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By necessity, much of the scholarship surrounding theatrical adaptations of classical text centers finished products with abundant budgets or published for broad consumption. This holds true in the case of theater produced by marginalized authors or which engages with marginalization; in order to reach the academy, there must be a certain degree of industry momentum present.

Medea seems an endlessly generative figure for scholars and artists alike who desire to think through issues of identity and whose work highlights tensions around, for example, gender dynamics, race and racialization, immigration, and asylum, as well as settler-colonization and its attendant ideologies, mechanisms, and relationships.

Both authors have been working as non-tenure and tenure-line faculty at large state schools, in states where there is a shortage of Latin teachers. Two issues, in particular, have come to our attention: The lack of communication between K-12 and College teachers; The gap between MA Latin training and K-12 teaching. Latin programs continue to disappear. This means, first, fewer Latin students in colleges; second, fewer Latin teachers, with the result that K-12 programs gradually disappear (our district lost 4 teachers last year alone). It is a downward spiral that must be stopped.

Both authors have been working as non-tenure and tenure-line faculty at large state schools, in states where there is a shortage of Latin teachers. Two issues, in particular, have come to our attention: The lack of communication between K-12 and College teachers; The gap between MA Latin training and K-12 teaching. Latin programs continue to disappear. This means, first, fewer Latin students in colleges; second, fewer Latin teachers, with the result that K-12 programs gradually disappear (our district lost 4 teachers last year alone). It is a downward spiral that must be stopped.

College and university professors often see little incentive in establishing and maintaining relationships with their colleagues in the K-12 ranks. For many, that approach is functional: in the higher education system, rewards are typically only in place first for research and teaching, and secondly for service at one’s institution or to higher-education-specific organizations.

The divide between the various levels of education in Latin and the field of Classics can be seen most clearly in the discrepancies between adolescent Latin (7-12), college and post college instruction and programs. There is no lack of enthusiasm from students or teachers, yet there is a conflict between expectations and acquired skills. With inadequate training and paucity of experiences, graduate students will lack preparation for teaching or becoming scholars in the field.

With the ancient and modern world just a click away, how has the internet of the 2020s impacted the Latin and Greek classroom? The authors of this paper bring two diverse and dynamic perspectives to questions like these. One author is the head of high school Latin at a preeminent college preparatory school. The other is a language program director in a PhD granting Classics department in a private R1 university. Our point of departure is the AP Latin exam – and how each of us has journeyed away from it in our own teaching.

Comparative studies increasingly tantalize as a way to reframe the Western Classics in a global perspective. Adopting the broader geographic, temporal, and cultural frameworks demanded by comparative work is likely not only to change our understanding of Greek and Roman civilization, but also to bear on increasingly urgent questions such as who should study the Classics today and how. One especially rich vein of comparative study to date has focused on premodern Chinese civilization as a counterpoint to Greece and Rome.

The investigation of “that of which everything consists, from which everything comes, and to which everything shall finally dissolve” (Arist. Met. 983b), the quest for a principle (ἀρχή), that remains stable amidst change, that orders the world and allows for its comprehension, can be considered as the dominating feature of pre-Socratic intellectual speculation. In Heraclitus (c. 535-475 BC), in particular, this research assumes most distinctively the connotation of an “henology” (Reale in Marcovic et al.

Few figures from Graeco-Roman Antiquity have attracted more controversy than Seneca the Younger. Scholars have long crossed swords over the nature of this captivating and contradictory man: the Stoic philosopher, and speech writer for Nero; the advocate of a controlled mind, and writer of plays that depend on Sturm und Drang for their effectiveness; the man who thought a retired life fitting for a lover of wisdom, and the canny, wealthy politician; the heroic man of principle, and the cynical power player whose debts caught up with him. (Griffin 1992; Wilson 2014).