scholarly journals Secondary Teachers and Creativity in Teaching: Conceptions and Practices

2020 ◽  
Vol 3 (3) ◽  
pp. 120-128
Author(s):  
Maria Mamoura ◽  
Aglaia Raftopoulou
Keyword(s):  
Secondary Teachers ◽  
Greek Language ◽  
Greek Literature ◽  
Research Subjects ◽  
Ancient Greek ◽  
Creative Teaching ◽  
Language History ◽  
Field Notes ◽  
Creative Teacher ◽  
Teaching Conceptions

In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student‟s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students' creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students' creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

scholarly journals Secondary Teachers and Creativity in Teaching: Conceptions and Practices

2020 ◽  
pp. 31-38
Author(s):  
Maria Mamoura ◽  
Aglaia Raftopoulou
Keyword(s):  
Secondary Teachers ◽  
Greek Language ◽  
Greek Literature ◽  
Research Subjects ◽  
Ancient Greek ◽  
Creative Teaching ◽  
Language History ◽  
Field Notes ◽  
Creative Teacher ◽  
Teaching Conceptions

In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings and including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student’s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students’ creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students’ creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

Philosophy and Childhood

2019 ◽  
Author(s):  
Walter Kohan
Keyword(s):  
Human Life ◽  
Word Meaning ◽  
Affirmative Answer ◽  
Human Being ◽  
Greek Language ◽  
Ancient Greek ◽  
Philosophical Inquiry ◽  
Academic Field ◽  
Language History ◽  
Matthew Lipman

Philosophy of childhood is an academic field born at least with Heraclitus and his connection between aion (time), pais (child), and basileie (kingdom). There are many ways of understanding the nature, scope, and interlocutors of a philosophy of childhood, depending basically on the way two questions are answered, explicitly or implicitly: “what is philosophy?” and “what is childhood?” Even more, a philosophy of childhood can begin by a consideration of the word “childhood.” In the ancient Greek language there were many words for “child” but no word for an abstract substantive (childhood). In Latin, infantia is a rather late word, meaning literally “lack of voice” but used in fact in court to refer to those who were not allowed to give testimony in their benefit. So, the lack designated by in-fantia is legal, political, and not linguistic. In romance languages all words designating childhood come from that one: enfance (French); infancia (Spanish); infanzia (Italian); infância (Português), etc. So that in English, infancy would be more literal but because of the common use, in this entry we’ll use childhood. Is childhood a stage of human life? Does childhood need to be associated with (aged) children? An affirmative answer to these questions is the “obvious” and normal response, but not the only one. When childhood is understood as a stage of life, the concept of childhood is intimately related to the concept of adulthood and child-adult is an intrinsic, contrastive pair, so that every conceptualization of childhood implies a conceptualization of adulthood as well. A concept of childhood, then, is closely associated to a concept of time. While the concept of childhood as a stage of life presupposes a chronological concept of time (numbered movements composed by the past and the future, being the present a limit between both), with alternative concepts of time, other concepts of childhood emerge. Examples of these hetero-chronological concepts of childhood in the so called Western tradition are: Nietzsche (In “The Three Metamorphoses,” the child is the last non-lineal but circular transformation of the Spirit; it is not at the beginning but at the end of life); G. Deleuze, who invented the concept of “becoming-child” which does not refer to any personal child but to an impersonal force, a space for the transformation of subjectivity; J.-F. Lyotard, according to whom childhood is a state that is present the whole life as a testimony of a debt taken by the being with the non-being before each human being is being born; G. Agamben, who proposed childhood as a condition for language, history, and experience; and Paulo Freire, who understood childhood as curiosity and as a possibility though the whole life of any human being regardless of her age. At the same time, philosophy of childhood in contemporary philosophy is closely connected to philosophical inquiry and practice with children, a field that received great support in the contemporary period from figures like Matthew Lipman, Ann Margaret Sharp, and Gareth Matthews.

From Learning to Read Ancient Greek to Understanding Ancient Greek Literature

2020 ◽  
pp. 162-181
Author(s):  
Mónica Durán Mañas
Keyword(s):  
Interdisciplinary Approach ◽  
Literary Texts ◽  
Greek Language ◽  
Greek Literature ◽  
Ancient Greek ◽  
Greek Culture ◽  
Advantages And Disadvantages ◽  
Starting Point ◽  
History Of ◽  
Ancient Greek Literature

This chapter is a didactic proposal for the teaching of Ancient Greek language and literature under an innovative and interdisciplinary approach. The history of teaching Ancient Greek shows different language acquisition methods that respond to the demands of their times, each of them with its advantages and disadvantages. The author combines diverse approaches to offer a new method for beginners in which students get involved in a stimulating practice that enables them to progress at the rhythm of their choice. The teaching materials are focused on real texts of Ancient Greek literature that work as starting point for an innovative and challenging language teaching for specific purposes approach. The final goal is to achieve student learning of Ancient Greek language through contextualized literary texts in order to get a better understanding of what Ancient Greek culture meant and why it has survived until today.

The Greek Drama in Crete in the Seventeenth Century

1928 ◽  
Vol 48 (1) ◽  
pp. 75-96 ◽  
Author(s):  
John Mavrogordato
Keyword(s):  
Seventeenth Century ◽  
Literary Tradition ◽  
Second Century ◽  
Greek Language ◽  
Greek Literature ◽  
Ancient Greek ◽  
General Reader ◽  
Greek Drama ◽  
Complete Study ◽  
History Of

In the history of Greek literature, as regarded by the general reader, there are two remarkable intermissions. The first occurs when ancient Greek literature comes to an end with Lucian in the second century after Christ; or perhaps when the hexameter itself begins to dissolve in the hands of Nonnus in the fourth. The second break naturally follows when Byzantine literature is cut short by the fall of Constantinople in 1453—after which it is commonly and wrongly supposed that hardly a Greek put pen to paper, save in the way of commerce or grammar, until the revolutionary songs of Eegas heralded the revival at the beginning of the nineteenth century. It is, however, one of the fascinations of Greek studies that they introduce us to a language that can be traced in an unbroken descent from Homer to the present day: and wherever the Greek language has been spoken the art of literature has never quite perished, though its traces are sometimes rather faint and its beauties rare. But for the complete study of a language second-rate authors must not be neglected where masterpieces are few and far between. Unfortunately it is only in the last fifty years that scholars have turned their attention to publication of the obscure works that carry on the literary tradition from Byzantium to modern Greece. Of these authors ‘of the Turkish period’ the learned Sophocles, in the introduction to his Lexicon, remarks (1860) : ‘It is unnecessary to inform the reader here that, with very few exceptions, they are beneath criticism.’

MENINGKATKAN KEKAYAAN MUFRODAT SISWA MELALUI METODE HYPNOTEACHING

2020 ◽  
Vol 1 (2) ◽  
pp. 129-131
Author(s):  
Almanna Wassalwa ◽  
Agung Wijaksono
Keyword(s):  
Data Analysis ◽  
Research Method ◽  
Research Data ◽  
Fifth Grade ◽  
Learning Method ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Academic Year

The research objective is to increase the wealth of mufrodat through hypnoteaching methods. The research subjects were all fifth grade students of MI Miftahun Najah Banyuputih Situbondo in the 2016/2017 Academic Year. Researchers used data collection instruments in the form of observation formats, question sheets, field notes, and interview guidelines. The research method is classroom action research. Data analysis techniques are planning, acting, observing and reflecting. The results of the study are: 1) The average memorization of students' mufrodat in the pre cycle before receiving hypnoteaching learning method treatment gets an average of 65.38. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who get a score equal to or above the Minimal Completeness Criteria is 23% while students who have not reached the Minimal Completeness Criteria is 77%. 2) The average memorization of students' mufrodat in the first cycle after applying hypnoteaching learning method got an average of 72.3. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 61.5% while students who have not reached the Minimal Completeness Criteria is 38.5%. 3) The average memorization of students' mufrodat in the second cycle gets an average of 90. The smallest value is 75 and the highest score is 100. With a Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 92.3% while students who have not yet reached Minimal Completeness Criteria is 7.7%. 4) The use of hypnoteaching method can increase the wealth of mufrodat of fifth grade students of MI Miftahun Najah Banyuputih Situbondo in 2016/2017 Academic Year.

How Wilde Read John Addington Symonds’s Studies of the Greek Poets

2017 ◽  
Author(s):  
Gideon Nisbet
Keyword(s):  
Oscar Wilde ◽  
Greek Literature ◽  
Ancient Greek ◽  
Cultural Phenomenon

As a student at Oxford, the young Oscar Wilde was often seen with his copies of an acclaimed (and locally infamous) new popular survey of Greek literature, John Addington Symonds’s Studies of the Greek Poets (in two series, 1873/6). Those copies survive, and are extensively annotated. Although they must be read with caution, these annotations show Wilde to have been a widely read and increasingly confident young classicist, and hint at his nascent ambition as a translator. Together with relevant manuscript material, the annotations take on more than merely academic significance: they show how the young Wilde, at Symonds’s prompting, was turning ancient Greek cultural insights into present-day possibilities. His intense formative engagement with Studies was to prove fundamental to the mature Wilde’s self-fashioning as a novelist, playwright, and cultural phenomenon.

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