Descriptor
| Greek Literature | 35 |
| Latin Literature | 35 |
| Classical Literature | 22 |
| Classical Languages | 17 |
| Latin | 14 |
| Greek | 13 |
| Ancient History | 11 |
| Higher Education | 9 |
| Teaching Methods | 8 |
| Language Instruction | 7 |
| Greek Civilization | 6 |
| More ▼ | |
Source
| Didaskalos | 8 |
| Classical Outlook | 5 |
| Cl World | 2 |
| Classical Bulletin | 2 |
| Greece and Rome | 2 |
| Bulletin of the Association… | 1 |
| English Journal | 1 |
| Hispanic Review | 1 |
| Improving College and… | 1 |
| Journal of Education | 1 |
| MALT Bulletin | 1 |
| More ▼ | |
Author
Publication Type
Education Level
Audience
| Practitioners | 3 |
| Teachers | 3 |
| Students | 2 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textSmith, Ron – 1975
The approximately 650 works listed in this guide have as their focus the myths of the Greeks and Romans. Titles were chosen as being (1) interesting treatments of the subject matter, (2) representative of a variety of types, styles, and time periods, and (3) available in some way. Entries are listed in one of four categories--art, literature,…
Descriptors: Art, Bibliographies, Greek Literature, Higher Education
Peer reviewedKing, Christine M. – Greece and Rome, 1971
Descriptors: Ancient History, Characterization, Classical Literature, Drama
Eason, Oliver – 1980
Myths and tales from around the world about constellations and facts about stars in the constellations are presented. Most of the stories are from Greek and Roman mythology; however, a few Chinese, Japanese, Polynesian, Arabian, Jewish, and American Indian tales are also included. Following an introduction, myths are presented for the following 32…
Descriptors: Astronomy, Elementary Secondary Education, Fables, Folk Culture
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
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
Peer reviewedSparkes, B. A. – Greece and Rome, 1971
Descriptors: Ancient History, Art, Classical Literature, Greek Civilization
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
Jacobson, Sheldon A. – Improving College and University Teaching, 1971
The classics abound in meaning for our own time and especially for men of science and medicine. (Editor)
Descriptors: Ancient History, Classical Literature, Empathy, Ethics
Peer reviewedShey, H. James – Classical Bulletin, 1971
Descriptors: Analytical Criticism, Classical Languages, Classical Literature, Greek Literature
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
Peer reviewedBeardsley, Theodore S., Jr. – Hispanic Review, 1973
Special issue as a tribute to Dr. Arnold Reichenberger, well-known Hispanist, who has served as chairman of the Department of Romance Languages at Pennsylvania State University, University Park, Pennsylvania. (DS)
Descriptors: Greek Literature, Latin Literature, Literary Styles, Political Attitudes
Porter, David H. – Cl World, 1970
Descriptors: Classical Languages, Drama, Greek Literature, Latin Literature
Moritz, Helen E. – 1981
This paper describes a graduate seminar for educational administrators, using works of ancient Greek and Roman literature as bases for the consideration of organization and leadership problems identified in theoretical literature. The seminar was team taught by professors from the Departments of Educational Administration and Classics at the…
Descriptors: Classical Literature, Educational Administration, Graduate Study, Greek Literature
Peer reviewedHerzman, Ronald – Journal of Education, 1997
The "Confessions" of St. Augustine is important as a record of the process and results of the struggle between cultures of Athens and Jerusalem as a confrontation between classical and biblical learning. As such, it models an approach to the multicultural tensions of today. An example is given in cultural conflicts between Islam and Christianity.…
Descriptors: Christianity, Classics (Literature), Conflict Resolution, Cultural Differences
