This article reviews the didactic units in biology and environmental education in the context of Latin America, analyzing their design, implementation, and effectiveness in the teaching of environmental and biological topics. Through a literature review and case analysis, the most commonly used teaching strategies are identified and their impact on student learning is evaluated. It highlights best practices and proposes recommendations to improve the quality of biology and environmental education in the region.

The purpose of this paper is aimed at examining the educational needs and didactic competences of teachers for the preparation and use of didactic-methodical teaching materials in the teaching of the subject Macedonian language for the program areas Initial reading and writing and Language (first, second and third grade), and all with the aim of improving the teaching of the Macedonian language. For the successful realization of the goals/standards for evaluation needed in the program areas Initial reading and writing and (...) Language from the first to the third grade, it is necessary to prepare, apply and classify the teaching materials that will serve as a kind of teaching support for the teachers, but also for the students, which will help them in learning the Cyrillic and Latin letters, writing and reading with them, language and spelling rules, as well as the application of spelling signs. In teaching practice, there is a need for didactic-methodical design of teaching materials within the program areas Initial reading and writing and Language, respecting modern methodical, methodological and dokimological principles. For that reason, the examination of the attitudes and educational needs of teachers, as immediate implementers of teaching, is the methodological justification for their inclusion as a special research subsample. (shrink)

1. At least since W.F. Edwards’ pioneering articles on medieval and renaissance interpretations of the prologue to Galen's Art of Medicine,1 it has often been maintained that Latin scholastics inte...

Lucretius' didactic poem De rerum natura ('On the Nature of Things') is an impassioned and visionary presentation of the materialist philosophy of Epicurus, and one of the most powerful poetic texts of antiquity. After its rediscovery in 1417 it became a controversial and seminal work in successive phases of literary history, the history of science, and the Enlightenment. In this Cambridge Companion experts in the history of literature, philosophy and science discuss the poem in its ancient contexts and in its (...) reception both as a literary text and as a vehicle for progressive ideas. The Companion is designed both as an accessible handbook for the general reader who wishes to learn about Lucretius, and as a series of stimulating essays for students of classical antiquity and its reception. It is completely accessible to the reader who has only read Lucretius in translation. (shrink)

Paperback. This volume contains a collection of papers on the philosophical and cultural background of Lucretius' De rerum natura. The authors, an international team of specialists, address such general questions as how Lucretius' poem relates to the Epicurean tradition, to other philosophical schools and to contemporary Roman intellectual life. In addition, a number of case studies are presented which discuss the background of particular passages in Lucretius' poem. The book will be of interest to students and scholars in the areas (...) of ancient philosophy, Latin literature and Roman culture. (shrink)

The employment of mythological language and imagery by an Epicurean poet - an adherent of a system not only materialist, but overtly hostile to myth and poetry - is highly paradoxical. This apparent contradiction has often been ascribed to a conflict in the poet between reason and intellect, or to a desire to enliven his philosophical material with mythological digressions. This book attempts to provide a more positive assessment of Lucretius' aims and methodology by considering the poet's attitude to myth, (...) and the role which it plays in the De Rerum Natura, against the background of earlier and contemporary views. The author suggests that Lucretius was not only aware of the tension between his two roles as philosopher and poet, but attempted to resolve it by developing his own, Epicurean poetic, together with a bold and innovative theory of the origins and meaning of myth. (shrink)

Lucretius' account of the origin of life, the origin of species, and human prehistory is the longest and most detailed account extant from the ancient world. It gives an anti-teleological mechanistic theory of zoogony and the origin of species that does away with the need for any divine aid or design in the process, and accordingly it has been seen as a forerunner of Darwin's theory of evolution. This commentary locates Lucretius in both the ancient and modern contexts, and treats (...) Lucretius' ideas as very much alive rather than as historical concepts. The recent revival of creationism makes this study particularly relevant to contemporary debate, and indeed, many of the central questions posed by creationists are those Lucretius attempts to answer. (shrink)

This article will investigate the ways in which Polish illustrated press contributed to communicating and reporting the work of Polish émigré naturalists working in Latin America to the Polish general public living in the Prussian, Russian and Austrian partitions of the Polish‐Lithuanian Commonwealth 1844–1885. It examines the ways in which illustrations were used to shape the public's opinion about the significance of these migrants’ scientific achievements. The Polish illustrated press, its authors and editors were instrumental in shaping the public's (...) perceptions of the reach of Polish scientists, and exploring their impact on broader scientific debates, thereby situating Polish people and their work in a global context. The didactic and opinion‐making role of the illustrated press was highly influential among Polish audiences during this period, at a time when the survival of Polish identity, culture, language, and education was uncertain. Illustrated weeklies were one of the vectors through which high science was made accessible to the Polish public. A study of pictures in Polish illustrated press will help to explain how they contributed towards shaping the images in the public eye of naturalists’ scientific work, and discourses about science and its actors more broadly. (shrink)

Lucretius' poem, for which Epicurean philosophy provided the inspiration, attempts to explain the nature of the universe and its processes with the object of freeing mankind from religious fears.

This collection of 11 studies provides a new discussion of Lucretius' History of the Human Mankind and of other topics (Lucretius' explanation of sleep, dreams and optical illusions) in relationship to other philosophical and scientific doctrines of Antiquity.

Excerpt from Caroli Lachmanni in T. Lucretii Cari De Rerum Natura Libros Commentarius Iterum Editus Itaque recensendi mnnere ita functus sum nt quod Gumque bonum et verum esset'aut in utroque aut in alter utro codice id sine ullo dubitationis indicio exhiberem ver suum autem erdinem eum quo essent a veteribus librariis scripti, numeris appositis indicarem: emendafionem his re bus contineri arbitratus sum primum ut versus a. Librariis traiecti in suum locum reducerentur; quod ubi evenit nu meri sese naturali ordine excipere (...) non petuerunt: deinde nt ipsa versuum vocabula ubi vel perissent vel depravata es sent, quantum fieri posset, reciperarentur, ita tamen nt sin gula ad codicum fidemscripta cum singnlis commentariernm particulis praefigerentur, tum in imis paginis carminum enn merarentur. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

LUCRETIUS AND THE LATE REPUBLIC . Roman Intellectual History The history of human values is the history of changing notions about truth and reality, ...

This book is designed to appeal both to those interested in Roman poetry and to specialists in ancient philosophy. In it David Sedley explores Lucretius ' complex relationship with Greek culture, in particular with Empedocles, whose poetry was the model for his own, with Epicurus, the source of his philosophical inspiration, and with the Greek language itself. He includes a detailed reconstruction of Epicurus' great treatise On Nature, and seeks to show how Lucretius worked with this as his sole philosophical (...) source, but gradually emancipated himself from its structure, transforming its raw contents into something radically new. By pursuing these themes, the book uncovers many unrecognised aspects of Lucretius ' methods and achievements as a poetic craftsman. (shrink)

The Greek priests were concerned with ritual alone, and rarely, if ever, assumed the office of moralist; the philosophers, such as Parmenides and Empedocles ...

This text is a translation of Lucretius’ poem which adheres faithfully to the text, yet with poetic force, accuracy, and humanitas and includes introduction, notes, and a glossary of philosophical terms cross-referenced to use throughout the poem.

Die Beiträge des vorliegenden Sammelbandes basieren auf Vorträgen aus der gleichnamigen fachdidaktischen Vortragsreihe, die seit 2013 am Seminar für Klassische Philologie der Philipps-Universität Marburg stattfindet. Sie beleuchten zentrale und aktuelle Aspekte eines zeitgemäßen altsprachlichen Unterrichts: von Fragen der Kompetenzorientierung (Rainer Nickel) und Individualisierung (Heike Wolf) über Textübersetzung und Wortschatzarbeit (Peter Kuhlmann), multimediale Zugänge zu Realien aus der Sicht des Althistorikers (Florian Krüpe) und Zugänge zum römischen Alltagsleben über die Dichtung (Tobias Brandt) sowie das Verhältnis von Text und Bild (Hans-Joachim Glücklich) (...) bis hin zu Überlegungen, was wir aus dem mittelalterlichen Lateinunterricht für die heutige Unterrichtspraxis lernen können (Jessica Kreutz). (shrink)

Der Beitrag diskutiert Kriterien der Textauswahl für die Lektüre biographischer und historiographischer Texte im Lateinunterricht am Beispiel der Viten des Nepos. Dabei wird auch ein allgemeiner Überblick über Kriterien der Lektüreauswahl gegeben und die Geschichte der Neposlektüre im Lateinunterricht nachgezeichnet. Es werden Argumente für die Lektüre der Neposviten unter verschiedenen Gesichtspunkten diskutiert.

A possible escape from the neoliberal appreciation of “education” and the selling from faculty providers to student consumers of a commodity, such as a credential or a set of workplace skills serving efficiency and productivity, may come perhaps from an alternative understanding of the concept, one that now hearkens to the ringing of a truth preserved in its Latin etymology. Ex-duco can be seen as an allusion pointing to the didactic of Plato’s cave metaphor, where understanding unchains people from (...) the shadows of the ephemeral, the irrelevant, and the false and leads them out into the lasting light of alētheia that defines and informs the human condition. Such a shift in understanding of what... (shrink)

The didactics of history traditionally are assigned no role in the academic discipline of history, influencing the students, rather than the practitioners, of history. The developments of the categories of history and pedagogy in West Germany serve to illustrate the actual field of the didactics of history -questions of how one thinks of history; the role of history in human nature; and the uses to which history can be put. In the 1960s and 1970s, as part of an (...) emerging process of historical self-awareness and a concern with curricular reform, the didactics of history developed into a distinct field. Historical didacticians became more involved with the discipline of history, although they were still associated with pedagogy. Currently, four issues form the focus of the didactics of history. They are the methodology of instruction, the function of history in public life, the establishment of goals for historical education in schools, and the analysis of the nature, function, and importance of historical consciousness. The didactics of history can be defined as an investigation of historical learning, the basic question of which asks how our experience and interpretation of the past influences our understanding of the present and our conception of the future. (shrink)

`Therefore this terror and darkness of the mind Not by the sun's rays, nor the bright shafts of day, Must be dispersed, as is most necessary, But by the face of nature and her laws.' Lucretius' poem On the Nature of the Universe combines a scientific and philosophical treatise with some of the greatest poetry ever written. With intense moral fervour Lucretius demonstrates to humanity that in death there is nothing to fear since the soul is mortal, and the world (...) and everything in it is governed not by the gods, but by the mechanical laws of nature. By believing this, men can live in peace of mind and happiness. Lucretius bases his argument on the atomic theory expounded by the Greek philosopher Epicurus. His poem explores sensation, sex, cosmology, meteorology, and geology through acute observation of the beauties of the natural world and with moving sympathy for man's place in it. Sir Ronald Melville's accessible and accurate verse translation is complemented by an introduction and notes situating Lucretius' scientific theories within the thought of 1st century BCE Rome and discussing the Epicurean philosophy that was his inspiration and why the issues Lucretius' poem raisies about the scientific and poetical views of the world continue to be important. (shrink)

This dissertation in classics might be of interest for gender studies as well since it is a sustained demonstration how one social and literary sterotype (the elegiac lover -- der elegisch Liebende) is systematically transformed into another (the artist of love -- der Liebeskünstler) as part of generic transformation (turning Latin love elegy into didactic poetry). The counterpart of these stereotypes is the "harsh lady" (dura domina), who is domesticated in the third book of the Ars amatoria. The copyright (...) for the book belongs to the author, who has uploaded it to the site. Please feel free to use it for non-profit purposes. (shrink)

The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following (...) the Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. (...) In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family. (shrink)

Columella's poem on horticulture, which forms Book 10 of his prose treatise De re rustica, has predominantly been edited by experts in agricultural writings rather than in Latin poetry, leaving many textual problems unsolved or even unrecognized. This article discusses a number of passages and proposes some thirty emendations.

Metrisch gebundene Texte sind aus dem altsprachlichen Unterricht nicht wegzudenken: Vergil, Ovid, Horaz, Catull und Martial sind nur einige typische Autoren für die Dichtungslektüre im Lateinunterricht; Homer, Sophokles und Euripides sind typische Beispiele für den Griechischunterricht. Die Curricula schlagen eine Vielzahl poetischer Texte als mögliche Lektüren vor. Allein diese unvollständige Autorenauswahl zeigt schon, dass man allein mit der Behandlung von daktylischem Hexameter und elegischem Distichon nicht besonders weit kommt, will man nicht die Textauswahl nach solchen rein formalen Kriterien unnötig und (...) unzulässig einschränken oder bei allen anderen Metra so tun, als läse man Prosa. Denn ein solches Vorgehen ermöglicht zwar eine Übersetzung, ein wirkliches Verständnis der Texte bleibt den Schülern aber verwehrt, da ihnen die Wirkung des Metrums, der Einschnitte, der Betonung bestimmter Positionen im Vers und nicht zuletzt ästhetische Aspekte verborgen bleiben oder allenfalls indirekt durch den metrischen Vortrag des Lehrers oder eine stilistische Analyse erschlossen werden. -/- Der vorliegende Band widmet sich daher grundlegenden Fragen zum Thema lateinischer und griechischer Prosodie und Metrik im Unterricht unter Einbeziehung der Lehrpläne und einer Befragung von Lehrkräften. Daneben finden sich Praxisbeispiele zu Catull, Ovid, Terenz und Homer, Überlegungen zur Beziehung von Musik und Metrik sowie eine Anregung zum Dichten in lateinischer Sprache. -/- Mit Beiträgen von: Gregor Bitto, John Bulwer, Fabiola Dengler, Boris Dunsch, Magnus Frisch, Hans-Joachim Glücklich, Christoph Kugelmeier, Immanuel Musäus, Jens Pickenhan, Anna Elissa Radke, Wolfgang Schoedel, Katharina Waack-Erdmann und Heike Wolf. (shrink)

Two of the tales mentioned in the title are in many ways typical of the great collections of stories to which they belong. What makes them conspicuous is no doubt the intensity of the erotic desire presented as the ultimate law which justifies even the most outrageous actions. The cult of eroticism is combined there with a cult of youth, which means disaster for the protagonists, who try to combine eroticism with advanced age. And yet the stories in question have (...) roots in a very different tradition in which overt eroticism is punished and can only reassert itself in a chastened form, its transformation being due to sacrifices made by the lover to become reunited with the object of his love. A medieval example of the latter tradition is here the Middle English romance, Sir Orfeo. All of the three narratives are conspicuously connected by the motif of the enchanted tree. The Middle Ages are associated with a tendency to moralize ancient literature, the most obvious example of which is the French anonymous work Ovide moralisé, and its Latin version Ovidius Moralizatus by Pierre Bersuire. In the case of The Merchant’s Tale and The Tale of the Enchanted Pear-Tree, we seem to meet with the opposite process, that is with a medieval demoralization of an essentially didactic tradition. The present article deals with the problem of how this transformation could happen and the extent of the resulting un-morality. Some use has also been made of the possible biblical parallels with the tales in question. (shrink)

Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their (...) solutions to how one advances the capacity for reflective judgment are similar. Central to this capacity is not merely devising efficient means to work towards pre-existing aims, but to reflect in practice on what one’s aim are and should be. This implies reflection on what future problems, as well as solutions to them, demand of us cognitively, socially and morally. (shrink)

Based on the understanding of the term rhetoric that transcends the notion of literary genre, this book offers new answers to the questions of the provenance and the role of the main rhetorical strategies in Lucretius' De rerum natura.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Ovid’s Causes: Cosmogony and Aetiology in the MetamorphosesMargaret Worsham MusgroveK. Sara Myers. Ovid’s Causes: Cosmogony and Aetiology in the Metamorphoses. Ann Arbor: University of Michigan Press, 1994. xvi + 206 pp. Cloth, $32.50.This book takes seriously Ovid’s claim in the proem of the Metamorphoses that his work will encompass the entire universe. Ovid’s primaque ab origine mundi (1.3) must be read as a statement of thematic, not merely (...) chronological scope. “The origin of the world” will continue as a central concern throughout the poem. Myers reads the cosmogony of Book 1 as a continuation of the programmatic statement of the proem: Ovid is allying himself with the tradition of natural-philosophical poetry, as originated by Hesiod and adapted to Hellenistic standards by Apollonius and Vergil. The theme of cosmogony does not merely “frame” the poem, and does not surface only in the explicit creation stories of Book 1 and the didactic discourse of Pythagoras in 15, but instead pervades the entire work. Aetiological stories, as explanations of where individual phenomena come from, continue the scientific theme displayed in the opening cosmogony. The whole Metamorphoses can thus be read as an exploration of the type of poetry which investigates origins of everything, from the universe to natural features to cultural institutions. We should credit Myers with elucidating this cosmogony-aetiology link, which breaks us free of narrow, literal categories, and allows us to see the similar poetic aims of these two literary devices. Her introductory chapter, exploring “The Generic Question” of the Metamorphoses and of post-Callimachean literature in general, points out how recent Latin scholarship has already begun to blur some of those long-unquestioned black-and-white distinctions between genres.At the same time, Myers acknowledges the clash between science (or natural philosophy) and myth. Ovid uses “scientific” language, often in the form of Lucretian allusions, to recount fantastic mythological tales of creatures whose very existence would be questioned by the philosophers. Chapter 1 examines metamorphosis stories which involve natural phenomena, such as the cosmos itself, various animals, etc. Metamorphosis is seen and narrated as a kind of scientific process; hence Ovid’s detailed descriptions of the moment of transformation. [End Page 338] But by calling attention to the incongruity of his subject and his language, Ovid questions the authority of cosmogony to validate myth and of myth to convey the truth.The remainder of Myers’ book focuses on the way in which Ovid unmasks the devices used in aetiological poetry’s claim to a voice of authority. Chapter 2 examines the Alexandrian affiliations of aetiological stories explaining the origins of cultural or religious institutions. This chapter follows something of the approach of P. Knox in the studious attempt to look at the elegiac, unepic features of Ovid’s narrative. Myers investigates the language used to mark a story as an aetion: words such as causa, origo, novus, and unde. Partially through comparison with Ovid’s technique in Fasti (a consistently aetiological, didactic poem) and through examination of the fragments of Callimachus, she also points out certain narrative techniques as characteristic of aetiology. The embedded narrative, related by a supposedly authoritative informant, is revealed as part of the modus operandi of didactic and aetiological poetry.This chapter is perhaps Myers’ most valuable contribution, because it gives us a rationale for some of the seemingly odd features of Ovid’s narrative. One example: why, at Met. 4.772–89, are Perseus’ most famous adventures reported only in indirect statement? Variatio for its own sake is not an adequate answer. Genre would seem to be part of the explanation: battles with monsters belong in epic, a genre which Ovid eschews, at least for the moment. But beyond that negative explanation, Myers suggests a positive one. After the indirect report, someone asks Perseus for an aetiological story: why Medusa had snakes in her hair. His answer in direct speech displays several of the linguistic features which Myers has identified as characteristic of aetia. Thus, Ovid depicts Perseus not so much at a Homeric banquet, with stories of battles and conquests, but at a Callimachean one, with learned exchanges of aetiological myths (cf... (shrink)

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose (...) of this paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

The relations of philosophy and poetry include but are not exhausted by Plato’s hostility to mimetic poetry in the Republic and Aristotle’s defence of it in the Poetics. For poetry has often carried a philosophical message itself, from the work of Chaucer and Milton to that of T.S. Eliot. In yet earlier generations, poetry was chosen as the medium for conveying a philosophical message by (among Greek philosophers) Xenophanes, Parmenides and Empedocles, and (at Rome) by Lucretius, who struggled both with (...) the Latin language and with the standard metre of didactic poetry, hexameters, to spread what he considered enlightenment and to reach for his Epicureanism an audience that might otherwise have remained unreached. To the extent that poets such as Lucretius succeeded, the philosophical critics of poetry in the tradition of Plato would have to recognise merit in some mimetic poetry. (Thus Lucretius compares clouds of atoms to flocks of sheep, which he graphically depicts.) Yet a defence of poetry other than Aristotelian katharsis would be needed for works such as those of Empedocles and Lucretius. Perhaps Enlightenment can be conveyed equally well in verse as in prose, mimetic components notwithstanding; for some purposes perhaps itcan be conveyed uniquely well. De nihilo nil fit, to quote Lucretius, comprises an example. (shrink)

The title of this present volume tends to be misleading. For it suggests that Nicholas’s didactic sermons are to be distinguished from his non-didactic ones—ones that are, say, more inspirational and less philosophical, or more devotional and less theological, or more situationally oriented and less Scripturally focused. Yet, in truth, all 293 of Nicholas’s sermons are highly didactic, highly pedagogical, highly exegetical.1 To be sure, there are inspirational and devotional elements; but they are subordinate to the primary purpose of teaching. (...) Likewise, only occasionally2 do the sermons show signs of addressing local circumstances that are idiosyncratic to the respective churches in Koblenz, Trier, Mainz, Augsburg, Frankfurt, Brixen, and Rome. Rather, their Scriptural focus more often than not yields up interpretations that are allegorical—or otherwise figurative—in a general way that allows Nicholas to draw inferences about the relationship between the intellect and the senses, about the unity of the virtues, the two natures in Christ, human freedom of will, the gifts of the Holy Spirit, the inter-relationship of faith and reason, the triune nature of God, the role of conscience, the precepts of the natural law, time as the image of eternity, the four stages of a knowledge of God, Christ as Wisdom Incarnate, God as Beauty, the Holy Spirit as Love, … and so on. Each of the sermons contains more than one major theme, so that no sermon dwells at length upon a single topic so as to sound pedantic and inappropriately academic. On the contrary: in a limited measure Nicholas’s sermons tend to entice through their extensive display of original metaphor, of striking imagery, of fresh vocabulary, and of erudite knowledge of earlier writers such as Plato, Aristotle, Augustine, Anselm, Albertus Magnus, and Meister Eckhart. (shrink)

In medieval allegory, Body and Soul were often pitted against one another in debate. In _Body Against Soul: Gender and _Sowlehele_ in Middle English Allegory,_ Masha Raskolnikov argues that such debates function as a mode of thinking about psychology, gender, and power in the Middle Ages. Neither theological nor medical in nature, works of _sowlehele_ described the self to itself in everyday language—moderns might call this kind of writing “self-help.” Bringing together contemporary feminist and queer theory along with medieval psychological (...) thought, _Body Against Soul_ examines _Piers Plowman_, the “Katherine Group,” and the history of psychological allegory and debate. In so doing, it rewrites the history of the Body to include its recently neglected fellow, the Soul. The topic of this book is one that runs through all of Western history and remains of primary interest to modern theorists—how “my” body relates to “me.” In the allegorical tradition traced by this study, a male person could imagine himself as a being populated by female personifications, because Latin and Romance languages tended to gender abstract nouns as female. However, since Middle English had ceased to inflect abstract nouns as male or female, writers were free to gender abstractions like “Will” or “Reason” any way they liked. This permitted some psychological allegories to avoid the representational tension caused by placing a female soul inside a male body, instead creating surprisingly queer same-sex inner worlds. The didactic intent driving _sowlehele_ is, it turns out, complicated by the erotics of the struggle to establish a hierarchy of the self’s inner powers. (shrink)