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Rhetoric and Historiography: New Perspectives
A two-day conference to be hosted by The University of Notre Dame, Rome Gateway Center
May 18-21, 2023, Rome
Conveners: Luca Grillo (University of Notre Dame), Emily Baragwanath (UNC, Chapel Hill), Andrew Feldherr (Princeton University) and Christopher Krebs (Stanford University)
2023 marks the 35th anniversary of the appearance of A. J. Woodman's Rhetoric in Classical Historiography, a work that has transformed our understanding of the Greek and Roman historians, especially among anglophone scholars. Woodman argued above all that the aims of these historians must be understood according to the principles of ancient rhetoric, for example, to praise, inspire or entertain, rather than anachronistically presuming that they shared the same fundamental goal as the modern academic discipline of history: to represent the truth of what happened in the past.
Although often left out of the conversation about the future of the instruction of ancient language, history, and culture in higher education, contingent faculty at community colleges serve on the front lines of this struggle, frequently becoming the first ancient studies professors their students encounter. Often working without job security, a steady salary, or benefits, adjunct faculty are providing cutting-edge instruction to an exceedingly diverse student body. According to the American Association of Community Colleges’ 2022 Fast Facts, community college students represent 39% of the total undergraduate population in the United States and include large percentages of first-generation students, workers, single parents, students with disabilities, and members of historically marginalized groups.
The SCS Blog recently had the opportunity to interview two community college adjunct professors to hear about their experiences.
Patrick J. Burns: Let’s start with the here and now — what courses are you teaching this semester?
When I learned that I would be teaching my department’s graduate Greek survey in Fall 2021, I promptly burst into tears. The assignment was not what I was expecting; more painfully, it brought up all the barely suppressed memories of my own survey experience.
In one sense, that experience had been a success. It transformed me from a glacially slow reader of Greek into a slightly faster one, familiar with a range of authors and genres and capable of passing my Greek qualifying exam. It also left me with an enduring sense of inferiority, even fraudulence. I didn’t make it through a single one of our assignments (the standard 1,000 lines per week). I never felt in command of the language or my own learning. The fact that I had improved seemed more like a happy accident than an effect of the curriculum, let alone something I could be proud of. For years afterwards, even post-graduation, I would wake up wondering how many lines I had to read that day and then calculate by how far I would fail.
This might seem like an extreme reaction, but from what I can tell, it’s not uncommon. Greek and Latin Surveys, the foundation of Classics graduate curricula in the US, leave many people feeling ashamed of their language skills.
Program of the 1st IConiC Conference
Audience Response in Ancient Greek and Latin Literature
02-03 September 2022
Via Ms Teams
Directed by Christopher Bungard
Erin Moodie translator
The Committee on Ancient and Modern Performance (CAMP) presents a script-in-hand reading of a new translation by Erin Moodie of Terence’s Phormio. The African born Terence often gets short shrift when it comes to ancient drama, but he is tremendously influential in the history of western theatre.
Kairos in ancient arts and techniques
October 1, 2022 (Title & Abstract)
April 30, 2023 (Text)
Vol. 11, Issue 2, 2023
Edited by Giada Capasso & Alessandro Stavru
The international Journal Thaumàzein devotes a special issue to the relationship between kairos and the techniques in Graeco-Roman antiquity.
August 15 is the final abstract deadline for A Conference on Homer in Sicily, October 5-8 with a Homer-themed post-conference tour October 9-10, 2022
There is nothing ideologically neutral about grades, and there is nothing ideologically neutral about the idea that we can neatly and tidily do away with grades. We can't simply take away grades without re-examining all of our pedagogical approaches, and this work looks different for each teacher, in each context, and with each group of students.
— Jesse Stommel, “Grades are Dehumanizing”
The following obituary is reposted from legacy.com.
You can read the original posting at this link.
"We collectively mourn the loss of Dr. Corinne Ondine Pache, Professor of Classical Studies and a cherished member of the Trinity University community, who ended her battle with cancer on July 20, 2022. Corinne was an accomplished scholar, revered teacher and mentor, and terrific friend to many all over the globe. She will be sorely missed.
Only by abandoning traditional grading and performance assessment practices can we achieve our ultimate educational objectives.
Tradition in Classics is powerful. When the three of us started teaching as graduate students, we drew on our experiences as undergraduates in the many Classics courses we had taken, particularly when it came to assessing students. This is not a bad thing! We all need to start somewhere while we are growing as educators. Nevertheless, it was difficult for us to imagine, for instance, teaching Latin without traditional assessment practices (such as high-stakes tests), because that’s how we were taught.