Reconstructing Virgil in the Classroom in Late Antiquity

Autor/in	Foster, Frances
Titel	Reconstructing Virgil in the Classroom in Late Antiquity
Quelle	In: History of Education, 43 (2014) 3, S.285-303 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2014.887791
Schlagwörter	Educational History; Instruction; Learning; Teacher Attitudes; Student Attitudes; Classical Literature; Comparative Analysis; Latin; Indo European Languages; Literary Criticism; Foreign Countries; Italy (Rome) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Teaching process; Unterrichtsprozess; Lernen; Lehrerverhalten; Schülerverhalten; Classical philology; Literature; Altphilologie; literatur; Latein; Indoeuropäisch; Literaturkritik; Ausland
Abstract	This essay considers how teaching and learning may have functioned in late antique Roman classrooms by examining two texts: one is from the teacher's perspective, the other--which, until recently, was unedited--provides some access to the student's perspective. Despite much recent scholarly work on education in antiquity, there has been no attempt to bring teachers' and students' perspectives together through two contemporary sources from the Latin-speaking West. The first text is by Servius, a late antique teacher, whose "Commentary" provides detailed analysis of Virgil. The other comprises the "Colloquia," containing "real life" dialogues in Latin and Greek set in a school context. Through this comparison, the author aims to shed some light on what may have happened in a Latin-speaking classroom in late antiquity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10