Treating Telemachus, Education, and Learned Helplessness

2020 ◽  
pp. 47-70
Author(s):  
Joel P. Christensen
Keyword(s):  
Cognitive Psychology ◽  
Learning Environment ◽  
Learned Helplessness ◽  
Learning Experiences ◽  
Modern Theory ◽  
Emotional States ◽  
Ancient Greek ◽  
Greek Culture ◽  
Father And Son

This chapter offers a few different ways of understanding Telemachus's mental and emotional states and the transformation he undergoes as he moves from Ithaca through Pylos to Sparta. It compares this marginalized state to the modern theory of Learned Helplessness and argues that the Odyssey depicts Telemachus as proceeding through a system of action to treat it. While father and son exhibit similar symptoms, their etiologies differ. The chapter starts by looking at Telemachus's depiction at the beginning of the epic, where he starts out like his father, Odysseus, in a state of inaction, and by considering what it is that ails him. The epic frames him as suffering from a deficient community, which has deprived him of a proper learning environment from the perspective of ancient Greek culture and modern cognitive psychology. The limited nature of his learning experiences has marginalized him by stunting his development as both a learner and a doer. This explanation, in addition, has the benefit of helping to motivate Athena's steps in mentoring him (as something of a teacher) and his traveling to hear and use stories.

From Performance to Casket Copy

2008 ◽  
Vol 2 (2-3) ◽  
pp. 190-208
Author(s):  
Cordell M. Waldron
Keyword(s):  
Ancient Greek ◽  
Jewish Culture ◽  
Greek Culture ◽  
Written Texts ◽  
Standard Of Comparison

Does the central role of the Iliad and the Odyssey in ancient Greek culture indicate that they functioned as scripture? Taking the role of the Tanakh in Jewish culture as the standard of comparison, this essay argues that, while the Tanakh and the epics functioned similarly as foundational texts in their respective cultures, the ways in which Homer was used in Hellenic culture differ markedly from the ways in which the Tanakh was used in ancient Jewish culture. The Homeric epics were primarily thought of as orally delivered or performed events throughout most of their history, only coming to be thought of as primarily written texts in the Hellenistic era and later, whereas almost from its origins the Tanakh commands and exemplifies a textcentered community in which that which is written is most important.

THE EMOTIONS OF MEDEA: AN INTRODUCTION

2021 ◽  
Vol 68 (1) ◽  
pp. 1-7
Author(s):  
Ed Sanders
Keyword(s):  
Cognitive Psychology ◽  
Performing Arts ◽  
Literary Studies ◽  
Ancient Greek ◽  
Academic Interest ◽  
Erotic Love

Ancient Greek and Roman emotions have become a field of increasing academic interest over the last few decades. We can particularly refer to such formative scholars in the field as David Konstan, Douglas Cairns, Robert Kaster, and more recently Angelos Chaniotis – though the cast list goes much wider. Early interest in emotions prevalent across classical genres, such as shame, anger, pity, envy/jealousy, and erôs (erotic love, desire), has more recently expanded to include more peripheral emotions such as forgiveness, remorse, and disgust. A number of studies, too, have focused on specific genres. This research has been conducted against a background of much wider interest in emotion studies in fields as diverse as neuroscience, cognitive psychology, anthropology, medicine, philosophy, jurisprudence, history, literary studies, and the performing arts. Many publications by Classicists have demonstrated awareness of this wider body of research, and some of them directly incorporate theoretical findings – particularly from cognitive psychology, but from other disciplines too – into exploration of classical texts and other media.

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

scholarly journals Somatic Phraseological Units with the Component“Heart” in Ancient Greek Tragedies of the Classical Age

2018 ◽  
pp. 64-73
Author(s):  
Oleksandra Tyrnova
Keyword(s):  
Positive Emotions ◽  
Greek Language ◽  
Physical Pain ◽  
Ancient Greek ◽  
Psychological States ◽  
Greek Culture ◽  
Cognitive Metaphor ◽  
Physical Injuries ◽  
Slow Heart Rate ◽  
Classical Age

The article explores phraseological units with the somatic component “heart”, which serve to denote emotions, psychological states and feelings in the Ancient Greek language of the classical age. The authors analyze the meaning of the verbs, used in the structure of the somatic phraseological units and compound metaphors with the somatic word “heart”. It is determined that more than hundred somatic phraseological units with the component καρδία / κραδίη / κῆρ “heart” are used in Greek tragedies of Aeschylus, Sophocles and Euripides and 62 units of them serve to denote emotions, psychological states and feelings. It is revealed that somatic phraseological units with the component “heart”, which denote negative emotions and feelings, are predominant in the language of Greek tragedies. In particular, these emotions and feelings are sadness, sorrow, fear, anger, annoyance, irritation, malice, mental pain, despair and depression. The sphere of positive emotions, such as joy, exaltation, satisfaction, calmness and pacification, represented by the language material show the correlation of 15 % to 85 % with the phraseological units of negative meaning. It is found out that the meaning of verbs, used as a part of the phraseological unit, refer to physical action, which is committed over the heart, particularly harm, violence and abuse, physical pain, fast or slow heart rate, cold or hot feelings. In the phraseological units, which denote depression and despair, verbs indicate causing physical injuries of heart, for example, θλίβω “squeeze”,“compress”, δάκνω “bite”, μαστιγόω “slash”, ἐκτήκω “melt”. The verbs, used in the phraseological units with the meaning of fear, indicate changes of heart’s temperature and its pace, for instance ζωπυρέω “flare up”, ὀρχέομαι “dance”. Mental anxiety is verbalized via the cognitive metaphor “heart – water”, therefore waves arise in an alarmed heart or heart rages from an inevitable cycle. The results of the research confirm the thesis that the ancient Greek culture is a “culture of the heart”.

scholarly journals 也談同性戀與婚姻

2018 ◽  
Vol 16 (2) ◽  
pp. 73-76
Author(s):  
Fei WU
Keyword(s):  
Same Sex ◽  
Ancient Greek ◽  
Marriage And Family ◽  
Same Sex Marriage ◽  
Greek Culture ◽  
Digital Commons ◽  
The Relationship

LANGUAGE NOTE | Document text in Chinese; abstract in English only.Xianglong Zhang’s position on same-sex marriage is tolerance with reservations. He contends that Confucianism does not affirm or deny homosexuality as ancient Greek culture or Christianity did, because it regards homosexuality and same-sex marriage as two completely separate issues. By distinguishing marriage from homosexuality, the Confucian view proposed by Zhang neither violates the freedom of homosexuals nor affects the order of marriage and family. It can provide a more sensible perspective for people to understand the relationship between homosexuality and marriage in today’s world.DOWNLOAD HISTORY | This article has been downloaded 192 times in Digital Commons before migrating into this platform.

Embedded Librarianship

2013 ◽  
pp. 1538-1554
Author(s):  
Buffy J. Hamilton
Keyword(s):  
High School ◽  
Learning Environment ◽  
Information Sources ◽  
Learning Experiences ◽  
English Teacher ◽  
Learning Networks ◽  
Composition Students ◽  
Personal Learning ◽  
Participatory Literacy

This case study chronicles the learning experiences of 10th grade Honors Literature/Composition students who participated in a 2009-10 learning initiative, Media 21, at Creekview High School. This program, spearheaded by school librarian Buffy Hamilton and English teacher Susan Lester, provided students a learning environment facilitated by both Hamilton and Lester in which Hamilton was “embedded” as an instructor. Media 21, rooted in connectivism, inquiry, and participatory literacy, emphasized students creating their own research “dashboards” and portals, the creation of personal learning networks to help students engage in their learning experiences, and to evaluate a diverse offering of information sources more critically.

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