Classical Education Research Articles

Adaptive teaching: Latin and the use of digital parsing tools

Abstract The Initial Teacher Training (ITT) Common Core Framework (CCF) requires all teachers to adapt classroom teaching to support all students (Department for Education, 2024). While the Department for Education's previously-encouraged concept of ‘differentiation’ was well-intentioned, in that tasks were meant to be graded to support and develop all students' learning in a class where there were many different levels of prior attainment, it tended to mean that in practice in the classroom different tasks were often set to cater to the supposed different learning attributes of students. Differentiation has now been superseded by the concept of ‘adaptive teaching’. Adaptive teaching is characterised by teaching that takes account of the range in prior attainment of students and anticipates barriers to learning by providing resources or specific support so that they may all achieve the same intended outcomes. Classics teaching is often characterised by the reading of large amounts of text, both in the original languages of Latin or ancient Greek or in translation. Students in the Classics classroom contain a wide range of prior attainment, cultural experiences and may have barriers to learning, such as Special Educational Needs and Disabilities. This article presents findings of how the use of a blended language approach, involving the digital parsing tools in the Cambridge Latin Course and Suburani Latin course books, improved the quantity of translation of Latin achieved by students of mixed prior attainment and encouraged a more effective use of classroom time to develop deeper comprehension and understanding of the translated texts.

A Qualitative Examination of Instructor Experiences Regarding Pedagogical Challenges in Classical Guitar Education

This study investigates the pedagogical challenges faced by classical guitar instructors at Linyi University’s Music Department, with a focus on the integration of traditional Chinese musical elements into Western classical guitar education. Employing a qualitative research design, the study explores the lived experiences of 20 instructors through interviews, observations, and document analysis. Key findings reveal significant technical challenges, issues in repertoire selection, and difficulties in maintaining student engagement. The study also examines the strategies adopted by instructors, the influence of institutional support, and the impact of cultural factors on teaching practices. The results contribute to the broader discourse on cross-cultural music education and offer practical recommendations for instructors and institutions aiming to enhance classical guitar pedagogy in diverse cultural settings.

Multilingualism rather than English-only: policy and practice in classical music higher education

ABSTRACT The rise of English-medium education in (European) higher education has attracted considerable attention, but most analyses of the topic to date have been conducted in traditional universities. Highly international fields such as that of classical music higher education (CMHE) remain under-researched. Dafouz, E., and U. Smit. 2016. “Towards a Dynamic Conceptual Framework for English Medium Education in Multilingual University Settings.” Applied Linguistics 37 (3): 397–415 and Dafouz, E., and U. Smit. 2020. ROAD-MAPPING English Medium Education in the Internationalised University. Palgrave Macmillan. The ROAD-MAPPING framework provides an analytical tool for examining such complex contexts and unpacking the various factors at play in these multilingual university settings. In this paper, we present a mixed-methods case study at one of Austria’s largest state-funded music universities, comprising a policy analysis, a survey and semi-structured interviews with students, teachers and management. Using the ROAD-MAPPING framework to guide our analysis, we found that university policy and reported practice were coherent among all groups, with German as the default medium of education. English is explicitly designated the second academic language, while multilingualism and multimodality are actively promoted as a means of achieving educational and professional goals. However, we also noted that many strategies for coping with these multilingual teaching and learning contexts seem to be rather ad hoc, suggesting that there is a need for more awareness of multilingual pedagogy, and confirming the value of the ROAD-MAPPING framework for examining such complex settings.

Song Heritage of “The Beatles” in Academic Musical Interpretations

The purpose of the research. The paper reveals the features of the approaches of academic musicians to the creativity of “The Beatles” and characterises the musical projects created on the basis of the song heritage of the legendary British group. The research methodology consists in the application of historical cultural, comparative and musical analytical methods, which allowed to reveal the academic potential of “The Beatles” music and outline the ways and directions of academisation of their song creativity. The scientific novelty consists in the fact that for the first time academic interpretations of the songs of “The Beatles” group, carried out by L. Berio, J. Bayless and P. Breiner, were characterised, and two approaches to musical transcriptions of the song heritage of the group were outlined – academic and academicized, the type corresponds to all the parameters of academic music, the second gravitates towards classical crossover as a direction of pop music. Conclusions. Among the numerous cover versions, transcriptions and paraphrases of “The Beatles” music, a number of original musical interpretations are attractive, the authors of which turn to the Baroque style. The vocal cycle “Beatles Songs” by L. Berio (1967), the instrumental albums “Bach Meets the Beatles” (1984), “Bach Meets the Beatles. Revisited” (2004) by J. Bayless and “Beatles Go Baroque” (1993) by P. Breiner have already acquired the status of iconic. Their authors, who received a classical musical education, give priority to academic interpretive versions, where the songs of “The Beatles” group are considered as thematic material, which becomes the basis for academic type compositions with classical musical dramaturgy formed in the instrumental music of the Modern period. A number of compositions, in which the basic features of a song are preserved, gravitate towards academicized type interpretations, approaching a classical crossover, and can represent both academic and pop musical creativity.

Dinamika Transformasi Tasawuf Era Modern: Neo-Sufisme dan Gerakan Islam Transnasional

This article examines the dynamics transformation of Sufism in the modern era. Sufism in the modern era appears running into transformation both in terms of its concept and movement. From the aspect of the concept of Sufism, modern Sufism is running into a transformation, namely neo-Sufism. Likewise, in the network aspect of the Sufism movement in the modern era, Sufism moves dynamically, from a local movement to becoming a network of transnational Islamic movements. This research is qualitative research using transnationalism theory as an analytical tool and historical studies as an approach. In this research, at least two findings were found. First, the presence of neo-Sufism is a form of transformation of classical Sufism teachings. The concept of neo-Sufism tends to be balanced (tawazun) between exoteric and esoteric aspects and can be a spiritual alternative for urban Muslim communities. Second, modern Sufism can be categorized as a representation of a transnational Islamic movement, as a non-governmental movement structured across countries in terms of thought, spiritual and political movements. The main route behind the transnational Islamic movement of Sufism is through da'wah, trade and immigrants. Keywords: Sufism, Neo-Sufism, Transnationalism, Transformative

THEORY OF COLLABORATIVE LEARNING IN THE HISTORY OF PEDAGOGICAL TEACHINGS

Collaborative learning has emerged as a significant pedagogical approach, underpinned by the belief that interaction and cooperation among learners foster deeper understanding and retention of knowledge. This article traces the historical development of collaborative learning theories, examining their roots in classical education, evolution through the centuries, and their current application in modern educational systems. By exploring the contributions of key pedagogical thinkers and movements, this article aims to provide a comprehensive overview of the collaborative learning paradigm and its enduring impact on educational practices.

Analysis of Innovative Strategies of Classical Chinese Education in Colleges and Universities from the Perspective of Cultural Confidence

Under the background of the steady advancement of social and economic development and the continuous improvement of international status, colleges and universities occupy an important position in the whole education system. At the same time, college students also bear the important responsibility to realize the dream of the great rejuvenation of the Chinese nation. To this end, colleges and universities need to take effective measures to improve students’ comprehensive quality, which can enhance students’ cultural self-confidence and stimulate their cultural consciousness through the development of classical Chinese education. Therefore, teachers can innovate the education ideas, methods and models of classical Chinese studies from the perspective of cultural self-confidence. In this way, they can not only carry forward traditional culture and promote classical Chinese studies but also enhance students’ cultural self-confidence and improve students’ comprehensive literacy. This paper studies classical Chinese studies education, which plays a vital role in cultivating students’ cultural self-confidence and the construction of school quality education. Therefore, this paper briefly analyzes the practical significance of carrying out classical Chinese studies education in colleges and universities and then analyzes the existing problems in the current classical Chinese studies education, and finally puts forward specific innovative strategies based on the perspective of cultural self-confidence.

Jesuits, Jansenists, and the Culture Wars

Abstract This introductory article explores the relevance of studying the Jesuit-Jansenist conflict in early modern France against the broader background of modernity as such and its inherent problems with fragmentation, isolation, and polarization in all areas of culture. It begins with a reference to the particular use of the study of early modernity and its religious and sociopolitical problems by the two prominent dissidents of the twentieth century, Leszek Kołakowski (1927–2009) and Jan Patočka (1907–77), in order to draw some potential parallels between the contemporary “culture wars” and the conflict between the Jesuits and the Jansenists. The contributions, stemming from a conference held at Adam Mickiewicz University in Poznań in March 2023, celebrating the four-hundredth anniversary of the birth of Blaise Pascal, shed light on various aspects of classical culture, education, tradition, and innovation in the areas of theatre, music, and philosophy in seventeenth-century France.

Development of Gymnasium Classical Education in the second half of the 19th century: Experience of the Past for the Present

Development of Gymnasium Classical Education in the second half of the 19th century: Experience of the Past for the Present

Analysis on the Development and Marketing Strategy of Chinese Classical Music Industry in the New Media Era

Classical music, renowned for its cultural and aesthetic value, faces significant challenges in maintaining its popularity in today's fast-paced, technology-driven world. In China, the classical music market is diverse yet fragmented, primarily appealing to an older demographic. This trend is exacerbated by minimal exposure among younger generations, limited classical music education in schools, and scant media coverage, all contributing to declining youth participation. This study evaluates the economic benefits and marketing impact of China's classical music industry, examining various income sources and current marketing strategies used by symphony orchestras and other organizations. By identifying strengths and weaknesses, the study proposes innovative marketing strategies to attract younger audiences and offers practical recommendations to ensure the growth and sustainability of classical music in China. The research acknowledges limitations due to reliance on secondary economic data, suggesting future studies conduct primary research for more precise insights.

Government Intervention, Internationalization Model and Higher Education Resource Flow: An Analysis of Higher Education in Late Qing Dynasty and Modern China

With the purpose of saving the country, the Qing Dynasty built new institutions of higher learning to impart western knowledge, which played a role in promoting the development of modern higher education in China. In order to explore the development context of China's higher education under different backgrounds in the late Qing Dynasty and modern times, this study reviews the relevant theoretical basis in recent years. This paper summarizes the formation of the education system in the late Qing Dynasty and modern China, the specific intervention of the government in higher education, and the flow of higher education resources in recent years, and analyzes its internal flow and external flow. Through the analysis of higher education in the late Qing Dynasty and modern times, it can be seen that the innovation and development of the internationalization mode of higher education is the inevitable requirement to realize the transformation of the internationalization power of higher education into the internationalization power of higher education. In addition to the classic model, co-construction model, satellite model and education cluster model, we should also actively explore and develop other new international education models, further expand the vision of running schools, enhance international awareness, accelerate the internationalization process of higher education, and achieve beyond the traditional higher education power. In order to provide reference for the future development of China's higher education internationalization under the background of "double first-class" construction.

A look at biochemistry learning difficulties in the undergraduate level

Learning biochemistry can be a challenge for most university students. They represent a lot of difficulty in studying this module. This is evidenced by numerous failures and a lack of interest in the subject. For them, biochemistry is a dry subject requiring extensive memorization and complex language. They also find it boring. However, biochemistry is a key element in the training of biology students and future teachers of life and earth sciences. It is the basis for understanding the mechanisms of life. It helps students to understand the chemical processes that take place in living beings. The aim of our study is to identify students' difficulties in learning biochemistry, in order to deduce the main causes and factors behind the low proficiency in this subject. For this purpose, we communicated with the undergraduate students at our school using NGT and a questionnaire. Students attribute their difficulties mainly to the complexity of the subject and the large amount of information that must be assimilated in a limited time. In addition, the problem of the language of instruction as well as the lack of tutorials and practical work can represent additional factors hindering the learning process. The lack of basic knowledge and the classical teaching methods can also be considered sources of difficulty. At the end of our study, we were able to elucidate the main factors and obstacles that hinder the learning of biochemistry. The students have suggested some solutions including the adoption of new teaching methods promoting active learning, as well as by diversifying the pedagogical supports used in class and the integration of new communication and information technologies (ICT).

Attitudes and Skills in Basic Life Support after Two Types of Training: Traditional vs. Gamification, of Compulsory Secondary Education Students: A Simulation Study.

It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students.

Social Responsibility and Sustainability: The Changing Mission of Higher Education

The article examines the basic principles of higher education and the involvement of universities in achieving sustainable development goals on a global scale. A complete overview is given of the fundamental principles of higher education - academic freedom and academic responsibility, which form the value basis of classical education in its historical period of development. In modern conditions, these principles are increasingly reflected in the activities of universities related to their key role in solving economic, social and environmental problems. Universities are increasingly declaring social responsibility and proving this through their decisions in the face of a social crisis. Keywords: higher education, university, sustainability, development, academic integrity

Role of Learning Management Systems for Music Education

This article gives an insight into how the technology of learning management system (LMS) is implemented in the process of teaching and learning the traditional performing art form like the Hindustānī classical music, Khayāl. Khayāl is an evolved form of music that encompasses intricate elements of improvisation. The lack of standardisation in the existing teaching systems poses a challenge to bring this genre of classical music to a common platform with the purpose of institutionalisation. Besides this, the world has gone through a technological revolution with the use of the internet in different walks of life including education. While the adaptation to the changing world has been possible with many individuals and organisations teaching online, it is important at this juncture to examine the quality and effectiveness of the distance learning online format used in music. This study is carried out by choosing, as a model, the Shankar Mahadevan Academy, a pioneer institution in the field of imparting Indian classical music education mainly online, through their SeekLMS platform and an overview of what the LMS platform brings forth to aid the learning of music.

EVOLUTION OF EDUCATION CURRICULUM IN THE UNITED STATES FROM THE 19TH TO THE 21ST CENTURY

This study aims to explore the evolution of the educational curriculum in the United States from the 19th to the 21st century, analyze the factors influencing these changes, and understand how the curriculum has adapted to meet the evolving needs of society. This research utilizes historical research methods, including heuristic, source criticism, interpretation, and historiography stages. Data were collected through literature reviews encompassing books, journal articles, policy documents, and official reports. Content analysis techniques were employed to identify key themes and patterns from the collected data. The findings indicate that the educational curriculum in the United States has undergone significant changes, from a focus on classical education and religious values in the 19th century, diversification of the curriculum in the 20th century in response to industrial needs and social changes, to the integration of technology and 21st-century skills in the 21st century. Each period reflects an adaptation to evolving social, economic, and technological demands. This study provides valuable insights into how educational curricula can adapt to changing times, aiding policymakers and educators worldwide in developing more inclusive, relevant, and future-ready educational systems. Understanding the historical evolution of the curriculum offers a deeper perspective on the role of education in shaping an inclusive and sustainable global society.

Collaborative Research on the Educational Outcomes of Classical Reading Education : Focused on Diagnosing the Educational Performance of four Korean Universities

The new rise of classical reading education is one of the important features of liberal arts education in recent years. This study aims to diagnose the performance of classical reading education through pre- and post-surveys of students taking classical reading courses at four universities in Korea, and analyze the results to determine what specific outcomes classical reading education can achieve. Based on a total of 339 students who took a classical reading course in the second semester of the 2023 academic year at four universities, two in the Seoul metropolitan area and one each in the Chungcheongbuk-do and Daegu/Gyeongbuk regions, the results showed that classical reading education promotes not only reading comprehension but also communication, creativity, and problem-solving efficacy, despite the characteristics and differences in the course operation of each university. In particular, classical reading education was found to foster contextual reading, the three-dimensional reading of texts, and inferential reading. Through discussions and debates with classmates, reflective writing, and reflection, the classical reading experience allows students to grow and mature by developing a precise and in-depth understanding of the text, as well as through the discovery of new content and meanings that they hadn't noticed before. These experiences, coupled with the results of fostering students' creativity and increasing their problem-solving efficacy, support the benefits of classical reading. Classical reading has also been shown to positively change students' personal and contextual interest in academics. This change in students' willingness and attitude toward academics is very important because it is closely linked to the development of an active learning approach. This study confirms that classical reading education has the effect of broadening and deepening thinking, stimulating and satisfying intellectual curiosity and thirst for knowledge, and renewing students' commitment and attitudes toward their lives and their studies. In particular, the fact that these outcomes were not identified at the level of individual universities, but were common to four universities in different regions, serving students at different levels, and operating in different ways, proves this study to be an objective confirmation of the universal outcomes of classical reading education. A more politicized analysis of the specific factors that drive these outcomes and the search for effective teaching methods is a future task.

Developing education in environmental health and medicine focusing on neurology: Initiatives in Sweden (the UPRISE model), France, and Turkey

BackgroundThe role of environmental factors in neurological disorders constitutes a topic of increasing importance. Teaching in European universities should expand and update this field gaining future health professionals including adjacent disciplines. AimTo describe recent efforts to create courses that cover crucial interdisciplinary content that we believe should be included in modern education, and to adapt modern pedagogic strategies. MethodsIn collaboration with RISE (Rencontres Internationales Santé Environnement), elective courses focused on Environmental Health and Medicine (EHM) were developed, in France, Sweden, and Turkey. The courses combined classic teaching methods and new pedagogic and digital solutions to create environment-related health awareness and facilitate future interprofessional collaboration in this field. ResultsUPRISE is an innovative elective course introduced in 2020 in Sweden's Uppsala University with the participation of lecturers from several countries and aim to recruit students from different universities. A total of 45, mainly female students (68%), participated in the course. In Strasbourg, France, a novel course on environmental medicine was held in 2019–2023 and examined 90 students, of which more than half were female. Nine graduate nurse students in Turkey attended ten seminar series focused on EHM. Overall, students expressed satisfaction with the courses. ConclusionsThis European project for courses in higher education arising from RISE was met with appreciation and challenges from academic institutions.However, due to considerable efforts to introduce the EHM concept, a unique compulsory course for all medical students in the second year of training started in 2023 in all French medical faculties. In 2023, UPRISE was integrated into ENLIGHT, the European University Network to promote equitable quality of Life, sustainability, and Global engagement through Higher education Transformation.

The Role of Teachers, Students and Curriculum in Classical Islamic Education

This article discusses the role of teachers, students, and curriculum in the context of classical Islamic education, with a focus on literature analysis from various primary and secondary sources. The main aim of this writing is to describe the contribution of each entity in building a solid foundation for Islamic education. Teachers in classical Islamic education are considered the main pillars in transmitting religious and moral knowledge, while students act as recipients of knowledge who are responsible for understanding and applying these teachings in everyday life. The curriculum in this context is designed to ensure a thorough understanding of Islamic spiritual and ethical values, as well as to develop students' critical thinking. This research methodology involves a comprehensive literature study, analyzing classical texts and secondary literature to explore the relevance and application of educational concepts in the classical Islamic tradition. Thus, this study is expected to provide in-depth insight into the roles played by teachers, students, and curriculum in classical Islamic education and their relevance in the context of modern education

A 19-year longitudinal assessment of gyromitrin-containing (Gyromitra spp.) mushroom poisonings in Michigan

Mushroom poisonings are common in the United States. Gyromitrin (acetaldehyde N-methyl-N-formylhydrazone) is a clinically significant mycotoxin primarily associated with the lorchel (i.e. the false morel) Gyromitra esculenta. Resemblance between ‘true and false morels’ has resulted in misidentification of Gyromitra spp. as edible and sought after Morchella spp., resulting in toxicity. Despite literature evidence outlining toxic sequalae, Gyromitra spp. mushrooms are commonly consumed and prepared for culinary purposes. Classic clinical teachings emphasize significant neurotoxicity, including seizures, associated with ingestion of gyromitrin-containing mushrooms, stemming from gyromitrin's terminal metabolite monomethylhydrazine. We performed a longitudinal descriptive review of the clinical toxicity associated with ingestion of mushroom species known or suspected to contain gyromitrin in cases reported to the Michigan Poison & Drug Information Center between January 1, 2002, to December 31, 2020. Our 19-year descriptive case series of gyromitrin-containing mushroom ingestions reported to our Center demonstrated a preponderance of gastrointestinal signs and symptoms, including hepatotoxicity. Of 118 identified cases, 108 (91.5%) of the reported ingestions involved Gyromitra esculenta. The most frequent clinical findings associated with symptomatic ingestions (n = 83) were the aforementioned gastrointestinal symptoms (n = 62; 74.7%). Neurological symptoms were less frequent (n = 22, 26.5%) while hepatotoxicity occurred in fewer patients (n = 14; 16.9%). Of symptomatic patients, most were treated with symptomatic and supportive care (n = 58; 70%). Pyridoxine was used in a total of seven patients (n = 7; 8.4%) with either hepatotoxicity or neurotoxicity. Medical outcomes ranged from minor to major, with no reported deaths. Patient presentations (i.e. GI vs. neurotoxic symptoms) following ingestion of gyromitrin-containing mushrooms may be highly variable and multifactorial, owing to differences in dose ingested, geographical distribution, genetic variability of both patient and mushroom species, and species-specific differences in toxin composition. Future research warrants species-level identification of ingested gyromitrin-containing mushrooms and investigating the contribution of genetic polymorphisms to differences in clinical toxidromes.