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An academic volume is a literary text, and the knowledge within is a subject to its interpretation. In the spirit of work by last century's great literary scholars Auerbach (Time History and Literature. Princeton University Press, 253-265, 2014) and De Man (The Resistance to Theory. University of Minnesota Press. 21-26, 1987) I have applied a film theory conceptualization of paratext defined by Gray (Show Sold Separately. New York University Press, 2010) to reading of an educational classic The Process of Education by Bruner (The Process of Education. Harvard University Press, 1977). By contrasting the reviews of this famous text published within the last two decades with the volume and its later explanations by the book's author, I have critically confronted the interpretation of this text. Themes discussed include the historical context and the influence of The Process of Education for the development of education in the United States and elsewhere in the world until today.

The present article is a plea for the value and the obvious relevance of reading in the formation of every generation of students and teachers. Reading brings us knowledge and it usually comes as a pleasant surprise. It helps us and it guides us in our quest for knowledge, especially when we break open different kinds of texts -- scientific, philosophical, literary, historical, to name a few. Are there any lessons to be learned? Can we really find role models? What is the main thing that reading can do to make us better people? A quick introduction about history, followed by quotations from various scholars like C. S. Lewis, takes us back to the experience of (re-)reading Plato and Aristotle. When recent or contemporary scholars continue the conversation, we segue into the concepts of a good character and the value of virtue, which lead us to moral education and moral imagination. They all confer reading a unique quality that eventually gives us a chance to savor its greatness and at the same time hope to achieve something equally rewarding.

The Scholarship of Teaching and Learning (SoTL) is a new discipline, with seeds sown by educational theorists of the early twentieth century and blossoming in the 1990s. As an inherently interdisciplinary and transdisciplinary field focusing on higher education, SoTL interrogates a range of subjects, encompasses a variety of genres, and uses a swath of methodologies. What is lacking in the literature and its application, however, is sustained engagement with the great pedagogical thinkers of the past. Using the methods of textual analysis, this article explores the pedagogical advice of Augustine of Hippo in his "De catechizandis rudibus," categorizing Augustine's major themes in alignment with four key topics of SoTL: instructor disposition, learning environment, presentation of material, and knowing students. These convergences suggest that ancient thinkers are vastly underused sources of pedagogical knowledge and a possible entry point for educational developers working with faculty unfamiliar with or resistant to SoTL.

According to Bryan Warwick, policy can cause tragedy. A famous example is the tragedy described in Sophocles' play "Antigone." In this play, Creon, the political leader of ancient Thebes, causes tragedy in his quest to educate his people about civic loyalty. The conflict engendered by his educational policy eventually brings death and suffering. While educational policy seldom results in such personal and bloody outcomes, it can clearly cause, or contribute to, heartbreaking results. Since tragedy is something to avoid in formulating policy, it may be useful to look at Sophocles' work. Thinking of "Antigone" as a cautionary tale about policy gives people several things to look out for in education. For example, just as Creon failed to consider the impact of his decree on specific people like Antigone, educational policy is often formed and justified on the basis of abstractions. These abstractions sometimes appear as vast piles of aggregate statistics, which do not tells educators anything about any specific student or any existing school. Abstractions also appear in vast generalizations about public education. In fact, the rhetoric of the dismal failure of "America's schools" has put in motion policy dynamics that have upended public education and continue to do so. The language of educational crisis, mixed with generalized abstractions of American schools, is a potent concoction, animating extreme educational reforms.

This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we--in the vein of certain pedagogical trends--propose to call "thing-centered". Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations' engagements with 'classical' literature; on the other hand, that with the unsatisfactory answers which either accept (and even support) this development, in light of the world's irresistible digitization, or try overcoming it through a more student-centered, 'biographical' appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature's contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics--and not so much against as in relation "to" ascending digital literacies--a more radically immanent, "thing-centered" perspective is likely to prove the most sustainable, in the sense of enabling truly new, 'care-ful' literary-educational practices to emerge.

We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students' historical literacies -- that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans' own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline's elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.

In spring 2018, two honors colleges--Indiana State University (ISU) and University of Wisconsin-Stout (UW-Stout)--came together to create a cross-institutional collaboration blurring the boundaries between campuses. This project connected first-year honors students with the core curriculum of two geographically separated honors colleges. Building on their studies of Classical mythology, ISU honors students in Classical Cultures of Greece and Rome reviewed, advised, and critiqued screenplays composed by UW-Stout students in Honors English, leading to the production of short films presented at ISU's "Spring Classics Fest" and UW-Stout's "4:51 Short Film Festival and Exhibition." Drawing on our NCHC 2018 panel presentation in Boston, this illustrated paper highlights the value of cross-institutional collaborations for honors students, teachers, and programs. The collaborative process advanced skills in critical reading, analysis, and writing; engaged students and teachers in the scholarship of teaching and learning; and contributed to curricular innovation. Examples of assignments, interim results, and student-created short films are featured along with students' assessments of the value of crossing campus boundaries.

In recent decades there has been an increasing number of parents opting for alternative forms of education worldwide. However, most studies on this phenomenon are conducted within Western contexts, while little is known about alternative education in China. This paper addresses this gap by providing an overview of alternative education in China over the past 20 years. This paper consists of four parts. First, we review the definition, categories, and development of alternative education in China. Second, we discuss three critical questions, namely (1) who is practising alternative education, (2) why do they choose alternative education, and (3) what is the legal status of alternative education in China? Subsequently, we develop a framework that enables us to situate different types of alternative education. Finally, we consider the phenomenon within a broader context and discuss the theoretical potential of further research into alternative education in China.

The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes--symbolism, function and structure--that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.

The article is devoted to the problems of moral education of students through the ethical conversations at the seminars of the course "history of Tatar literature". On the example of several classical works, firstly, the educational potential of literature is shown, and secondly, the effectiveness of ethical conversations and the system of value-oriented situations is emphasized. Experimental work on the basis of ranking the life values of young people shows the degree of effectiveness of the combination of ethical conversations and value-oriented situations in the formation of moral personality.

Professors bemoan the great difficulty students have understanding the complexity of their disciplines or functional specializations. Many non-traditional students have work and family commitments that limit the time needed to reflect professionally and to master these concepts. This disconnect has persisted despite decades of work developing more integrated, interdisciplinary curricula. One potential, partial solution is to simply start sooner and partner with liberal arts courses to introduce business students to complexity and paradox before they arrive at the business school. Grounding these concepts in the Classics embeds them in great stories of passion, betrayal, commitment, and emotion normally absent in business courses. Business textbooks and cases are usually sanitized, simplified, and quantified, stripping them of the chaos normally experienced in reality. These classical tales are captivating and compelling, making the business concepts used to analyze them more memorable and hopefully retained until encountered again in the business curriculum. The classics deal with real and raw emotions, with powerful prose more likely to capture and engage students on a very personal level. This article explores how economics can be used to analyze Jane Austen's "Pride and Prejudice," how multi-stakeholder theory can be used to analyze Sophocles' "Antigone," and how business contract law can be used to analyze William Shakespeare's "The Merchant of Venice." Liberal Arts programs will gain additional relevance, commanding further student respect; business schools will stand a better chance of meeting AACSB gold-standard, interdisciplinary learning outcomes when students are exposed to these concepts before arriving at the business school.

The episodic structuring of ancient novels gives rise to the impression that they are not a serious genre in contrast to other genres like tragedy. Episodic plots tend to imply a playfulness not bound to causality but instead a spontaneity that includes the freedom to reinvent themselves. The author argues that novels like Longus's "Daphnis and Chloe," Lucian's "True History," and Xenophon's "Ephesian Tales" share an episodic plot structure, even if they are not all similarly playful in tone or content. For that reason, appreciating the aesthetic effect of such episodic structures not only allows us better to understand these novels and their reception but also helps explain the nature of both seriousness and play.

Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine sources in a 1500 word essay, but only one type of ancient source. The findings express the need to move from debates about whether to integrate skills or not, to greater discuss "how" key discipline-specific skills are integrated into content-based courses. Cognitive apprenticeship theory, and a thematic approach used in museum education, are used to reflect on the findings and discuss how teachers might better support students in this key aspect of the discipline.

The rich cultural connotations behind puns and the distinctive features of the puns' form, sound and meanings pose great challenges to the translator. Furthermore, given puns' non-negligible effects in Persian literary texts, it has been the aim of the present study to analyze and measure how puns in Sa'di's Ghazals have actually been treated in two available English versions. For the purpose of carrying out a meaningful analysis of translated puns, Delabastita's (1996) proposed model was considered as the main theoretical framework of the study. The data were compiled from a corpus comprising 92 ghazals along with their two target versions. Following an exact contrastive analysis of data based on Delabastita's classification and considering the results from the two selected statistical systems of traditional and SPSS in the study, it concluded that the two Iranian translators have applied eight different strategies included in Delabastita's (1996) model. These strategies arranged in descending order based on their total frequencies were Pun>RRD (Related Rhetorical Device); Pun>Non-Punning expressions (both senses); Non-Punning expressions> Pun; Pun>Non-Punning expressions (one sense); Zero>Pun; ST Pun=TT Pun; Pun>Zero and Pun>Pun. Finally, the applicability and feasibility of Delabastita's (1996) model to English translation of puns created in Sa'di's Ghazals were proved.

The research investigates the court system in Homeric Greece. This period was characterized by a declining culture and scarce works that described those times. Hence, the court procedures of those times remains understudied; therefore, the purpose of this research is to reconstruct theoretically the court procedure in Homeric Greece. Homer's and Hesiod's literature, as well as modern studies on this subject, were analyzed to reconstruct the court procedure. This research distinguishes two types of courts, the first one being Mycenaean royal courts and the second one being the courts of commons. After the downfall of the Mycenaean civilization, Greek communities preserved their courts, while the Mycenaean royal courts remained only as elements of epos and mythology. In the days of Homer, the Greek court of commons was based on oaths of the procedure participants. The research describes the main flaws in the court system in the days of Homer, such as corruption, prejudice, and elitist control. However, despite these problems, it was during this period that the court became the only place for settling disputes.

Various works with different genres can be applied to rewrite classic literature. Versified stories, unreal fictions and real stories are identified as texts which can be rewritten in a new texture. The first rewritten texts have been published long ago. The authors and researchers have been more knowledgeable in this regard particularly in the last two decades in order to carry out a remarkable development in this field. It should be considered that there are talented authors who realize the capability of these texts while analyzing them. As a matter of fact, this capability is referred to being recreated and turning into a new texture and structure. It seems as if these myths are supposed to step into a new universe where it is founded on written speech. This recreation is emerged because the society needs to take a look at its past in a modern version because modern children are going to read them.

This article considers the opportunities presented by -- and the obstacles preventing -- the adoption of online resources in teaching Shakespeare in South Africa. Taking into account Shakespeare's controversial place in South African education, it addresses the widely differing contexts in which Shakespeare might be encountered in the country's classrooms. The author discusses his own experience of digital platforms in teaching Shakespeare to undergraduate university students and in developing the website Shakespeare ZA (http://shakespeare.org.za/), reflecting on the mutually informing relationship between digital engagements with Shakespeare-in-performance, multilingualism, reading practice and 'literacies' more broadly construed.

Multimedia Shakespeare apps include performance materials alongside Shakespeare's text. I examine two innovations across seven such digital Shakespeare projects: combination of Shakespeare performance with text, and the use of digital platforms to place Shakespeare text and performance literally at users' fingertips. Multimedia Shakespeare editions offer opportunities and challenges for artists, scholars, teachers, and learners. These projects have achieved impressive results by utilising the new opportunities afforded by emerging technologies. As multimedia editions develop, it becomes essential to discuss the responsibilities for editors and creators of such projects: how do we select materials, annotate, and frame an edition which includes both text and performance?

This interview and response explore Tom Bird's reflections on how digital processes functioned within an educational context in relation to Shakespeare's Globe's large scale, international work delivered between 2012 and 2016 - specifically in relation to the 2012 "Globe to Globe Festival" and the 2014-2016 "World Hamlet" tour. The response contextualises the key points raised by Bird within the wider perspective of Rex Gibson's concept of teaching Shakespeare(s), applying this critical reading to current teaching practice, UK GCSE English Literature exam materials and educational resources created by Shakespeare's Globe and the Royal Shakespeare Company.

Emily Hockley, of Cambridge University Press, and Margaret Bartley, of Bloomsbury Publishing, highlight the way that working directly with scholars, students and digital resources creators, through partnerships and collaborative relationships, has helped to frame the current form of their respective online platforms. While the focus of the debate is on subscription-based services I also highlight the fact that in the future it may be increasingly difficult to contain copyright restricted materials within the current structures. I suggest that resource creation is heading in three divergent directions, commercial subscription-based, free, publicly funded resources and copyright irreverent audience generated sites.

Although teaching Shakespeare in Turkey naturally creates barriers of language, space and time, the use of digital humanities helped me to overcome these obstacles. My experiences at Hacettepe University, Ankara, Turkey, showed me that combining conventional methods of teaching Shakespeare in Turkey with digital tools helps to familiarise students with Shakespeare's plays both in the Early Modern English and Modern Turkish contexts. To motivate students to study Shakespeare's plays within and without the classroom environment, I used conventional methods like teacher-led assignments and methods including the use of social media and social projects which were then unconventional.

The Asian Shakespeare Intercultural Archive (A|S|I|A, http://a-s-i-a-web.org) is a digital collection of East / Southeast Asian Shakespeare performances, containing full-length video-recordings, scripts, and data translated between English, Chinese, Japanese and Korean in parallel language interfaces. In conversation with Roweena Yip, I examine three examples of how A|S|I|A and my role as director have shaped my teaching. The first example concerns an intercultural pedagogy for cultivating students' own positionality in studying Asian Shakespeare performances. The second focusses on hands-on training of students in the archiving process. Finally, I reflect upon the use of digital data for comparing common features across productions.

Digital editions of Shakespeare plays are promising tools to support student engagement in sophisticated reading, evidence-based analysis, and meaningful creative productions. One such complex digital text is the e-book series "WordPlay" Shakespeare. In this study, American secondary English Language Arts teachers used these e-books to bring reading and other literacy success to a range of learners. The teachers reported increased interpretive understanding as well as student engagement with new creative outlets. Teachers saw the inclusion of digital Shakespeare texts expanding literacy opportunities: supporting the reading, writing, speaking, listening, viewing, and visually representing skills essential for twenty-first century learning.

The recent abundance of film adaptations and stage productions of Shakespearean drama as well as of digital platforms offering access to texts and to scholarly resources may impact the teaching of Shakespeare's plays significantly, especially for learners geographically remote from traditional centres of Shakespeare studies and from live performances in English. This brief overview of some of the pedagogical components of a taught course focuses on the employment of digital technologies to facilitate student understanding of the significance of editorial choices in the construction of the texts of the plays and of the relationship between text and performance practices.

Sophocles' "Antigone" is a play that has been analyzed by many researchers in different fields, but the subject of Antigone's parenting has been neglected in the field of education. Antigone's parenting determines her action of burying her brother, for which she pays a high price because she has defied the polis rules. The will of the polis can be viewed as reflected in schools in modern society. Inspired by the thoughts of Hegel, Lacan, and Paul Ricoeur, this study proposes that for children, the school is a detour to family that continually prompts them to rethink their family, thus helping them obtain self-comprehension.

Jacques Derrida (1930-2004) is the most prominent figure in contemporary philosophical and literary debate. He originates a trend-breaking theory of deconstruction. He opines the persistence in west European philosophical tradition of what he labels is logocentric metaphysics of presence. He argues that the different theories of philosophy, from Plato until structuralism are versions of a single or authoritative system. Though we cannot hope to escape this system we can at least identify the conditions of thought it imposes by attending to that which it seek to impress. Derridean deconstruction may present a new perspective to Sophocles' "Oedipus Rex", which has always been a research target for world researchers. The researchers studied it from different angles, but the present study tries to reveal different facets of the play on Derridean deconstructive bedrock. Applying Derrida's deconstruction to the text of the play, the study tries to present it in a new and innovative way. The study will discuss how Western logocentric tradition of the metaphysics of presence and its compelling repercussions ground human thought in stable and pre-determined meaning. In its concluding mode, the study analyses preventive stumbling aporic blocks of fossilized logocentric structure of the minds of characters in the play.

This paper sets out to describe and analyze issues relating to the role of new literacies and technologies in the teaching process. More specifically, the article deals with how the educational design process of Ancient Greek changes through the implementation of technology by using online discussion protocols. These were utilized as a tool for active learning and as an alternative proposal for teaching in the text of Thucydides "Epitaphios" (Funeral Oration of Pericles), in the third grade of Lyceum at an Athens school during the 2013-2014 school year. The significance of this teaching proposal based on two facts: it is compatible with the philosophy that governs the New Curriculum for the lesson of Ancient Greek and secondly the need to modernize the teaching methodology of this lesson taking into account the new technological facts in the context of digital literacy. The reference point was the highlighting of the social and political character of this text and their projections in the contemporary era. The evaluation of the students' activities showed that students collaborated to a satisfactory degree, approached knowledge constructively, structured and restructured it, while generating their own interpretations, comparisons and conclusions.

The liberal arts, first described in Republican Rome, have been a component of higher education since the advent of the medieval university in the eleventh century. Despite such historical lineage, the value of a liberal arts education is continuously and publicly called into question, and this is a special problem for honors programs, most of which are rooted in the liberal arts. The current discussion takes place in this context of long-running historical debate concerning not only the ideal curriculum but also the purpose and usefulness of a liberal arts education. The Roman writer Cicero, who wrote extensively about education, discussed the worth of specific training versus a general education in his enormously influential dialogue "de Oratore." Cicero's extensive education and training provided the framework for his solace, and surely honors educators want to provide such frameworks for their students. This article discusses why education and training need to focus on more than getting a job; they need to prepare students for their future and for the suffering that they, like Cicero, will inevitably experience in their lives. In providing a liberal arts education, honors programs enable their students to grow beyond childhood into a full sense of their worth as individuals and as citizens.

The author shares his experience in effecting change in an AP English Literature and Composition course by employing book trailers as an assessment. Using multimodal responses fostered a shared classroom space that combined the students' preferred, everyday communicative modes with the canonical literature study required by the curriculum. This inclusive space proved valuable in helping a diverse group of students produce competent literary analyses and in scaffolding their comfort and efficacy with the language of literature study.

This article examines challenges to the classical paradigm of education in Sweden that followed in the wake of state-initiated attempts at school reform in the first decades of the nineteenth century. When the internal disputes of the so-called 'Genius Committee' resulted in a failure to overcome the increasing divide between reformers, a prolific opportunity to argue the value of practical subjects and natural science arose. This article demonstrates that this conflict over knowledge was characterised by a humanistic consensus that rested on the idea of formal education as well as on the shared commitment to a moral education. As a result, challengers attempted to attribute the same value that gave classical study its supremacy over their rival subjects. The article argues that this aspect of the European educational debates is an overlooked key to understanding the continued relevance of classical education throughout the nineteenth century.

This essay explores silent conversations with the past, but also navigates through the labyrinth of artistic process, with its manifold passages of research, chance occurrence and aesthetic experimentation. The double metaphors of silent conversations and labyrinths apply to the essay and the artwork within it, to the research and to the practice. Unfolding as both explication and demonstration, this essay presents a manifestation of the process of artistic research and practice as well as a description of it. (Contains 28 figures.)

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.)

The research question "Should the Bible be taught as a literary classic in public education?" was pursued by a survey of nineteen scholars from three disciplines: education, literature, and law. The collected data served to guide the researcher in the writing of an analytical essay responding to the research question. The research question is addressed after the data enabled the researcher to respond to three prerequisite questions: (1) What are the qualifications of a literary classic? (2) Is the Bible a literary classic? (3) Even if the Bible is a literary classic, does it necessarily follow that it should be taught in public schools?

Based on a reading of Basil's "Ad Adulescentes" and the epistles, it is clear that Basil finds moral value in Homer and Hesiod. The trickier issue is to what extent Basil uses Homer and Hesiod in his homilies. It seems that Basil does not abandon his respect for the utility of Hellenic "paideia" for the Christian in his homilies. Rather, he must approach Homer and Hesiod more gingerly because he fears that his uncultivated audience will have difficulty with reading texts allegorically; at the literal level, Homer and Hesiod can potentially corrupt the unsophisticated listener. What we have in the homilies are less explicit references to Homer and Hesiod--they are the source of literary flourish, the origins of which probably went over the heads of Basil's audience. As seen above, Basil also uses the poets--when read at the literary level--as counter-examples to Christian conduct. Basil in no way, then 'lies' or 'changes his view' on Greek "paideia," as is oftentimes argued by scholars, but, rather, he adjusts his use of "paideia" depending on what his audience can handle at any given time.

The term "Bildungstrieb", which was used toward the end of the eighteenth century by thinkers like Johann Gottfried Herder, Immanuel Kant, or Friedrich Schiller, but which is obsolete in today's vernacular, was of great importance for Friedrich Hölderlin. In this article, I explore the historical roots of this concept in the biology of the time, which was then still searching for the right concepts to describe the organic. "Bildungstrieb" is found in Kant's teleology in the "Critique of Judgment," where Kant with the help of this concept works out the specificity of organic life as well as its vicinity and difference to the teleology of human acts and action. Kant himself refers to the Göttingen anatomist, zoologist, and anthropologist Johann Friedrich Blumenbach, in whose writings Kant found the term which he reinterpreted for his own purposes. Friedrich Schiller adopts the word Bildungstrieb in his work "On the Esthetic Education of Man in a Series of Letters," reinterpreting it from the point of view of the history of ideas. It is Friedrich Hölderlin, finally, who in his Essay "The Perspective from which We Have to Look at Antiquity," and in related texts, gives the "Bildungstrieb" an important role. The "Bildungstrieb" needs to be awakened, if art is going to draw in an original way from an undeformed source. During work on the tragedy "The Death of Empedocles," the poet further developed the concept of "Bildungstrieb" to include the idea of an opposition between what he calls the 'aorgic' and the 'organic', which mutually condition, complete, and penetrate one another, in a manner similar to Nietzsche's even more powerful formulation of the Janus-faced artistic impulse, as embodied in the opposition of the Dionysian and the Apollonian.

During the Middle Platonic period, from the second-century CE on, and in a more elaborately structured way from the time of Iamblichus (early fourth-century CE) on, the Platonist Schools of later antiquity took their students through a fixed sequence of Platonic dialogues, beginning with the Alcibiades I, concerned as it was with the theme of self-knowledge, and ending--at least in the later period--with the Timaeus and Parmenides, representing the two 'pinnacles' of Platonic philosophy, concerned with the physical and intelligible realms, respectively. There seems also have been a preliminary period of study, in which one mastered the techniques of logic, with the help of Aristotle's Organon. It may be also that, at least in Iamblichus' school and later, some attention was paid to the life and teachings of Pythagoras, including Pythagorean mathematics and numerology, and perhaps a degree of observance of the Pythagorean way of life, e.g. periods of silence, meditation, dietary restrictions.

Alongside his work as a professor of Greek Language and Literature at the University of Basel, Friedrich Nietzsche reflected on the value of classical studies in contemporary nineteenth-century society, starting with a self-analysis of his own classical training and position as a philologist and teacher. Contrary to his well-known aversion to classical philology, a science conceived as being an end in itself, aimed at mere erudite complacency, I highlight Nietzsche's defence of the system of Classical studies, and of the education of young people through the works of the ancient Greek and Roman period. Such an apology 'redeems,' in a sense, the discipline, and justifies its role and continued relevance in our present-day society.

In Plato's "Phaedrus," Socrates asserts that madness is a good thing if it comes from the gods, and demonstrates this using the example of love. Eroticism becomes thereby philosophy, the lover a philosopher, with Plato's Socrates serving as prototype. The question remains, however, how madness can be reconciled with a philosophical search for truth which relies entirely on rationality. This question must be considered within the context of the growing antagonism between irrationality and rationality, enlightenment and counter-enlightenment, cultic ritual and reason, in the fifth century. Evidence of this antagonism forms a helpful background for interpretation of the question of the role of insanity in the philosophy of the Platonic Socrates. It can be shown that Plato gives Socrates characteristics from the context of contemporary counter-enlightenment and thereby transforms these and integrates them into philosophy. This process can be clearly demonstrated by means of the comparison of Socrates with a gadfly in the "Apology." [This article was translated by Marie-Elise Zovko.]

In Plato's "Meno," the overarching question is whether virtue can be taught, and as Socrates and Meno explore this subject, they are led to question the nature of teaching and learning in general. This paper is a textual analysis into what Socrates believes to constitute teaching in the "Meno," with the nature of learning also being tangentially addressed given the integral link between the two. After briefly explaining Meno's paradox and Socrates' theory of recollection, the author examines what Socrates says teaching is, and assesses what he "demonstrates" it to be in the slave-boy episode. While at first glance the slave-boy episode seems to contradict what Socrates says elsewhere about teaching, the author argues that a careful reading of the text erases the apparent contradiction, and shows that the slave-boy episode demonstrates five key characteristics of a teacher which, when taken together, define what Socrates believes to constitute teaching.

This article reports on a challenging and effective assignment on thinking in a discipline that the author gave during fall 2006 in his sophomore-level "Critical Reading, Thinking, and Writing" (CRTW) course at Winthrop University. Required of all students, the course follows Writing 101: Composition; and a multi-disciplinary course about the self entitled "The Human Experience: Who Am I?," which is taught by faculty from a variety of departments and billed as "a course requiring a significant amount of writing." With a big time gap after the former and uneven writing instruction in the latter, CRTW students' writing skills range from remedial to highly advanced. The challenge for the instructor is obvious: how to create assignments that challenge and engage the best students without losing those who need basic-level writing instruction.

In this article, the author describes "Feminist Approaches to the Classics," a course she teaches at Cleveland State University. The goal of this particular course was to situate the context of western indigenous myth in relation to western classical literature and to indicate possible reasons for its reclamation in contemporary American culture. Specifically, she and her class examined and explored the myth of the Amazon as it first appeared in western civilization. They looked at how contemporary feminists have reclaimed that myth, and then explored the possible remnants of indigenous matriarchal myth in classical literature not usually read with that purpose until the development of feminist classical criticism. The author relates that her method in teaching this course has always been very student-centered and based on constructivist practices of pedagogy. A syllabus of the course is also presented in this article.