minimize the academic stress towards the contents. (shrink)

It is important for teachers who work with children and teenagers to be aware of the role of media and popular culture in young people’s lives. It is a challenge to have an open and flexible approach to film, TV and other media products. Students’ real experiences have to be considered as equal in importance to the experiences and ideas of the teacher. The teacher has to help students to place their experiences in a larger perspective. In this study, the (...) didactic potentials and the use of film and media are studied in relation to the learning and teaching of English as a foreign language. Our personal experience shows that film is sometimes regarded as valuable teaching material and at other times only used for amusement or as a time-filler. The starting point for this study was, therefore, the curiosity to find out if our personal view is correct. The main questions at issue for this study are: What didactic potentials are there of film and media in English teaching? How do teachers use film and contemporary media in the classroom? How do teachers regard film and media as teaching resources? The possibilities of using media in teaching are great. It is, for example, possible to watch a movie with subtitles in English or find an interesting video-clip within seconds. However, there is no guarantee that contemporary media is being used to its fullest potential. (shrink)

RESUMEN Introducción: La educación en el trabajo es la forma fundamental del proceso docente educativo en las carreras de las ciencias médicas y en específico para la asignatura de Medicina Comunitaria de la carrera de Medicina. Objetivo: Exponer elementos referidos a una guía didáctica para la educación en el trabajo de la asignatura Medicina Comunitaria. Método: Se diseñó una guía didáctica para la educación en el trabajo, desde la asignatura Medicina Comunitaria. Se interactuó con estudiantes de segundo año de la (...) carrera de Medicina, la cuak abarcó 4 etapas. Resultados: Se ofrecen las tareas con sus objetivos y acciones a cumplimentar por los estudiantes, amparados por la guía actual de confección del Análisis de la Situación de Salud. Conclusiones: La guía constituye una herramienta que posibilita la realización de las actividades de la educación en el trabajo a la vez que permite el logro de competencias profesionales. ABSTRACT Introduction: The education in the work is the fundamental form of the educational teaching process in the careers of the medical sciences and in specific for the subject of Community Medicine of the career of Medicine. Objective: To exhibit elements referred to a didactic guide for the education in the work of the Community Medicine subject. Method: A didactic guide was designed for the education in the work, from the Community Medicine subject. It was interacted with students of the second year of the career of Medicine, which included 4 stages. Results: The tasks are offered with their objectives and actions to complete for the students protected by the current guide of preparation of the Analysis of the Situation of Health. Conclusions: The guide constitutes a tool that makes possible the achievement of the activities of the education in the work, simultaneously it allows the achievement of professional competitions. (shrink)

A genesis of media didactics was deconstructed through a theoretical-comparative and historical methodological approach, with the aim of gaining insight into its history and characteristics, defining the discipline, and recent development trends. The study elaborates the role of media in education, schooling, teaching, and learning. The anatomy of the social circumstances of the emergence of certain curriculum innovations and their consequences for global education as well as the development of media didactics is systematically explained. A synthesis of the facts obtained (...) from the analysed concept makes it evident that the development of media didactics was influenced by the concept of instructional technology transferred from the USA, as well as several social and technological factors. Theoretical and practical essence of media didactics is established in the application of various media with the purpose of arranging individualized, i.e., student-centred teaching. Over time, the characteristics and role of media in teaching have changed in accordance with the dominant didactic theories. A crucial challenge for media didactics is foreseen in the form of the application of artificial intelligence in education and schooling. (shrink)

Although most scholars now seem to agree that Herodotus was to some extent a didactic historian writing for the instruction of his readers, the systematic nature of his didacticism has perhaps not been fully appreciated. The Histories' concluding episodes reveal at least two didactic programs or strategies: first, the reader is to be trained in the application of Herodotean thinking to events subsequent to the period covered by the narrative; second, the reader is to be warned of the (...) moral and intellectual dangers posed by the “wonders” that have played so conspicuous a role in Herodotus' work. The existence of these programs helps to explain several features of the last chapters of the Histories, including the prominent position given to the peculiar story of Xerxes and Masistes. (shrink)

The aim of this article is to unveil the ways of teaching new philosophical paradigms in Dutch Universities between Seventeenth and Eighteenth Century, by means of an analysis of the uses of illustrations in Cartesian and Newtonian natural-philosophical textbooks. This analysis allows to understand the overall functions of philosophical textbooks, where illustrations act as conceptual means, filling the gap between the premise of a theory and its actual contents; didactic means, aiming to help the reader in understanding scientific models (...) fully explained in texts; promoting or propagandistic instruments, useful to present theories in a fascinating way. Eventually, I argue for a positive correlation of the use of illustrations and the introduction of new philosophies, and for the existence of non-philosophical reasons for such use: as to the propagandistic function of illustrations intended as decorative means. (shrink)

The article analyzes textbooks and offers an insight into the didactical manuals written in early socialism. Textbooks of modest volume, published at the end of the forties and in the fifties of the last century, reflected the basic requirements of educational policy. The main goal of music education was to educate students to sing by notes. The publications were conceived as theoretical instructions for musical literacy. The first didactical manual written by Joža Požgaj was published, which in its revised version (...) was used in music teaching for many years. Textbooks written in the first half of the 1960s, after the educational reform, were adapted to children’s age, while didactical manuals focused on enriching the lessons with songs, literary examples, games, stories, the use of school instruments etc. The attention shifted from music literacy to singing as dominant activity in music teaching, but again with the aim of acquiring basic musical vocabulary. (shrink)

The title of this present volume tends to be misleading. For it suggests that Nicholas’s didactic sermons are to be distinguished from his non-didactic ones—ones that are, say, more inspirational and less philosophical, or more devotional and less theological, or more situationally oriented and less Scripturally focused. Yet, in truth, all 293 of Nicholas’s sermons are highly didactic, highly pedagogical, highly exegetical.1 To be sure, there are inspirational and devotional elements; but they are subordinate to the primary (...) purpose of teaching. Likewise, only occasionally2 do the sermons show signs of addressing local circumstances that are idiosyncratic to the respective churches in Koblenz, Trier, Mainz, Augsburg, Frankfurt, Brixen, and Rome. Rather, their Scriptural focus more often than not yields up interpretations that are allegorical—or otherwise figurative—in a general way that allows Nicholas to draw inferences about the relationship between the intellect and the senses, about the unity of the virtues, the two natures in Christ, human freedom of will, the gifts of the Holy Spirit, the inter-relationship of faith and reason, the triune nature of God, the role of conscience, the precepts of the natural law, time as the image of eternity, the four stages of a knowledge of God, Christ as Wisdom Incarnate, God as Beauty, the Holy Spirit as Love, … and so on. Each of the sermons contains more than one major theme, so that no sermon dwells at length upon a single topic so as to sound pedantic and inappropriately academic. On the contrary: in a limited measure Nicholas’s sermons tend to entice through their extensive display of original metaphor, of striking imagery, of fresh vocabulary, and of erudite knowledge of earlier writers such as Plato, Aristotle, Augustine, Anselm, Albertus Magnus, and Meister Eckhart. (shrink)

Le Livre du Chevalier de la Tour Landry pour ses filles et Le Ménagier de Paris, textes didactiques écrits au quatorzième siècle, enseignent aux jeunes filles et aux épouses les normes du comportement sexuel qu’elles doivent adopter en puisant dans les écrits courtois et religieux. Cependant, les formes socialement acceptables du désir divergent pour les hommes et les femmes. Tandis que le désir masculin est associé à la vie et la continuité, le désir féminin demeure placé sous les auspices de (...) la mort et de la perte. Cette partition est révélatrice des présupposés idéologiques de ces auteurs masculins, dont le lectorat n’était pas limité au seul public féminin. (shrink)

Educational web quest is an example of the introduction of the Internet in the learning process. Using the web quest as a pedagogical technology allows students to form and develop competencies in the use of information and communication technologies in the performance of educational tasks, research skills, skills of analysis and systematization of information received, teamwork skills and responsibility for the quality of their training. The article describes the didactic possibilities of an educational web quest in the educational process (...) of College students. (shrink)

Professor Tucker in the C.R. vol. xi. pp. 341 sqq. has revolutionized our notions of ‘doubtful syllables’: we have now learned that such syllables are normally short, and that lengthening is the licence.

In the article, the author analyzes the conditions for a subject’s existence in the post-informational society, which lead to forming a new style of thinking in the younger generation, functioning outside the textocentric paradigm. The author raises the actual problem of the education system, since it is impossible to build a successful learning process without meeting the demands of the time, without taking into account the peculiarities of perceiving the world by modern people. In the youth environment, the screen (clip) (...) style of thinking has long prevailed, which in the process of cognition is based on visual images. In the course of the study, the author comes to the conclusion that, responding to the new style of thinking, it is necessary to strive for a combination of methods of working with linear text and visual sources of information, to which a modern person is so receptive. This harmonious combination is provided by a comic strip with rich didactic potential. The article describes the positive aspects of using comics in the educational process and examines an example of using comics in philosophy classes. (shrink)

The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the (...) Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic. (shrink)

We note an increasing consciousness of weakness of legal methodology taught to law students today: The students get neither real idea nor feeling of legal decision-making as mixture of legal matters, issue of facts, personal inputs, diverging interests, and the interplay with other actors. For minimize these defects it is necessary that law students learn in legal studies the following points: (1) Legal decision-making is a special kind of decision-making and is embedded in all problems of this process. (2) Jurisprudence (...) is a hybrid science: It deals with facts of issue as well with legal matter. (3) Jurisprudence will be understood as transnational science and requires greater cooperation between law schools all over the world. (4) Legal education should focus on general principles and legal tools rather than on detailed rules. (5) Legal theory should demonstrate students our lack of understanding legal decision-making. (6) A realistic legal methodology has to take into account the impossibility of absolute certainty of the correctness of legal decision. (7) It is important to point out that analysis of facts of the case as crucial part of legal methodology requires teaching systems to introduce students in the respective techniques in practice like case studies, projects as well as legal clinics or SASLA-system. (shrink)

The study examines the modes of representation and communication of information through illustrative teaching aids in the 19th century. It focuses primarily on the didactic wall paintings and the tradition of lectures with slides and notes, how could the experience of these types of collectively observed images influence impressions and expectations of early film audiences. Didactic images are here analyzed primarily in terms of their compositional features, but in an effort to explain how processuality penetrated into the (...) class='Hi'>didactic image of the 19th century also with regard to the aspect of time. As a result, the study calls for a reassessment of the importance of the didactic wall painting in the formation of modern visuality and observational practices of the late 19th century. (shrink)

This article is a qualitative study charting the dimensional range of a particular type of translative phenomenon, namely, intralingual translation within educational practice. Theoretically, the article is based on a broadened concept of translation that encompasses any kind of sign translation, including the transcending of a language-internal comprehension barrier, such as the one between scientific and lay linguistic registers. Further, the article assumes that such intralingual translation is conceptually identical with the interpretive procedures found in didactic practice, given that (...) the central aim of (much) pedagogy is to make sense of new and unfamiliar knowledge – typically embedded in abstract, scientific concepts – to learners. The article also draws on the Bakhtinian concept of “dialogized heteroglossia,” i.e., the view that different language varieties may be fused into, and brought into dialogue with each other within, one and the same text. Empirically, the article investigates intralingual translation in didactic practice through analyses of textbooks and one classroom lecture in five different academic disciplines, spanning both the natural and social sciences and the humanities. The analyses identify a handful of different translational strategies, some of which are shared across several disciplines, and others of which are unique to a single discipline only. (shrink)

Professor Tucker in the C.R. vol. xi. pp. 341 sqq. has revolutionized our notions of ‘doubtful syllables’: we have now learned that such syllables are normally short, and that lengthening is the licence.

RESUMEN El trabajo responde al desarrollo del Programa Nacional Formación Médica Integral Comunitaria, dada la necesidad de consolidar el proceso formativo desde las potencialidades que brinda el trabajo comunitario integrado. Se reflexionó desde el tratamiento teórico metodológico en aspectos epistemológicos del tema, sus relaciones, que desde la acción práctico transformadora puede y debe lograr la entrada en las áreas de residencias de colectivos humanos identificados ya por estilos y formas de vida, por costumbres y cultura autóctonas. El objetivo está dirigido (...) a establecer una aproximación a la problemática del trabajo comunitario integrado como escenario para fortalecer lo formativo, en tanto se resalta la importancia de reconstruir una comunidad y esbozar aspectos metodológicos para la acción concreta de transformación que garantiza su estabilidad y sostenibilidad y por tanto, dirigida a establecerse como tecnología social orientada a demostrar su impacto social y científico desde las condiciones de la construcción de una sociedad diferente. ABSTRACT The work answers to the development of the National Program Community Integral Medical Education, considering the need to consolidate the formative process from the potentialities that offers the integrated community work. It was reflected from the methodological theoretical treatment in epistemological aspects of the topic, its relations, that from the practical transforming action can and must achieve the entry in the areas of residences of human groups identified already by styles and forms of life, by native customs and culture. The objective is directed to establish an approach to the problems of the integrated community work like stage to strengthen the formative, meanwhile it is highlighted the importance of reconstructing a community and of outlining methodological aspects for the concrete action of transformation that guarantees its stability and sustainability and therefore, directed to settle like social technology faced to demonstrate its social and scientific impact from the conditions of the construction of a different society. (shrink)

The latest volume of the Antinoopolis Papyri contains fragments of some 40 iambic lines in praise of a certain Archelas. The papyrus is dated by J. W. B. Barns, the editor of the piece, to the sixth century A.D., and the poem itself can be no older, since corrections and alterations show it to be an author's draft. According to Barns it is ‘an iambic encomium of a type not uncommon in late Greek occasional poetry from Egypt’. I (...) would suggest rather that the surviving lines come in fact from an iambic preface to a hexameter encomium.In the fourth, fifth, and sixth centuries it was standard, if not universal, practice to preface a hexameter poem with an iambic prologue. Since details are not readily available, and are relevant to my argument, I tabulate them here. First the four examples that have come to us by manuscript tradition, as it happens the same manuscript, and all dating from the second half of the sixth century. (shrink)