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Greek Civilization; Educational Objectives; Greek; Public Education; Latin; Classical Literature; Success; Self Concept; Metacognition; Critical Thinking

Abstract:
A longtime Latin teacher explains why studying the ancient Greek and Roman world and learning Latin help to achieve one of the central goals of public education: helping students think deeply about how they want to live their lives and what they hope to accomplish. After all, knowing oneself is the first step in achieving success in areas one truly cares about. If educators and critics want children to achieve not just success, but a success they truly want, they must help them first understand themselves. Then, the children will know what they value and can focus on success in that area, whether it involves wealth, fame, or other less measurable but no less important achievements. One of the central goals of the school system, then, ought to be instruction in self-knowledge. (Contains 7 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Philosophy; Educational Practices; Philosophy; Educational Theories; Rhetorical Theory; Teaching Methods; Questioning Techniques; History; Greek Civilization; Epistemology; Foundations of Education; Intellectual History

Abstract:
Scholars who have taken interest in "Theaetetus'" educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in "Theaetetus", offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes presented in the dialogue's digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in "Theaetetus", emerges as superior to a base sophistic education, though it remains inferior to Socratic education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Self Efficacy; Academic Achievement; Sororities; Fraternities; Learning Motivation; Achievement Need; Group Membership; Social Psychology; Greek Civilization; Psychology; Undergraduate Students; Grade Point Average; Likert Scales; Self Disclosure (Individuals)

Abstract:
Past research consistently reveals that "self-efficacy," referring to one's perceived ability to obtain a desired outcome, in academic courses is linked to academic achievement and motivation in those courses. In particular, high self-efficacy in courses is associated with high academic performance, and low self-efficacy in courses is associated with low academic performance. Yet, the relationship is confounded by the fact that some students report lower effort levels in difficult courses. For students who rise above their fears and devote greater effort to learning, their efforts lead to greater self-efficacy and academic performance. Regarding benefits of Greek-letter organization membership in these domains, several researchers found that students in sororities and fraternities do have greater self-efficacy than students who are not members of any sorority or fraternity, but the findings have been mixed with respect to academics. This study explored the questions of whether Greek affiliation helps students academically and whether self-efficacy plays a role in their academic performance. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Greek Civilization; Cultural Pluralism; Foreign Countries; Municipalities; Citizenship; Civil Rights; Democracy

Abstract:
This conceptual paper represents an attempt to reflect on the notion of the "ancient Greek polis"--a subject of study and sometimes heated debate for many philosophers and historians worldwide--as a paradigm of a city that can offer some insight into modern states, in an era of globalisation and tense multiculturalism. By providing a synthesis of information, based on a selection of well-known philosophers' and historians' writings, who have studied extensively the structure and development of ancient Greece and its impact on modern times, this paper aims to draw some conclusions, as useful lessons for modern societies, learned from the ancient Greek "polis." (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Democratic Values; Greek Civilization; Cultural Pluralism; Social Networks; Humanistic Education; Multicultural Education; Democracy

Abstract:
This paper explores the implications that ancient Athens had for modern representative democracies and the links that can be made to the philosophical principles that form the essence of intercultural education. Such an exploration shows that modern democratic societies have ignored many key aspects of the important legacy left to us by these early experiments in democracy. It also shows how ancient Greece was a society deeply and profoundly shaped by the multicultural environment in which it existed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Education; Sciences; Mathematics; Foreign Countries; Arabs; Semitic Languages; Scholarship; Authors; Astronomy; Greek; Greek Civilization; Mathematical Concepts; Translation; Mathematical Linguistics

Abstract:
Syriac translations and Syriac scholars played an important role in the transmission of the sciences, including the mathematical sciences, from the Greek to the Arabic world. Relatively little, unfortunately, remains of the translations and original mathematical works of earlier Syriac scholars, but some materials have survived, and further glimpses of what once existed may be gained from works of later authors. The paper will provide an overview of the earlier materials that have survived or are known to have existed. This will be followed by an account of some of the later materials, which will include an example illustrating how further earlier materials can be recovered from the writings of later authors, and a mention, by way of an epilogue, of an instance where a Syriac scholar was involved in a major historical and scientific event in the West, namely the reform of the calendar by Gregory XIII. (Contains 66 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Greek Civilization; Community Development; Leisure Time; Learning Experience; Recreational Activities; Educational History; Correlation; Youth Programs; Self Determination

Abstract:
Leisure and education have been inextricably linked since the beginning of Greek civilization. However, the current view of and relationship among these notions has changed dramatically. The personnel, standards, vocational preparation, and contexts for each are largely separated. Given their central place in community life and the resources that they possess, schools serve as a natural and logical nexus for community building and development, beyond the basics of providing instruction in reading, writing, and math. This community-focused approach has been embedded in a number of initiatives, including 21st Century Community Learning Centers initiatives and community schools movements. Yet, while current economic conditions are threatening movements to integrate learning and development experiences, the authors argue for the need to continue to coordinate the efforts of both leisure services and education so that each might be more effective in achieving its mission. In this article, the authors draw a contemporary connection to the foundational and historical premises regarding leisure and education and suggest that an "education for leisure" perspective can be a productive orientation toward reaching the goals for each entity. They describe a developmental series of coordinated stages that can enhance youth development through the integration of recreation and education activities. (Contains 1 table and 19 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Conflict; Role of Education; Ideology; Values Education; Well Being; Cultural Pluralism; Citizenship Education; Educational Philosophy; Educational Principles; Educational Environment; Politics of Education; Educational Policy; Social Environment; Classical Literature; Greek Civilization

Abstract:
A central aspiration of the "Britishness" agenda in UK politics is to promote community through the teaching of British values in schools. The agenda's justification depends in part on the suppositions that harmony arising from agreement on certain values is a necessary condition of social health and that conflict arising from pluralism connotes a form of dysfunction in social life. These perceptions of harmony and conflict are traceable to the ancient Greeks. Plato used the device of the soul-city analogy to provide a form of independent justification for his favoured model of community according to which harmony was essential. However, the soul-city analogy involves an intellectual sleight-of-hand. The idea that conflict connotes a defect in social life, which continues to haunt contemporary debates about community and values education, is the vestige of an ancient aristocratic ideology and we must learn to see it as such. There is no more reason to accept the Platonist portrayal of the place of conflict in social life than there is to accept a diametrically opposed Heraclitean account, which interprets harmony as the central threat to social flourishing. The implications of this ancient dispute for modern education are considerable: there is nothing natural or inevitable about the association of conflict with social dysfunction that partly supports the Britishness agenda; it is a political prejudice. Coming to see it as such will reveal new pathways to belonging and new ways of understanding the role of education in fostering the good society. (Contains 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Greek Civilization; Mythology; Poetry; Athletes; Art Activities; Art Products; Art Education; World History; Elementary Schools; Ceramics; Teaching Methods

Abstract:
Tales of love and hate, of athleticism, heroism, devotion to gods and goddesses that influenced myth and culture are a way of sharing ancient Greece's rich history. In this article, the author describes how her students created their own Greek-inspired clay vessels as artifacts of their study. (Contains 6 online resources.)

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Descriptors:
Foreign Countries; Grammar; Role; Literature; Greek Civilization; Educational History; Public Speaking; Persuasive Discourse; Native Speakers; Language Acquisition; English; National Curriculum; Children; Knowledge Level; Context Effect; Writing Achievement; Metalinguistics

Abstract:
The paper first traces the history of thinking about language from the Greek writers of the fifth century BC to the development of the first Greek grammar in about 100 BC. Since the glories of Ancient Greek literature predate the development of grammar, there is every reason to doubt the received wisdom that one must have an explicit knowledge of grammar in order to write well. Moving on to the age of Shakespeare and his Jacobean successors, we find that a textbook on grammar was seen simply as an aid for foreigners wishing to learn English, rather than as a necessity for native speakers. The effects of the prescriptive grammarians of the 18th century on education are explored, and the fact that it is usage, not grammar, that controls the language is emphasised. An alternative rhetorical model is briefly noted, but the main emphasis of the latter part of the paper is on the failure of the National English Curriculum to take heed both of the research into early language development and of the extensive body of research on the folly of demanding of children an explicit knowledge of a grammatical system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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