Descriptor
| Greek Literature | 8 |
| Latin Literature | 8 |
| Classical Literature | 6 |
| Greek | 5 |
| Latin | 5 |
| Classical Languages | 4 |
| Educational Philosophy | 4 |
| Ancient History | 2 |
| English Literature | 2 |
| Individual Development | 2 |
| Moral Development | 2 |
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Source
| Didaskalos | 8 |
Author
| Davies, J. K. | 1 |
| Gransden, K. W. | 1 |
| James, David L. | 1 |
| Kilburn, K. | 1 |
| Pring, Richard | 1 |
| White, Pat | 1 |
| Whitehorne, J. E. G. | 1 |
| Wilson, John | 1 |
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Pring, Richard – Didaskalos, 1975
A reply to K. Kilburn, "The Need for Classics" in this issue. Points out that Kilburn is imprecise in notions of categories of thought and his notion of tradition. The assumption that initiation into a category of thought requires a return to sources is challenged. (CHK)
Descriptors: Classical Languages, Classical Literature, Educational Philosophy, Educational Theories
Kilburn, K. – Didaskalos, 1975
Criticizes traditional reasons for Classics study and states that education is the initiation of a new generation into the skills and knowledge structures of an existing tradition. Aesthetics and philosophy, religion and morals, knowledge of self and others, and mathematics and science may be understood through Classics.
Descriptors: Classical Languages, Classical Literature, Educational Philosophy, Greek
White, Pat – Didaskalos, 1975
Criticizes John Wilson's "Classics and Moral Education," in this issue, as being ambiguous and vague. The view here is that moral education would not derive automatically from classical studies but must be taught and developed, and based on a value system already present. (CHK)
Descriptors: Classical Languages, Classical Literature, Educational Philosophy, Greek
Wilson, John – Didaskalos, 1975
The study of the Classics may develop three kinds of skills: 1) awareness of the importance of hard facts about a culture; 2) awareness of the facts of human nature; and 3) training the mind to think. Such skills and understanding are an important part of moral education. (CHK)
Descriptors: Classical Languages, Classical Literature, Educational Philosophy, Greek
Gransden, K. W. – Didaskalos, 1975
Advocates the value of Classics study, expecially in conjunction with study of English Renaissance poetry. Such a combination enhances both the classical model and the vernacular work. Poetic form, content, language and prosody are discussed. (CHK)
Descriptors: Classical Literature, English Literature, Greek, Greek Literature
Whitehorne, J. E. G. – Didaskalos, 1975
Describes an experiment made to illustrate to Ancient History students the value of textual criticism and the problems involved in transmitting a text through the centuries by means of imperfectly copied and preserved manuscripts. (CHK)
Descriptors: Ancient History, Critical Reading, Greek Literature, Historical Criticism
Davies, J. K. – Didaskalos, 1975
This paper summarizes the present state of teaching Ancient History in British schools and sees it as fragmented and incomplete. A macrostructure for study of 16 major interpretive themes is suggested, to be supplemented by theme, and area studies and various specialized approaches. (CHK)
Descriptors: Ancient History, Area Studies, Course Content, Curriculum Development
James, David L. – Didaskalos, 1977
Discusses the need for English literature majors to study the classics and describes a two-term course at Eaton Hall College of Education on the Western tradition in Literature. (Author/KM)
Descriptors: Biblical Literature, Classical Literature, Course Descriptions, Course Evaluation
