David William Foster. Hispania 91.3 (September 2008): 607-08.

Κοράλλι, 2024

“This book is addressed to the secondary school teachers of Ancient Greek, who teach in the second and third grade of the Greek Lyceum, to university professors who teach courses of “Advanced Ancient Greek”, to the students of departments of Classical Philology in the Greek universities and to those who wish to be admitted to the above departments, as well as to all the lovers of antiquity who wish to gain an understanding of the ancient world through the study of the original Greek texts. The aim of this book is to prove that a teacher’s research background in Classical studies can be smoothly integrated into the educational practice without being considered an unnecessary supplement or a gratuitous extension. In this respect, university education forms a logical and necessary continuation of secondary education. The book is inspired by older and more demanding manuals of learning Ancient Greek, in so far as it is not limited to a simple syntactic analysis of the ancient text, but strives to uncover the hidden meanings and ideas behind the words of the ancient authors. For this purpose, associations are made between a given text and other passages by other writers of antiquity, so as to show that the texts of ancient literature “converse” with each other. Further advanced materials included in this volume comprise exercises of “reverse translation” (from Modern to Ancient Greek) and pieces of dictation, information on etymology and notes of textual interpretation, and a detailed exposition of grammar. It is thus highlighted that a wide range of learning and a proper spirit of research are a conditio sine qua non, in order for the classical philologist to be able to teach his subject properly, regardless of the educational grade in which he or she serves. Therefore, syntax and textual interpretation are inextricably linked to each other. The volume includes not only passages of Classical Attic prose, but verses from dramatic poetry (Attic tragedy and comedy), texts of the Second Sophistic, excerpts of authors of the Imperial Period, as well as early Christian texts written in Koine Greek. After all, the type of text is a matter of indifference to the teacher, since the way of approaching it and the correct use of the already acquired knowledge are of greater importance, in order for him to address the various textual difficulties and problems. Here lies the great challenge: will the teacher be able to give a solid and persuasive analysis through the examination of syntax and the associative recall of interpretive information related to the text at hand? This question defines, with the utmost clarity, one of the main objectives of this book, namely, to provide the teacher with the essential philological tools, by which he/she will be able to aptly interpret a passage of Ancient Greek text, even at first sight. The achievement of this target, of course, requires devotion to the Classics, intensive study and perceptiveness. Moreover, it is necessary to point out that the book is based on the author’s personal experience of live teaching, faithfully follows the latter and, in general, by treating the text as a living organism, comes to fill an important gap in the relevant bibliography in Modern Greek. Finally, this volume includes more than ninety pages of theoretical reflection on Ancient Greek literature and its role in the modern era, as well as its epistemological approach. The author also offers a brief philosophical treatise, explaining that the classical philologist, in their highest intellectual form, is always a profound philosopher. I hope that my propositions will arouse the interest of my colleagues and will contribute to the upgrading and enrichment of the teaching practice”. Stavros Chr. Anastasopoulos

Crítica Marxista da Administração, 2018

O caminho científico hegemônico produziu-se na modernidade assegurado pelo uso da lógica formal, por meio do discurso da neutralidade do pesquisador, por oferecer modelos e/ou procedimentos padronizados mantendo o pesquisador em campos previamente traçados. A partir da compreensão de que o real é um complexo de complexos, o meio de o apreender poderia ocorrer simplificando-o, seja este real (parcial) resultado das relações humanas ou não. A constituição da ciência (hegemônica) se dá em concomitância com sua própria parcialização, com o próprio movimento de divisão técnica e social do trabalho. Tal trajeto não impede o progresso tecnológico, ainda que, em determinados momentos, diminua sua marcha em função de não inserir em seu complexo explicativo os nexos entre as particularidades. Desse modo, as fronteiras criadas dentro do processo de conhecimento do real encontram limite no próprio real que se nega as simplificações arbitrárias.

Un manuel pour les entrepreneurs en Tunisie, au Maroc et en Algérie.

2023

Personality and Social Psychology Bulletin, 2012