Relevant bibliographies by topics / Classical philology}xStudy and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Classical philology}xStudy and teaching'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Classical philology}xStudy and teaching"

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Dementyeva, Vera V. "Athenaeum litterarum Demidowianum Jaroslaviense: Teaching Classical Philology and Ancient History." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 16, no. 3 (2022): 370. http://dx.doi.org/10.18255/1996-5648-2022-3-370-393.

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The article discusses the teaching of a number of subjects of classical studies - Latin and ancient Greek, ancient history and literature - by professors of the Demidov Higher Sciences School. The attention of P. G. Demidov to humanitarian subjects in the Athenaeum founded by him is noted (the official Latin name of the school was Athenaeum litterarum Demidowianum Jaroslaviense), as well as his personal invitations of classical philologists for teaching. The author connects the formation of P. G. Demidov’s interest to classical languages and to the sciences in general with his studies in Revel
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Zvonska, Lesia. "MANAGING STUDENTS’ AUTONOMOUS LEARNING OF APOPHATIC CONSTRUCTIONS IN THE SYNTAX OF ANCIENT GREEK." АRS LINGUODIDACTICAE, no. 4 (2019): 18–24. http://dx.doi.org/10.17721//2663-0303.2019.4.03.

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The goal of university education in Philology is not only to provide students with a certain system of knowledge and develop professional skills in them but also to equip learners with the techniques of independent research. Considering a limited number of publications on teaching classical languages and organization of students’ independent work on learning the syntax of ancient Greek, the author addresses linguistic and pedagogical aspects of organization of independent work of Philology majors in teaching apophatic constructions in ancient Greek. Purpose. The article aims at giving insight
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Jerez Sánchez, Gonzalo, and Unai Iriarte. "Reviving Ancient Greek: New Methods and Historical Contexts in Classical Studies." Espacio Tiempo y Forma. Serie II, Historia Antigua, no. 37 (September 23, 2024): 29–52. https://doi.org/10.5944/etfii.37.2024.41263.

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The study of ancient Greek has faced significant challenges, from its perceived lack of practicality to the apparent obsolescence of Classical Philology. The teaching of Greek has evolved due to historical and political developments in countries where it was taught. Currently, the value of ancient Greek in educational curricula is under debate, threatening its future. Despite its limited contemporary applications, ancient Greek remains essential for scholars of Classical Philology, history, and Eastern European studies. We propose exploring alternative methods to approach the language, such as
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Ilina, Kira. "Battle for “Donat”: а discussion about the old and new classical philology in Russia (1847–1848)". St. Tikhons' University Review 117 (30 квітня 2024): 39–51. http://dx.doi.org/10.15382/sturii2024117.39-51.

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In the 1830–40s (time of the transformation of classical philology into a scientific discipline) during discussions in the Ministry of Public Education and in the public sphere, norms for teaching classical disciplines were developed and the number of ancient languages textbooks were rapidly increased. The article focuses on the reconstruction of the discussion about the Latin language textbook “Donat”, prepared by Moscow University professor Karl Hofman. The heterogeneity of the disciplinary community of classical philologists and rival systems of values, arguments, and authorities are traced
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Skvortsov, Artyom M. "Training in Classical Philology at Petrograd/Leningrad University in the 1920s: Institutional Аspect". Philologia Classica 19, № 2 (2024): 321–46. https://doi.org/10.21638/spbu20.2024.210.

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This article examines the reproduction of classical philology staff at Petrograd Leningrad University in the late 1910s–1920s, a topic that has received limited scientific attention. The materials are primarily comprised of archival office documents and “Teaching Reviews” published during the specified chronological period. The study of the evolution of a discrete area of training enabled us to eschew the proclivity in post-Soviet historiography to portray the prerevolutionary generation of scholars as mere victims of Soviet policy and ideology. Instead, we were able to elucidate the strategie
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Fykaris, Ioannis. "Attitudes and Opinions of Classical Philology Students in Greece Regarding the Teaching Quality of Their Studies." International Research in Education 12, no. 1 (2023): 1. http://dx.doi.org/10.5296/ire.v12i1.21530.

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This research emerged from a contemplation regarding the quality of teaching and the content of studies provided to Classical Philology students, aiming for the optimal enhancement of their education. A literature review revealed the innovative nature of this research, as no similar studies were identified in both the Greek and international contexts. Consequently, it can be argued that this research could serve as a reference point for further similar investigations.
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Lazer-Pankiv, Olesia. "AN OVERVIEW OF DOCTORAL RESEARCH IN TEACHING METHODOLOGY CONDUCTED AND DEFENDED AT TARAS SHEVCHENKO NATIONAL UNIVERSITY OF KYIV." АRS LINGUODIDACTICAE, no. 4 (2019): 69–74. http://dx.doi.org/10.17721/2663-0303.2019.4.10.

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The article focuses on the Language Pedagogy research conducted at the Institute of Philology, Taras Shevchenko National University of Kyiv. In particular, it gives an overview of the publications as well as the doctoral theses defended at the above-mentioned university within 2014-2019. The research areas cover from teaching classical languages at university to teaching Germanic languages or Translation at both secondary and tertiary schools. The variety of the topics discussed and research problems solved is a perfect indication of the necessity and urgency of Language Pedagogy in Ukraine.
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Shofaussamawati, Shofaussamawati, Aziizatul Khusniyah, Enggelina Oka Setyaningsih, and Muhammad Kuzairi. "Philological Insights in Qur'an and Tafsir Education: A Framework for Developing Teaching Materials." Utamax : Journal of Ultimate Research and Trends in Education 6, no. 2 (2024): 153–66. https://doi.org/10.31849/utamax.v6i2.20273.

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This research explores the potential for integrating philological methods into the development of the Quran's teaching material and manuscript-based interpretations. The study aims to compile in-depth and authentic educational material using ancient manuscripts as primary sources. The methods used included textual and contextual analysis of the manuscripts of the Qur'an and interpretations of the classical period, which were chosen through a rigorous curation process. The results of this study show that the integration of philology not only enriches the content of the teaching material but als
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Kashcheev, V. I. "CLASSICAL PHILOLOGY AT SARATOV UNIVERSITY: THE ORIGINS OF ITS STUDY AND TEACHING (1917–1920)." Современные наукоемкие технологии (Modern High Technologies) 2, no. 12 2020 (2020): 362–67. http://dx.doi.org/10.17513/snt.38457.

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ISCHENKO, V., S. HORBUNOVA, and O. KONONENKO. "PECULIARITIES OF TEACHING LATIN TO STUDENTS MAJORING IN PHILOLOGY: THE EXPERIENCE OF POLTAVA UNIVERSITY OF ECONOMICS AND TRADE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 33 (August 20, 2024): 112–16. http://dx.doi.org/10.33989/2075-146x.2024.33.310007.

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The article focuses on some new approaches to teaching Latin for the students majoring in Philology on the university level, as well as practical experience of using interactive teaching methods in the process of teaching the course “Latin language” in Poltava University of Economics and Trade. The traditional method of teaching Latin is guided by the principle of "read and understand". However, an approach to learning the classical language based on the methods of modern languages is currently being developed, which aims to develop skills not only in reading and translation, but also in speak
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Dissertations / Theses on the topic "Classical philology}xStudy and teaching"

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Blaschka, Karen, and Monica Berti. "Classical philology goes digital: working on textual phenomena of ancient texts: workshop, Klassische Philologie, Universität Potsdam, Februar 16 - 17, 2017." Universität Potsdam, 2017. https://ul.qucosa.de/id/qucosa%3A20930.

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Digital technologies are constantly changing our daily lives, including the way scholars work. As a result, also Classics is currently subject to constant change. Greek and Latin sources are becoming available in a digital format. The result is that Classical texts are searchable and can be provided with metadata and analyzed to find specific structures. An important keyword in this new scholarly environment is “networking”, because there is a great potential for Classical Philology to collaborate with the Digital Humanities in creating useful tools for textual work. During our workshop schola
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Books on the topic "Classical philology}xStudy and teaching"

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Edwin, Sandys John. A history of classical scholarship. Martino Pub., 2009.

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Borzsák, István. Dragma: Válogatott tanulmányok. Telosz, 1994.

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Adrados, Francisco Rodríguez. Defendiendo la enseñanza de los clásicos griegos y latinos: Casi unas memorias (1944-2002). Ediciones Clásicas, 2003.

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Robert, Sinclair, and Australian Society for Classical Studies., eds. Past, present, and future: Ancient world studies in Australia. Australian Society for Classical Studies, 1990.

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Cleaver, Anthony. From Homer to Harwell. Classical Association, 1996.

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Italy) Seminario di studi (1997 Naples. Gasparino Barzizza e la rinascita degli studi classici: Fra continuità e rinnovamento ; Atti del Seminario di studi Napoli - Palazzo Sforza, 11 aprile 1997. Istituto Universitario Orientale, 1999.

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V, Otkupshchikov I͡U︡, Leningradskiĭ gosudarstvennyĭ universitet imeni A.A. Zhdanova. та Russian S.F.S.R. Golovnoĭ sovet po filologicheskim naukam., ред. I͡A︡zyk i stilʹ pami͡a︡tnikov antichnoĭ literatury: Mezhvuzovskiĭ sbornik. Izd-vo Leningradskogo universiteta, 1987.

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Handley, Carol. Things that matter. Classical Association, 1997.

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Wülfing, P. Vorträge und Schriften aus der Altertumswissenschaft und ihrer Didaktik. Wissenschaftlicher Verlag Trier, 2001.

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aut, Arévalo González Alicia, and Gago Saldaña, Ma. Val, aut., eds. Bibliografía de los estudios clásicos en España, 1990 y adiciones de años anteriores. Sociedad Española de Estudios Clásicos, 1995.

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Book chapters on the topic "Classical philology}xStudy and teaching"

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Wilson, Peter. "Introduction: From the Ground Up." In The Greek Theatre and Festivals. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199277476.003.0001.

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Abstract The Greek –– and above all, the Attic –– theatre is probably the single most intensively studied institution from the ancient world. And, over the last thirty years in particular, research into Classical drama as an institution of the city-state has enjoyed a spectacular regeneration and efflorescence through the application of a range of fruitful new approaches. The once largely text centred study of traditional philology and New Criticism has given way to a series of new methodologies that seek to understand dramatic texts within their many original ancient contexts. From the late 1
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Bończuk-Dawidziuk, Urszula. "Collecting Antiquities at the Archaeological Museum of the Royal University in Wrocław in the Second Half of the Nineteenth Century." In Collecting Antiquities from the Middle Ages to the End of the Nineteenth Century: Proceedings of the International Conference Held on March 25-26, 2021 at the Wrocław University Institute of Art History. Ksiegarnia Akademicka Publishing, 2021. http://dx.doi.org/10.12797/9788381385862.11.

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In the second half of the nineteenth century, the museum at the University in Wrocław (formerly Breslau) was reorganised. As a result, the institution was granted a new name and a new – archaeological – profile. The changes were initiated by August Rossbach (1823–1898), professor of classical philology and archaeology, director of the museum from 1856 to 1898. Through his efforts, the university museum started to professionally specialise in Antiquity. Above all, Rossbach significantly developed the collection of copies of ancient art, which were used as research and teaching tools. Through hi
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Poole, Austin Lane, and D. Litt. "Learning, Literature, And Art." In From Domesday Book To Magna Carta 1087–1216. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780192852878.003.0008.

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Abstract The century which saw the recovery of the works of Aristotle, the real beginning of scholasticism, the rise of the universities, the age of Abailard and Gratian, may properly be termed a renaissance, an intellectual revolution which marks an era in the history of learning and education. Education in the middle ages was wholly the province of the church, and was primarily intended for the training of the clergy. It was controlled by the bishop or his deputy, the chancellor or magister scholarum without whose licence no one could teach or open a school. Unlicensed or ‘adulterine’ school
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Rudich, Vasily. "Socrates in Baku: Prolegomena to the Pedagogic of Vyacheslav Ivanov." In Vyacheslav Ivanov. Research and Materials, issue 4. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2024. https://doi.org/10.22455/978-5-9208-0782-3-228-338.

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The essay opens with the first publication of Vyacheslav Ivanov's letter of 1925, written in ancient Greek at Rome, and addressed to his former student in Baku, Nina Aleksandrovna Guliaeva. In order to identify the addressee and comment on the letter's contents, it was imperative to inquire into extensive, and largely unpublished, correspondence with him on the part of his former students left in Baku, primarily, V.A. Manuilov, E.A. Millior, K.M. Kolobova and M.S. Altman. This material allows for a deeper exposition of the important role the Baku period (1920–1924) played in his creative and s
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PAPPAS, Michail. "Bridging the Digital Divide: Empowering Education Through Knowledge-Driven ICT Utilization." In Knowledge Management in Economy, Technology and Education. RITHA, 2023. http://dx.doi.org/10.57017/seritha.2024.km-ete.ch9.

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The fast development of Information and Communication Technologies (ICT) has revolutionized virtually every aspect of modern society, including education. Unlike conventional approaches that focus solely on the acquisition of hardware and software, knowledge-driven ICT utilization emphasizes the strategic integration of technology to facilitate knowledge creation, dissemination, and application. Exploiting the power of ICT to support teaching, learning, and knowledge management processes, education systems can transcend traditional boundaries and unlock new opportunities for learners and educa
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