To see the other types of publications on this topic, follow the link: Classical gymnasium.
Journal articles on the topic 'Classical gymnasium'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Classical gymnasium.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.
Full textAbstract:
Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
2
Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.
Full textAbstract:
Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
3
KONDRATIUK, Kostiantyn, and Oresta KOTSIUMBAS. "ACADEMIC GYMNASIUM IN LVIV: 1849-1914." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 50–68. http://dx.doi.org/10.33402/ukr.2020-33-50-68.
Full textAbstract:
Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and students, and their social origin from 1849. At the same time, this date coincides with the secondary school's reform in 1849 based on the «Organizational Essay of High Schools and Actual Schools of Austria» and the «Normative Plan of Education for Gymnasia», which functioned until 1910 with minor changes. Exactly these normative documents regulated the functioning of the gymnasium - the organization of the educational process, the language of teaching, the priority of disciplines, the number and load of teachers, the organization of extra-curricular activities of high school students. Since 1907, the gymnasium is reorganized into the Main Gymnasium due to the number of students' growth and moving into a newly built building on L. Sapieha street and the Branch in the premises of the Narodnyi dim (People's Hall). The educational process in the gymnasium was carried out based on ministerial plans. By the end of the 20th century, more than 60% of the educational time was spent on learning languages, and the natural and mathematical cycle reached 25%, which indicates the humanitarian direction of gymnasium preparation. The situation was changed by the curriculum for classical gymnasiums in 1909, according to which the disciplines of the natural-mathematical cycle were synchronized with the requirements of universities. The article's main thesis is that during the 1849-1914 years, the Tsissar-Royal Academic Gymnasium in Lviv developed into a leading secondary educational institution. Mostly Ukrainian Greek Catholics, natives from Halychyna, studied here. The headmasters of the gymnasium were experienced teachers, skilled administrators. During the second half of the 19th century - at the beginning of the 20th century, the gymnasium was headed by Franz Brugger (1848-1858), Ivan Piontkovskyi (1858-1868), Vasyl Ilnytskyi (1868-1892 ), Edvard Kharkevych (1892-1911) and Illia Kokorudz (1911-1927). The teaching staff was increasing quantitatively and qualitatively. Careful selection, education requirements, and teaching methods provided the gymnasium with qualified specialists and responsible officials. The institution's educational process was provided by about 23-25 teachers, 70% of whom were gymnasium professors. Teachers of gymnasium conducted classes on a high professional level with students and created original textbooks in their native language, literature, history, and geography. Many teachers of the gymnasium and later graduates became well-known socio-political figures, scientists, and artists.So, Academic Gymnasium in Lviv is a secondary educational institution of the second half of the 19th and early 20th centuries. It functioned following Austrian secondary school legislation. The Academic Gymnasium, being in the structure of the Lviv University, provided it with well-prepared entrants. Students received a profound knowledge of normative disciplines in the gymnasium and a good national and religious education. The heads of the educational institution were experienced teachers and organizers who took care of the proper provision of the educational institution with teaching staff. The educational and methodological literature was supported, developed, and implemented in the educational process, together with teachers and public figures. Teachers of the gymnasium constantly worked on self-education and were active socio-political leaders. Keywords: Academic Gymnasium, organization, Krajova Szkolna Rada (Region School Council), teachers, teaching process, students, educational legislation.
4
Lapteva, M. Yu, A. A. Valitov, and D. Yu Fedotova. "Formation of Tobolsk Classical Hymnasium in First Decade of 19<sup>th</sup> Century." Nauchnyi dialog, no. 9 (September 29, 2021): 385–99. http://dx.doi.org/10.24224/2227-1295-2021-9-385-399.
Full textAbstract:
The article is devoted to the study of material, financial, personnel problems that accompanied the process of restructuring the system of Russian secondary education in Western Siberia in the first decade after the beginning of reforms in the field of education in 1803—1804. Based on the specific historical material of the history of the Tobolsk classical gymnasium, the first in Western Siberia, the author considers ways to overcome these problems during the period of the reform of the Main Public School and the formation of a male classical gymnasium on its basis. Special attention is paid to the issues of administrative and financial support of the first Western Siberian classical gymnasium by the trustee of the Kazan educational district S. Ya. Rumovsky, Minister of Education P. V. Zavadovsky, administrative and economic activities of the first director of the gymnasium A. Kh. Eiben, issues of charity of Russian and local entrepreneurs. The research was carried out on the basis of published and unpublished archival materials. The first group should include a historical note about the Tobolsk gymnasium, compiled by teachers S. I. Zamakhaev and G. A. Tsvetaev in 1889 on the basis of the archive of the gymnasium, now lost. Specific historical, systemic, comparative historical methods have become the main methods for researching sources.
5
Smirnov, Sergei. "An Experiment in Revival of the Classical Gymnasium." Russian Education & Society 36, no. 2 (February 1994): 54–68. http://dx.doi.org/10.2753/res1060-9393360254.
Full text
6
Ma, Bin Qi, and De Wei Wang. "The Analysis and Optimal Design for Thermal Environment of Gymnasium." Advanced Materials Research 368-373 (October 2011): 3682–87. http://dx.doi.org/10.4028/www.scientific.net/amr.368-373.3682.
Full textAbstract:
The thermal environment of gymnasium is usually affected by many exterior environmental factors, including architecture layout, building orientation, natural lighting and ventilation. A gymnasium of one of the colleges in Xi’an city serves as an example. The building performance analysis and optimization software Ecotect are used in this paper to carry out the simulation analysis focused on the classical thermal environment of gymnasium under the consideration of the above mentioned thermal environment relevant factors.
7
Kumpan, K. A. "D. S. MEREZHKOVSKY AS A STUDENT OF THE THIRD GYMNASIUM (COMMENTATOR’S NOTES). Part 1." Russkaya literatura 1 (2021): 122–44. http://dx.doi.org/10.31860/0131-6095-2021-1-122-144.
Full textAbstract:
The article introduces the academic community to a vast collection of the unknown documents from the archives of the Third Gymnasium (Classical School) and from Merezhkovsky’s personal foundation, which contains the experiments of his early years. As the result, a picture emerges that depicts the school routine, featuring the portraits of the professors and the analysis of humanitarian subjects. Besides, a detailed commentary on the «Gymnasium» fragments of the autobiographical poem The Ancient Octaves is offered, and conclusions are drawn regarding the reliability of the assessments of education contained in it.
8
Kumpan, Ksenia Andreevna. "D. S. MEREZHKOVSKY AS A STUDENT OF THE THIRD GYMNASIUM (COMMENTATOR’S NOTES) PART 2." Russkaya literatura 2 (2021): 104–33. http://dx.doi.org/10.31860/0131-6095-2021-2-104-133.
Full textAbstract:
The article introduces the academic community to a vast collection of the unknown documents from the archives of the Third Gymnasium (Classical School) and from Merezhkovsky’s personal foundation, which contains the experiments of his early years. As the result, a picture emerges that depicts the school routine, featuring the portraits of the professors and the analysis of the studies in humanities. Besides, a detailed commentary on the «Gymnasium» fragments of the autobiographical poem The Ancient Octaves is offered, and conclusions are drawn regarding the reliability of the assessments of education contained in it.
9
Belgum, K. "Beyond the Gymnasium: Educating the Middle-Class Bodies in Classical Germany." German History 27, no. 2 (April 1, 2009): 295–96. http://dx.doi.org/10.1093/gerhis/ghp014.
Full text
10
Vanchugov, Vasily V. "Rozanov’s Philosophical Essays." Almanac “Essays on Conservatism” 60 (December 12, 2019): 15–29. http://dx.doi.org/10.24030/24092517-2019-0-4-15-29.
Full textAbstract:
Both training in the classical gymnasium and education at the faculty of history and philosophy of Moscow University created a certain cultural background, which allowed Rozanov to apply the appropriate techniques of realizing himself in difficult life circumstances. One of the spiritual spheres that attracted his attention was philosophy. This present article examines in chronological order Rozanov’s plans and efforts to realize himself in philosophy, his formal failures and real achievements in this field
11
Neumann, Hans L. "Astronomy and Astrophysics in the Curricula of the German Gymnasium." International Astronomical Union Colloquium 105 (1990): 277–80. http://dx.doi.org/10.1017/s0252921100086917.
Full textAbstract:
The school system in the Federal Republic of Germany is generally of the classical European type as defined by D. Wentzel in his paper for this colloquium. Children enter school at age 6. After 4 years of primary school they enter secondary schools. The gymnasium type lasts for 9 or 7 years, depending on the state. The final exam (Abitur) entitles the students to go to university.The interest of pupils in learning about astronomy is generally very high. But the usual science or physics teacher’s education in most of our federal states does not include any thorough knowledge of astronomy; physics curricula are overcrowded with traditional matter and more and more modern technical applications, without reducing the time allotted to old topics. Practically speaking, there are very few lessons left that might be used for astronomy teaching.
12
Chaban, M. P., Z. I. Shevtsova, and V. V. Gaponov. "Zemstvo doctor Vasyl Leontovych — the father of the dynasty of scientists." GASTROENTEROLOGY 55, no. 2 (June 23, 2021): 154–57. http://dx.doi.org/10.22141/2308-2097.55.2.2021.233700.
Full textAbstract:
The article describes the life and professional activity of zemstvo doctor, a descendant of the Zaporozhian Cossacks Vasyl Fedorovych Leontovych (1842–1888). The young man was a graduate of the Yekaterynoslav Classical Gymnasium in 1862. The doctor managed to start a dynasty of outstanding domestic scientists. His son Oleksandr became a physiologist, academician. His grandson Mykhailo is a physicist and academician; granddaughter Tatiana and great-granddaughter Natalia are doctors of medical sciences. The Leontovych family is an example of the medical dynasty of Cossacks.
13
Chehabi, H. E. "GENDER ANXIETIES IN THE IRANIANZŪRKHĀNAH." International Journal of Middle East Studies 51, no. 3 (June 18, 2019): 395–421. http://dx.doi.org/10.1017/s0020743819000345.
Full textAbstract:
AbstractThezūrkhānahis the traditional gymnasium of Iranian cities. Athletes exercised in a homosocial milieu that occasionally allowed for same-sex relations. Beginning in the 20th century, modern heteronormativity made such relations problematic, while gender desegregation allowed women to enter them. After the Islamic Revolution of 1979, gender segregation was again imposed, while heteronormativity was maintained. In recent years, women have endeavored to make thezūrkhānahmore inclusive. This article analyzes the contradictions and paradoxes of gender relations in thezūrkhānahby using classical poetry, modern novels, anthropological accounts, autobiographies, travelogues, and press reports.
14
Thiele, Rüdiger. "IN MEMORIAM." Arabic Sciences and Philosophy 15, no. 2 (August 5, 2005): 329–31. http://dx.doi.org/10.1017/s0957423905000214.
Full textAbstract:
Matthias Schramm, a well-known historian of science and professor at the University of Tübingen from 1966 to 1996, died in Dusslingen near Tübingen on 24 January 2005, shortly before his 77th birthday. He was born on 6 February 1928 in Paris as a child of painters. Due to wartime difficulties, most of his education was acquired at home. In spite of this, he passed the examination of a high-school prior to his matriculation (Abitur). Although Schramm's school had a pure classical orientation (humanistisches Gymnasium), he read on his own initiative Euclid in Greek.
15
Lapteva, Marina Yu. "THE TATAR LANGUAGE AT THE MAIN PUBLIC SCHOOL AND THE CLASSICAL GYMNASIUM OF TOBOLSK (1789-1816)." Voprosy vseobshchei istorii, no. 24 (2021): 245–51. http://dx.doi.org/10.26170/2413-872x_2021_24_22.
Full text
16
Kool, Sharon. "At the Still Point of the Turning World: Freud's Reception of Winckelmann's Greece." Psychoanalysis and History 16, no. 2 (July 2014): 137–52. http://dx.doi.org/10.3366/pah.2014.0149.
Full textAbstract:
Freud's theory is primarily concerned with memory, about the present contained within the past. It is also rooted to the past in another way; Freud's reception of the Greek classical tradition played a vital role in the genesis of his oeuvre. Winckelmann's revival of ‘Greece’ dominated German culture up to the late nineteenth and early twentieth century, yet besides the importance of Bildung in shaping Freud's early Gymnasium experience, his influence upon Freud is often neglected. While Freud's debt to German Hellenism is clearly demonstrated in his library of classical literature and his collection of Greco-Roman antiquities, the afterlife of Winckelmann's legacy is more subtly inscribed upon psychoanalysis. This paper focuses on Winckelmann's aesthetic reconstruction of classical Greece which made beauty, self-restraint and repression a cultural ideal to be imitated and admired. It is argued that hysteria provided one of the most powerful challenges to this ideal. Psychoanalysis can thus be seen as developing out of a milieu that was still overshadowed by Winckelmann's idealization of Greece. Further, it is argued that Winckelmann advanced a homoerotic tradition in German culture and the sedimentation of this tradition can be discerned in Freud's response to hysteria, his privileging of the masculine and his theory of bisexuality.
17
Eremin, Alexander I. "INFORMATIONAL RESOURCES OF THE DOCUMENTATION OF RUSSIAN CLASSICAL GYMNASIUM FOR THE STUDY OF SOCIAL HISTORY (END OF XIX – BEGINNING OF XX CENTURIES)." RSUH/RGGU Bulletin. Series History. Philology. Cultural Studies. Oriental Studies, no. 1 (2016): 120–35. http://dx.doi.org/10.28995/2073-6355-2016-1-120-135.
Full text
18
Ivakhnova-Gordeeva, Anna M., and Olga Yu Bakhvalova. "85 years of teaching latin in St Petersburg state pediatric medical university (the first 50 years in the history of the department of Latin)." Pediatrician (St. Petersburg) 8, no. 4 (August 15, 2017): 111–17. http://dx.doi.org/10.17816/ped84111-117.
Full textAbstract:
The article outlines the early formative years in the history of the Department of Latin language in the Pediatric Medical Institute and traces the development in approaches to teaching Latin medical terminology, first introduced in 1932. After the abolition of gymnasium education the higher school had to deal with a lack of knowledge of classical languages. At the beginning, teaching Latin as the language of medicine was based on traditional methods of gymnasium education. Archival documents show the subject scope of the department which was in constant search for text material and special means of target training of medical students. Methodological problems of teaching and criteria for evaluation of knowledge were being gradually developed over the years in discussions with teachers at department meetings. The article offers details on the life and achievement of the first head of the department Konstantin P. Avdeev, together with an analysis of his scientific and practical activities. Avdeev’s wide interests and erudition come to the fore in his active work as a lecturer at a number of scientific organizations in Leningrad. Having amassed a unique library of over 7 thousand volumes, he was a famous bibliophile, an expert and a collector of bookplates (ex libris). The depth of his knowledge and a wide range of interests have shaped the values and promoted a creative approach to teaching medical Latin that still remains an important part of teaching the subject to first-year medical students. The article also provides brief information on Nora N. Zabinkova, his successor, whose activity has coincided with qualitative changes in the methods of teaching Latin. These changes were inspired by professor Maxim N. Chernyavsky, the head of the Department of Latin at the I.M. Sechenov First Moscow State Medical University. The Department of Latin in Leningrad Pediatrical Medical Institute was among the few in first introducing and then spreading the new methods of teaching Latin and medical terminology in all medical schools across the country.
19
Antipin, N. "Review of The monograph by R. N. Gizatullina «From the soldier’s school to the classical gymnasium: History of educational institutions of pre-revolutionary Troitsk»." Bulletin of the South Ural State University Series «Social Sciences and the Humanities» 18, no. 4 (2018): 101–4. http://dx.doi.org/10.14529/ssh180414.
Full text
20
Linke, Uli. "Heikki Lempa . Beyond the Gymnasium: Educating the Middle‐Class Bodies in Classical Germany . Lanham, Md. : Lexington Books . 2007 . Pp. xi, 292. Cloth $80.00, paper $38.95." American Historical Review 115, no. 1 (February 2010): 310–11. http://dx.doi.org/10.1086/ahr.115.1.310.
Full text
21
Nemec, R., A. Jahodova Berkova, and S. Hubalovsky. "Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students." Symmetry 12, no. 11 (October 26, 2020): 1768. http://dx.doi.org/10.3390/sym12111768.
Full textAbstract:
This article describes the research results aimed at distance education during the Covid-19 pandemic and closing schools and its symmetry with the classical state in terms of time, difficulty, and the mental and physical condition of students. An important aspect is therefore to maintain the symmetry of attitudes to teaching in face-to-face form and distance form. In terms of the eight-year gymnasium in the Czech Republic, students’ attitudes to the teaching subject informatics were investigated. The main research questions in our study dealt with whether students felt equally balanced regarding the amount of tasks and time taken for home preparation during the Covid-19 outbreak compared with the time before the quarantine and their condition (both mental and physical) during the Covid-19 outbreak. The research was conducted using an anonymous questionnaire, which was answered by 110 out of 180 students. According to the results, it is evident that students felt that during the distance education, there are more tasks compared to face-to-face ones. Students also claimed to spend more time learning at distance education than at school. On the other hand, they agreed that the self-education schedule is suitable for them. In terms of the questionnaire, their condition (both mental and physical) was also evaluated, which was slightly above the average.
22
Kurygin, A. A., I. S. Tarbaev, and V. V. Semenov. "Professor Fedor Rodionovich Bogdanov (1900–1973) (on the 120th anniversary of the birthday)." Grekov's Bulletin of Surgery 179, no. 6 (April 2, 2021): 7–10. http://dx.doi.org/10.24884/0042-4625-2020-179-6-7-10.
Full textAbstract:
Professor Fedor Rodionovich Bogdanov was born on October 2 (15 in the Gregorian calendar), 1900. In 1919, Fedor successfully graduated from the classical men’s gymnasium and then entered the medical faculty of Rostov University. In 1930, F.R. Bogdanov and his wife moved to Sverdlovsk, where he became the head of the scientific and educational sector of the Institute and at the same time the head of the clinical department. There he actively studied the current and unresolved problem of treating intra-articular fractures at that time. In 1937, Fedor Rodionovich defended his doctoral thesis on the topic: «Reparative processes in intra-articular fractures and the principles of treatment of these fractures (experimental and clinical studies)». In 1958, F. R. Bogdanov moved to Kiev, where he was elected the head of the Department of Traumatology and Orthopedics of the Institute for Advanced Medical Studies and at the same time was appointed deputy director of the Kiev Research Institute of Traumatology and Orthopedics for scientific work. For all the time of his practical and scientific activity, F.R. Bogdanov was the academic advisor of 31 doctors and 86 candidates of medical sciences, the author and co-author of more than 200 scientific papers and 7 monographs. Professor Fedor Rodionovich Bogdanov died on March 27, 1973 and was buried at the Baikove Cemetery in Kiev.
23
Dementyeva, V. V. "N.I. Kareev’s Engagement in Scientific and Educational Environment: Reviewer’s Opinion on His First Publication." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 162, no. 6 (2020): 111–20. http://dx.doi.org/10.26907/2541-7738.2020.6.111-120.
Full textAbstract:
The review paper on N.I. Kareev’s first work published in the September issue of the Journal of the Ministry of National Education in 1869 was analyzed. N.I. Kareev’s publication was focused on the pronunciation of sounds and the graphic system of the ancient Greek language. R.A. Fogt, the qualified expert in classical philology, reviewed it. R.A. Fogt emphasized N.I. Kareev’s good skills in ancient languages studies that he trained at the Moscow gymnasium and used as the background for his reflections about the ancient Greek language. The critical comments of the reviewer were discussed. These remarks concerned the following aspects of N.I. Kareev’s work: historiographical sources, conceptual apparatus, argumentation, logical inconsistencies in the text, and vision of the specifics of the ancient Greek phonetics. In particular, R.A. Fogt pointed out that N.I. Kareev showed little interest in G. Kurtius’ work, expressed his disagreement with the proposal to use the methods of I. Reuchlin in philological research when transcribing Greek letters with Latin, disputed the claim that θ retained its ancient sound in the modern Greek language, etc. As an experienced educator, R.A. Fogt gave advice not only concerning the research procedures, but also about writing methodological manuals for the educational process. The balanced nature of the review paper, its friendly tone, and a generally positive assessment of N.I.’s Kareev work were revealed. It was concluded that this review meant recognition of the young N.I. Kareev in the scientific and educational environment and turned out to be an incentive for his further work as a scientist and author of textbooks.
24
Valitov, Alexander A., and Darya Yu Fedotova. "THE ROLE OF CHARITABLE SOCIETIES OF WESTERN SIBERIA IN THE FORMATION OF THE TOBOLSK CLASSICAL GYMNASIUM IN THE 2<sup>ND</sup> HALF OF THE XIX CENTURY." Voprosy vseobshchei istorii, no. 24 (2021): 175–79. http://dx.doi.org/10.26170/2413-872x_2021_24_14.
Full text
25
Narizhnaya, Oksana V. "Books in museum library collections as a source for the study and representation of significant events in Russian history of the first quarter of the 20th century (on the example of publications from the Civil War period 1917–1922)." Issues of Museology 11, no. 2 (2020): 259–74. http://dx.doi.org/10.21638/11701/spbu27.2020.210.
Full textAbstract:
The article describes the documents from collections of the scientific library of the East Crimean Historical and Cultural Museum-Reserve published in Crimea during the Civil War of 1917–1922. These documents are book monuments as copies published in the important period of Russian history in the first quarter of the XX century in accordance with the sociovalue criterion. Publications are considered both as objects for the scientific study of the documentary sources themselves, and from the point of view of potential exhibits of the museum exposition. The publications allow for the most complete and widespread coverage of one of the most complex and controversial moments in the history of Russia. The historical conditions of the functioning of the national economy and certain aspects of social life, reflected in the sources studied, are examined. Among them are the publishing industry, public education, museums, the activities of the system of internal affairs bodies and local self-government. Considerable attention is paid to the study of local history publications, reflecting the development of history and archeology of the indicated period and containing valuable information on the history of Crimea. A number of brochures are presented, which methodological recommendations for teaching individual academic disciplines in a unified labor school. Educational and practical publications occupy a significant place among the analyzed documents. They contain excerpts from the works of ancient Roman authors published in Latin and serve as readers for the study of the classical Latin language in the gymnasium. The content and physical safety of publications, their attributive features, are described: book signs, labels, handwritten notes, autographs are described as a result of historical and bibliographical analysis.
26
Tomin, Julius. "Socratic gymnasium in the clouds." Symbolae Osloenses 62, no. 1 (January 1987): 25–32. http://dx.doi.org/10.1080/00397678708590803.
Full text
27
ROMANIUK, Mykhailo. "FORMATION OF THE PERSONALITY OF THE UPA COMMANDER-IN-CHIEF VASYL KUK (1913–1941)." Contemporary era 6 (2018): 189–97. http://dx.doi.org/10.33402/nd.2018-6-189-197.
Full textAbstract:
The study investigates the formation of the personality of Vasyl Kuk (1913–2007) – the leader of the OUN armed forces and the UPA Commander-in-Chief (1950–1954), a social and political activist of independent Ukraine. Based on unpublished sources and various published materials, the first stage of the future leader's life and the organizational path was recreated. It chronologically covers the period from his birth until 1941, when he joined the OUN Wire, thus becoming one of the leaders of the Ukrainian liberation movement of that period. Particular attention is paid to the family environment in which V. Kuk grew up. Almost all members of his family, close and distant relatives, were somehow engaged by the nationalist movement, were repeatedly repressed by the police of Poland, the Bolshevik USSR, and Nazi Germany, and eventually, two of his brothers were killed by Poles. His participation in the socio-political life of the region, in particular, in the societies "Prosvita" and "Plast," which he joined in 1927, was recreated. The author also outlined V. Kuk's educational path firstly as a graduate of Zolochiv private classical gymnasium of Ukrainian Pedagogical Society "Ridna Shkola" and then as a student in the Faculty of Law at the Catholic University of Lublin. Extensive coverage is given to the entry of the future leader of the national liberation movement into the OUN, repression by the Polish occupation authorities, the way of promoting him along the organizational vertical and the functional responsibilities within the Zolochiv county executive committee of the OUN, areas of his work in the underground since May 1937. The character traits and professional abilities of V. Kuk, which contributed to his progressive entry into the top leadership of the Ukrainian liberation movement in the mid-20th century, are considered. Keywords Vasyl Kuk, Plast, Organization of Ukrainian Nationalists, County Executive, Polish Police, expropriation action, Zolochiv region, Pidhaitsi region, armed uprising, emigration, military intelligence service.
28
Alexeevich, Andreev Alexander, and Anton Petrovich Ostroushko. "Andrey Gavrilovic Rusanov – the first Chairman of the Voronezh medical surgical society (to the 145th of birthday)." Journal of Experimental and Clinical Surgery 12, no. 3 (June 3, 2019): 207. http://dx.doi.org/10.18499/2070-478x-2019-12-3-207-207.
Full textAbstract:
Andrew G. Rusanov (03.02.1874–9.10.1949) was born on 3 February 1874 in the city of Ostrogozhsk of the Voronezh province. Andrey Gavrilovich graduated from the 1st Voronezh classical gymnasium with a silver medal and the medical faculty of Moscow University (1989). In 1900 he passed the test for a senior doctor of medicine and in 1902 became a Zemstvo doctor and then head of hospitals in the Penza and Ekaterinoslav provinces. Andrey Gavrilovich Rusanov moved to Voronezh in January 1907 and took the position of senior doctor of the provincial Department and surgeon of the provincial hospital (1907-1919), organized and headed the Voronezh medical surgical society, created a paramedic and obstetric school. In 1912, Rusanov prepared and defended his doctoral thesis. In 1918, Rusanov Was elected head of the hospital surgical clinic of the Voronezh state medical Institute. During the great Patriotic war of 1941-1945 he worked in the hospitals of Voronezh, Tambov and Ulyanovsk. In December 1943 he returned to Voronezh and again headed the Department of hospital surgery. In Voronezh, he was the first to do an appendectomy, the surgery to children about brain herniation, successfully produced orthopedic intervention, first in the USSR made a successful resection of the stomach about a perforated ulcer. One of the first to apply bestmoney method of treatment of wounds. A. G. Rusanov the author of over 70 scientific papers, 3 monographs, under his leadership were defended 3 doctor's and 19 candidate's theses. Rusanov was awarded the Order of the red banner of labor and medals. In 1946 he was elected to the Supreme Soviet of the USSR. In 1949, Andrey Gavrilovich died. A. G. Rusanov named lane in Voronezh (1962). In the state archive of the Voronezh region there is a personal Fund of Rusanov (P-2980). Memorial plaques are devoted to it: on buildings of the 2nd and 3rd city hospitals of the city of Voronezh.
29
Albisetti, James C. "Beyond the Gymnasium: Educating the Middle-Class Bodies in Classical Germany. By Heikki Lempa. Lanham, MD: Lexington Books. 2007. Pp. xi+292. Cloth $80.00. ISBN 0-7391-2089-1. Paper $38.95. ISBN 0-7391-2090-5." Central European History 43, no. 1 (March 2010): 181–83. http://dx.doi.org/10.1017/s0008938909991415.
Full text
30
Auth, Susan H. "The Bath-Gymnasium Complex at Sardis." Classical World 82, no. 6 (1989): 462. http://dx.doi.org/10.2307/4350477.
Full text
31
Mann, Christian. "EROS IN THE GYMNASIUM." Classical Review 53, no. 2 (October 2003): 467–68. http://dx.doi.org/10.1093/cr/53.2.467.
Full text
32
Zavialova, Liudmyla, Antonina Ilyinska, Ilona Mykhalyuk, and Мyroslav Shevera. "Scientific achievements of Antoni Andrzejowski (on the 235th anniversary)." GEO&BIO 2021, no. 20 (February 17, 2021): 160–71. http://dx.doi.org/10.15407/gb2014.
Full textAbstract:
The article presents an analysis of scientific heritage of the biologist Antoni Andrzejowski (1785–1869), whose name is well known in Ukraine and abroad as a naturalist and a scientist. Antoni Andrzejowski had been cooperating with V. Besser for many years and accompanied him in his trips, he was the first botanist in Kremenets that was born in Volyn, and, at the same time, the first who graduated from the Kremenets Lyceum. His contribution to botanical, zoological, palaeontological, and geological sciences is also recognised, in particular he authored the first geological map of Podillia. The scientist is known primarily for pioneering research on plant diversity: together with W. Besser, he initiated the floristic study of Volyno-Podillia and the Right-Bank Ukraine. He was a traveller, a researcher of the flora, fauna (both modern and fossil) and geology of Podillia, Polissia, the Dnieper, and the Black Sea, as well as the author of a number of original scientific works. During his numerous trips, he collected a variety of scientific materials, including a herbarium, most of which is stored at M. G. Kholodny Institute of Botany NAS of Ukraine. As a taxonomist, he described more than 250 new taxa of vascular plants from 37 families (Brassicaceae, Asteraceae, Boraginaceae Rosaceae, Chenopodiaceae, Lamiaceae, etc.). As an expert of flora and landscape art, A. Andrzejowski took part in the creation of parks (primarily within estates in Podillia), some of which have survived (e.g., in Stavyshche, Kyiv Oblast), but most of them have been lost. A. Andrzejowski almost constantly combined his research activities with pedagogical work: he taught pupils and students of the Volynian Gymnasium (Kremenets Lyceum), St Volodymyr Imperial University of Kyiv, and the Prince Bezborodko Physical and Mathematical Lyceum of Nizhyn. He belonged to the Vilna-Kremenets Scientific School with the classical traditions of an integrated approach to the study of nature. Most of the biography and various aspects of A. Andrzejowski’s activity are discussed in numerous studies, including some of our previous publications. His preserved scientific heritage, in particular botanical works and herbarium collections, also have not escaped the attention of scientists.
33
Mattusch, Carol C. "Corinthian Metalworking: The Gymnasium Bronze Foundry." Hesperia 60, no. 3 (July 1991): 383. http://dx.doi.org/10.2307/148072.
Full text
34
Galina M., Vasilyeva. "Anthropocentricity as a Principle of Translation: Faust by K. A. Ivanov." Humanitarian Vector 16, no. 4 (October 2021): 36–45. http://dx.doi.org/10.21209/1996-7853-2021-16-4-36-45.
Full textAbstract:
The tragedy’s translation is studied as a result of more than 38 years of work by the last gymnasium headmaster in Tsarskoye Selo, the man of “Faust’s culture”. The relevance of the research is determined by the fact that each translation of a tragedy allows one to grasp into new cultural meanings and influences poetic practices and translator’s representation, as well as understanding of Christianity. The problem of the research is to identify the multifunctional concept of “anthropocentricity” on specifics of Ivanov’s translation in cultural-historical, confessional and linguistic aspects. The translation was published in 2006, but there isn’t any research on it in the academic field yet. The essence of the scientific hypothesis is that the principle of Ivanov’s translation is anthropocentricity. Ivanov avoided dogmatic dependence on the terminological system and believed that the term was losing its metaphorical energy. He gave no nomination for the concept, explaining it in an empirical sense. According to Ivanov, it is real events that are the basis for interpretations and conclusions. Comprehension of one’s own experience is an unconditional characteristic of anthropocentrism. The translator also offered a kind of retrospective exhibition, recalled like-minded people, amateurs and connoisseurs of Goethe. They encoded values that are connected in the mind of the translator with the name of Goethe and his characters. The unity of anthroponyms acquiring cultural meanings forms Ivanov’s anthropocentric code. In this article, an integrative interdisciplinary method is used, which has an epistemological capacity. The author of the article came to the following conclusions. Ivanov did not raise the issue of expedience of establishing several translations for one poetical work. A good translation is possible only in the context of a great literary tradition, the predecessors’ experience. Poetic “inner men” complement each other by the rules of palimpsest. The fold participates in the poetic events, such as: the image’s creation, the selection of intonations, that determined the uniqueness and autobiographical subtext of the translation. The translation of the Ivanov’s tragedy is perceived as a manifestation of educational intentions. Ivanov assumed that there is a natural pedagogy of the classical example in Goethe’s work and included this in his project of public education. The translation carries obvious time features: the prewar and revolutionary eras. External chaotic life events were contrasted with internal regeneration of the previous cultural discipline. Ivanov was looking for analogues of the work, such as style, themes in Russian literature.
35
Powell, Anton, and Nigel M. Kennell. "The Gymnasium of Virtue: Education and Culture in Ancient Sparta." Phoenix 52, no. 1/2 (1998): 172. http://dx.doi.org/10.2307/1088263.
Full text
36
Andreev, Alexander Alekceevich, and Anton Petrovich Ostroushko. "Justin Ivlianovich JANELIDZE – Chairman of the all-Union society of surgeons, Chief surgeon of the Soviet Navy, chief editor of the journal "Bulletin of surgery" (135th anniversary of birth)." Vestnik of Experimental and Clinical Surgery 11, no. 3 (September 28, 2018): 230. http://dx.doi.org/10.18499/2070-478x-2018-11-3-230.
Full textAbstract:
In 1883 in Georgia in a peasant family was born Justin Ivlianovich Janelidze. After graduating from the Kutaisi classical gymnasium (1903) studied in Kharkiv (1903-1905) and Geneva universities (1905 – 1909). Defended his thesis on the topic: "the question of teratoma and testicular tumors" (1909). In 1910 I. I. Dzhanelidze returned to Russia and received the title of doctor with honors, doctor of medicine (1911). From 1911 to 1914 he worked at the St. Petersburg women's medical Institute at the Department of hospital surgery. In 1911 G. I. Janelidze made a successful operation a patient with a wound of the right ventricle of the heart, in 1913 - world's first stitched the wound of the ascending aorta. During the first world war Justin Ivlianovich was a doctor of the field hospital trains. On his return from the army he worked as an assistant Professor, Department of General surgery (1921) the Petrograd medical Institute. In 1927, I. I. Janelidze was elected to the chair of hospital surgery of I Leningrad medical Institute, headed until 1943 1932 he is also scientific Director of the Leningrad Institute of emergency care. In 1939, Justin Ivlianovich - chief surgeon of the Navy of the USSR. In 1943, I. I. Janelidze was appointed chief of the Department of hospital surgery educated in the naval medical Academy.
I. Janelidze is the author of over 100 scientific works, including monographs: "the Wounds of the heart and their surgical treatment", "Free skin grafting in Russia and the Soviet Union," "Bronchial fistula gunshot origin." He developed methods of surgical treatment of wounds of the heart, mediastinum, arterial and arteriovenous aneurysms of the carotid, subclavian and femoral arteries, plastic surgery, methods of reduction of dislocated shoulder and hip.
Most famous was his monograph "Bronchial fistula gunshot origin", for which he was awarded the State prize of the USSR (1948). In 1946 he was elected Chairman of the all-Union society of surgeons and remained in this post until the end of life. He was editor-in-chief of the journal "Bulletin of surgery" (1937-1941 gg.), the editor of "war surgery" in the "Encyclopedic dictionary of military medicine", member of the editorial Board and the author of several chapters of the multivolume work "the Experience of Soviet medicine in great Patriotic war 1941-1945", magazines "Surgery" and "New surgical archive". I. I. Janelidze was elected Deputy of the Leningrad city Council of people's deputies. He was awarded two orders of Lenin, order of the red banner, the Gold medal "hammer and Sickle" and many medals. January 14, 1950 I. I. Janelidze died.
37
Kotiv, B. N., Al A. Kurygin, I. I. Dzidzava, and V. V. Semenov. "Academician Semyon Semyonovich Girgolav (1881–1957) (to the 140th anniversary of the birth)." Grekov's Bulletin of Surgery 180, no. 2 (August 20, 2021): 7–11. http://dx.doi.org/10.24884/0042-4625-2021-180-2-7-11.
Full textAbstract:
Professor Semyon Semyonovich Girgolav was born on February 2 (14), 1881 in Tiflis (Tbilisi) in a large family of the hereditary honorary citizen of St. Petersburg Semyon Gavrilovich Girgolav. In 1899, he graduated from the Second St. Petersburg Classical Gymnasium with a silver medal and immediately entered the Imperial Military Medical Academy, from which he graduated with honors in 1904. Under the guidance of M. S. Subbotin, S. S. Girgolav prepared and in 1907 successfully defended his doctoral dissertation «Experimental data on the use of an isolated omentum in abdominal surgery». In 1912, Semyon Semyonovich was elected by the Conference of the Academy as a privatdozent of the general surgery clinic, and in 1914, he was confirmed as a senior assistant of the clinic. In the 1920/21 academic year, S. S. Girgolav introduced mandatory practical classes in general surgery for the first time in our country, where students studied and mastered the methods of asepsis and antiseptics, mastered the methods of examining patients with surgical diseases, methods of applying various bandages and transportation splints, techniques for temporary hemostasis, etc. In 1932, Semyon Semyonovich was appointed Deputy Director for the scientific part of the Leningrad Research Institute of Traumatology and Orthopedics (now the Russian Research Institute of Traumatology and Orthopedics named after R. R. Vreden). In the pre-war years, the main direction of scientific research of S. S. Girgolav and his staff in the hospital surgery clinic was the study of the regularities of the wound process and wound healing in surgical pathology. S. S. Girgolav applied much efforts and energy to the problems of traumatology. He developed the technique of a number of original surgical operations for acute fractures of long bones, the habitual dislocation of the shoulder joint. Semyon Semyonovich’s scientific heritage is great and multifaceted. He has published more than 140 scientific papers on general, military and thoracic surgery, traumatology, neurosurgery, surgical endocrinology and oncology, combustiology, pathology and therapy of frostbites and burns. Under the supervision of S. S. Girgolav, more than 20 doctoral and 45 candidate theses were prepared and defended. For outstanding services to the Motherland in peace and war, S. S. Girgolav was awarded two Orders of Lenin, three Orders of the Red Banner, the Order of the Red Banner of Labor, the Order of the Red Star, many medals and badges of honour. Academician Semyon Semyonovich Girgolav died on January 25, 1957 in Leningrad and was buried at the Bogoslovskoe Cemetery.
38
Mozingo, Karen A. "Beyond the Gymnasium: Educating the Middle Class Bodies in Classical Germany by Heikki Lempa. 2007. Lanham, MD: Lexington Books. 292 pp., bibliography, index. $38.95 paper. - Rudolf Laban: The Dancer of the Crystal by Evelyn Doerr. 2008. Lanham, MD: Scarecrow Press. 282 pp., illustrations, bibliography, index. $49.95 paper." Dance Research Journal 42, no. 2 (2010): 119–22. http://dx.doi.org/10.1017/s014976770000108x.
Full text
39
Mankov, Andrei V. "ABOUT THE MIDDLE VOLGA PERIOD IN THE LIFE OF AN OUTSTANDING BIBLIOGRAPHER AND WRITER A.S. POLYAKOV." Historical Search 2, no. 4 (December 20, 2021): 45–54. http://dx.doi.org/10.47026/2712-9454-2021-2-4-45-54.
Full textAbstract:
In August 2021, the cultural community of St. Petersburg celebrated the 265th anniversary of St. Petersburg State Theater Library, which is known worldwide as the richest repository of materials about the theater and for the theater. It has been collecting its unique fund, including a number of rare and valuable collections, since the XVIII century. The author’s research attention is focused on the facts of the Middle Volga period in A.S. Polyakov’s biography – the legend of one of the country’s oldest libraries. After the Bolsheviks came to power in Russia in 1918–1923, Alexander Sergeevich Polyakov, working as the head of this book depository, largely determined its modern multifunctional appearance. During this difficult period in the life of the state and the society, with great enthusiasm the talented writer edited several different print media, the most famous of which was one of the first theatrical magazines of the Soviet Russia, “The Biryuch of Petrograd State Theaters”. Alexander Polyakov was not a native of St. Petersburg. His small homeland is the Middle Volga region. The author explores the childhood and youth years of the future bibliophile and writer, which he spent in Simbirsk and Kazan governorates. The researcher tells that Alexander was not only born and brought up in the Volga region, but also studied at Simbirsk Classical Gymnasium and the Imperial Kazan University. The article gives some facts about an active participation of this native of Simbirsk in the socio-political life of the Middle Volga region which deserve special attention. For example, in 1901–1904 A.S. Polyakov played a major role in the creation of Kazan and Simbirsk organizations of the Party of Socialist Revolutionaries (SRs). In 1905, he was one of the most famous participants of the First Russian Revolution in the region. So, being under the tacit supervision of the police, Polyakov at that time constantly spoke at meetings and rallies in the town of Simbirsk and some uyezds of Simbirsk province, actively participated in agitation events of social revolutionaries of various kinds. In 1906, a young native of the Volga region moved to an illegal position, and then secretly left the Volga region. In 1907, the future outstanding bibliographer was detained by the police in St. Petersburg and sent into administrative exile. The article also provides previously little-known facts of his personal life. At this, the author tells about Polyakov’s parents and other family members. The specialist paid special attention to his wife, Elizaveta Polyakova (Dubova), a native of the Middle Volga region, who was a St. Petersburg student and a member of the Socialist Revolutionary Party. The young revolutionary was repeatedly brought to administrative responsibility and after the defeat of the revolution of 1905–1907 was exiled to the Eastern Siberia.
40
Steskal, Martin. "Bemerkungen zur Funktion der Palästren in den ephesischen Bad-Gymnasium-Komplexen." Jahreshefte des Österreichischen Archäologischen Institutes in Wien 1, no. 72 (2004): 227. http://dx.doi.org/10.1553/oejh72s227.
Full text
41
Petkevičius, Vaclovas. "THE IMPORTANCE OF THE MUSIC LESSONS TO A PERSON‘S MATURITY: A POINT OF VIEW OF A HIGH–SCHOOL GRADUATE." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 2 (August 25, 2011): 31–39. http://dx.doi.org/10.48127/spvk-epmq/11.3.31a.
Full textAbstract:
Music educators (J. Kievišas, 2007; V. Jakoniuk, 2011; Z. Rimkevičius, 2011 etc.) recognize /face the fact that the present–day /contemporary/modern teaching process is oriented to the do-main of thinking, disregarding the emotional domain. Therefore the subject of music plays a sec-ondary role, in respect to its entity it could be very useful while learning the subjects oriented to-wards the domain of thinking. During the research the attitude was considered that a learner (and not the learning disci-pline) to be the most important object in the educational process. The gymnasium learners of the II form participated in the research. It was expected for open, simple and earnest answers, so the method of an unfinished sentence was chosen. The questionnaire comprised the four unfinished sentences (i.e. “During the music lessons it was the most valuable .... for me“, “While leaning the subject of music it was the most difficult ... for me“, “To overcome difficulties … helped me ...“, and “Having overcome the difficulties I feel …”). Accordingly, the three parts of rating with the marks from 1 to 10 were used: to assess the teacher during the music lesson; a learner / a respondent as-sessing himself / herself about preparation and activity in the music lessons. The third question con-tained the considerations about the perfection and achievement in musical culture choosing the two marks while assessing: „from – to“. The thoughts of the learners‘, the reflection, the point of view, and the changing views were important both in the assessment and the reflection of the teacher‘s work as well as in the development of the didactics of the teaching subject. In summary, some conclusion was drawn: The music lessons were important not only to educate the learners, but also to develop the musical matter and it helped learn other disciplines (e.g., the interdisciplinary relationship and sys-tem within the content of the history subject) as well as it was necessary to the learner as means of relaxation (e.g., listening the classical music, singing), that had the formative influence on the suc-cessful education. The learners appreciated the use of enriching their cognitive interests; they acknowledged perfection of their abilities; they estimated positively the alteration of a sense of values; they noted the role of the environment in educational process (i.e. a teacher, an emotional setting) in achieving the results. Many difficulties experienced in the music lessons, were temporal and surmountable, if only some attention was payed to education. Naturally, the personal characteristics of a learner played there the best role in the process of education. The difficulties that were shaped by a setting, e.g., attitudes in advance on the music subject which was considered as being silly and unnecessary, required by a long way much more time, patience and stamina for a teacher and a learner to achieve the quality in teaching and learning. Key words: ability, musical education, the lesson, learner‘s achievements, the subject of music, a sense of cultural /spiritual values.
42
Cartledge, P. "Review. The gymnasium of virtue: education and culture in ancient Sparta. NM Kennell." Classical Review 47, no. 1 (January 1, 1997): 98–100. http://dx.doi.org/10.1093/cr/47.1.98.
Full text
43
Ilina, Kira. "Behind the Facade of Uvarov’s Classicism: Career Strategies of Classical Philologists at Russian Universities." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 80–92. http://dx.doi.org/10.15688/jvolsu4.2020.2.6.
Full textAbstract:
Introduction. The article is focused on reconstruction of the practices of forming a disciplinary group of classical philologists in the Russian Empire universities in the 1830s – 1850s. Methods. For this purpose, the archival materials of the Ministry of Education, as well as Saint Petersburg, Moscow, Kazan and Kiev Universities are considered. The research methodology is based on a combination of both traditional general historical methods and methods of classical source studies, and approaches developed in the framework of the history of science, the sociology of knowledge and the history of disciplines. Analysis and results. It is important to analyze three points: the political context, practices in building career trajectories and academic networks of professors of Greek and Roman literature and antiquities at Russian universities. The transformation of the existing network of universities into the system of public education was carried out by the Minister of Public Education Sergey Uvarov in the 1830s. Transferring to Russia the European model of secondary education based on the study of classical languages, Uvarov created a system of general education and relentlessly promoted antiquity studies in the Russian Empire. Teaching classical disciplines was expanded at gymnasiums and universities. Following the academic personnel reform of the late 1830s, a number of “antiquity chairs” at universities was headed by young philologists and historians who had spent two or three years of training at universities in Germany, mainly in Berlin, attending lectures and seminars of leading German classical philologists. In the 1840s – 1850s, an artificially constructed group of classical philologists gradually transformed into a disciplinary community.
44
KENNELL, NIGEL M. "COMPETITION AND MEMORY IN AN EPHEBIC VICTOR LIST FROM HERACLEA PONTICA." Bulletin of the Institute of Classical Studies 61, no. 1 (June 1, 2018): 79–93. http://dx.doi.org/10.1111/2041-5370.12071.
Full textAbstract:
Abstract An inscription from Heraclea Pontica recording the names of victors in competitions in the city's gymnasium provides a glimpse into the activity and ideology of its citizen training system in the Roman period. Unusually for the time, several of the competitions are military in nature. In this article I present a new restoration of the text, which removes several anomalies in the published version, and explore the text's implications for our understanding of the later Greek ephebate.
45
Rufilanchas, Daniel Riaño. "Dionysius Chalcus fr. 3 again." Journal of Hellenic Studies 123 (November 2003): 181–86. http://dx.doi.org/10.2307/3246266.
Full textAbstract:
AbstractDionysius Chalcus fr. 3 West contains an elaborate metaphor for the cottabus game in which the dining room and the symposiasts are compared to a gymnasium in which young pugilists are training. The author suggests that the visual force of the central part of the metaphor lies in the actual way in which σφαῖραι (used as a kind of boxing gloves) were wrapped around the hand and forearm. In the problematic v. 4, ἐκεῖνον is identified as the symposiarch, and the verse is seen to function as another part of this complex metaphor of the symposium as agōn.
46
Slater, W. J. "Pantomime Riots." Classical Antiquity 13, no. 1 (April 1, 1994): 120–44. http://dx.doi.org/10.2307/25011007.
Full textAbstract:
It is argued that there is no simple or single reason for the riots caused by pantomimes in early imperial Rome, and especially in 14 and 15 A.D. Theatrical passion has been suggested as the main cause, but other factors must be considered: the meaning of the theater as a symbol of order, the peculiar importance of the equestrian order in the architecture of the theater; the position of the main Roman theaters in their relation to the exercise grounds of the iuvenes; the complex relationships of the equestrian iuvenes with the pantomime artists. It is pointed out that it is not always easy to define a pantomime, or to know the nature of the program; but competition was certainly involved. It is argued that the policies of Tiberius toward the theater and the iuvenes were particularly productive of discontent, which led to repeated legislation to control it. The role of Drusus is probably crucial. A central role is also played by the theater claques, and the acclamations of the equestrians, the theater being their principal venue. Various connections between the equestrian iuvenes and the theater are considered. One key is the physical training of Roman youth, which had become affected by Greek concepts of gymnasium dancing, perhaps under the influence of rhetoric. This in turn made it possible for young Romans to develop quasi-pantomime skills, which they could demonstrate in their iuvenalia. Second, it is suggested that the Baths of Agrippa and their decoration can be seen as an indication of such a change in official policy, and their position next to the theaters is stressed. Third, the personal relations between pantomimes and the nobility is documented, and the importance of the private stage in Rome. Finally, the legislation of the Tabula Larinas is considered, as it affected nobles on the stage or in the arena, and other legal implications of this conflict between the senate and the youth are sketched.
47
WEILER, INGOMAR. "GAMES, CONTESTS, AND THE IDEA OF COMPETITIVE RIVALRY IN EARLY GREEK AND ROMAN CHILDHOOD." Bulletin of the Institute of Classical Studies 61, no. 1 (June 1, 2018): 104–18. http://dx.doi.org/10.1111/2041-5370.12073.
Full textAbstract:
Abstract This contribution discusses some topics concerning the physical activities of young children in ancient Greek society, especially games and contests. In Greek terminology and in general language use, these children are denoted as bréphos, paidíon or paidískē and paidískos. Paidíon is a term for a young child generally less than seven years and paīs for the age of seven up to fourteen years. Several Greek and Roman authors inform us about the games, contests, and the educational program for this age-category (i.e., before boys go to the gymnasium). The following texts discuss some examples of games and physical exercise in early childhood: Plato, Protagoras 325c–326c, Leges 794c–808c; Ps.-Plato, Axiochus 366–7; Aeschines, Kata Timarchou 9–12; Aristotle, Politika 1336a9–15 and 8.1338b40–1339a7; Horatius Flaccus, Ars Poetica 409–14; Quintilian, Institutio oratoria 1.1.20; Plutarch, Lycurgus 14; Pausanias 5.16.2; Flavius Philostratos, Peri gymnastikes 25, 28 and Vitae sophistarum 1.21.
48
Prag, Jonathan R. W. "Auxilia and Gymnasia: A Sicilian Model of Roman Imperialism." Journal of Roman Studies 97 (November 2007): 68–100. http://dx.doi.org/10.3815/000000007784016061.
Full textAbstract:
This paper examines the evidence for military activity in the Republican provincia of Sicily from the Punic Wars to the Civil Wars, and the implications of this for our understanding of Republican Sicily and Republican imperialism. After the Second Punic War there was very little use of Roman or Italian allied soldiers on the island, but extensive use, by Rome, of local Sicilian soldiers. The rich evidence for gymnasia suggests one way in which this use of local manpower was based upon existing civic structures and encouraged local civic culture and identity. These conclusions prompt a reassessment of the importance of auxilia externa under the Roman Republic and of models for Republican imperial control of provinciae.
49
Prag, Jonathan R. W. "Auxilia and Gymnasia: A Sicilian Model of Roman Imperialism." Journal of Roman Studies 97, no. 01 (November 2007): 68–100. http://dx.doi.org/10.1017/s0075435800014878.
Full text
50
Vlassopoulos, Kostas. "Greek History." Greece and Rome 68, no. 2 (September 8, 2021): 312–18. http://dx.doi.org/10.1017/s0017383521000103.
Full textAbstract:
I commence this review with a major contribution to the social history of classical Athens. Athenian social history is traditionally focused on polarities of class, status, and gender; while these polarities were obviously important, it is equally significant to adopt an interactionist approach and explore the shape of encounters between people belonging to the same or different groups. Rafał Matuszewski has chosen to focus on the interactions and communication between male Athenian citizens: in particular, the various spaces in which those interactions took place, as well as the means of communication. As regards the spaces, he explores in detail the noisy streets, the Agora, the various shops, workshops, and places of commensality and entertainment, the baths, the gymnasia, and the palaestrae. This is an excellent synthesis of a large number of social spaces in classical Athens, which have never been explored in the same detail as, for example, sanctuaries and cemeteries. Equally fascinating is the second part of the work and its detailed exploration of the body as a means of communication, alongside elements of material culture like clothes, houses, and graves. The wealth of material that is collected and examined and the interactionist framework employed have the potential to revolutionize how we study Greek social and cultural history; it is to be hoped that Anglophone readers will make the effort to engage seriously with this important German book.