Abstract
The collective mind often attributes the image of a modern Latin classroom to a teacher writing on a chalkboard in front of students eagerly memorising the declensions in silence. However, as part of their search for innovative and effective practices, Latin instructors have consistently expanded their gaze beyond the traditional parameters of rote memorisation for at least since the pioneering efforts of W.H.D. Rouse, looking to more innovative models presented by novel methods for inspiration and to the halls of predecessors in hopes of fostering a more engaging learning environment. Upon close comparative study between the modern pedagogical methods in Latin classrooms and the perspective of Renaissance scholar Petrarch, this study identified a commonality between the two: emphasis on dialogue between different members of the classroom and personal interpretations of preceding authors’ works for a better opportunity of comprehending the content. Grounded in the philosophies of the Socratic method, Petrarch claimed that an important element of the tradition of pedagogy finds expression in dialogues, imitation, and the significance of fully comprehending the topic in pursuit of wisdom. Likewise, many institutions of the U.K. and the United States, strengthened by the emergence of dialectic assessment applications during the Covid-19 Pandemic, are working towards a new norm in place. After conducting an in-depth interpretation of primary and secondary sources regarding Petrarch's pedagogy, as well as research of its modern developments and the applications, the comparison suggests a new direction for the Classics community to consider going forward.
Highlights
The collective mind often attributes the image of a modern Latin classroom to a teacher writing on a chalkboard in front of students eagerly memorising the declensions in silence
Just as how constant learning and academic inquiry are required on the part of both instructors and pupils, Petrarch appears to consider further conversation, questioning, and investigation as an absolute necessity for scholars with advanced Latin skills
Benigno the need for all parties—the writer, respondent, and readers from posterity—to remain engaged to achieve proper learning: I write to you and others, not because what I have to say touches you nearly, but because there is no one so accessible just who is at the same time so eager for news, especially about me, and so intelligently interested in strange and mysterious phenomena, and ready to investigate them (Petrarch, 1351/1898, p. 163)
Summary
The collective mind often attributes the image of a modern Latin classroom to a teacher writing on a chalkboard in front of students eagerly memorising the declensions in silence. Upon close comparative study between the modern pedagogical methods in Latin classrooms and the perspective of Renaissance scholar Petrarch, this study identified a commonality between the two: emphasis on dialogue between different members of the classroom and personal interpretations of preceding authors’ works for a better opportunity of comprehending the content. Grounded in the philosophies of the Socratic method, Petrarch claimed that an important element of the tradition of pedagogy finds expression in dialogues, imitation, and the significance of fully comprehending the topic in pursuit of wisdom. After conducting an in-depth interpretation of primary and secondary sources regarding Petrarch’s pedagogy, as well as research of its modern developments and the applications, the comparison suggests a new direction for the Classics community to consider going forward
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