{"id":2706,"date":"2020-01-17T12:20:11","date_gmt":"2020-01-17T12:20:11","guid":{"rendered":"https:\/\/scholalatina.it\/graece-discere-aude-our-method\/"},"modified":"2023-02-15T11:45:25","modified_gmt":"2023-02-15T10:45:25","slug":"graece-discere-aude-our-method","status":"publish","type":"page","link":"https:\/\/scholalatina.it\/en\/graece-discere-aude-our-method\/","title":{"rendered":"Graece discere aude: our method"},"content":{"rendered":"

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Graece discere aude<\/em>: our method<\/h2>\n<\/div>

Graecia capta ferum victorem cepit, et artes
\nintulit agresti Latio.<\/em>
\nHorace, Epistles<\/em>, II, 1, 156<\/strong>.<\/h4>\n

\u00a0<\/strong><\/h4>\n<\/div>
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The method and the course
\n<\/strong>It is our common opinion, based on our studies and experience, that the\u00a0much augmented Italian edition<\/a>\u00a0of\u00a0Ath\u00e8naze<\/em><\/a>, by M. Balme, G. Lawall, L. Miraglia and T. F. B\u00f3rri, is the most effective of all Greek courses.
\nIt is divided into two volumes,\u00a0Ath\u00e8naze I<\/em><\/a>\u00a0(for the basic level) and\u00a0Ath\u00e8naze II<\/em><\/a>\u00a0(for the advanced level).
\nIt follows the\u00a0inductive-contextual method<\/strong>\u00a0(or\u00a0nature method<\/strong>), which is based on the text and the context, from which students draw forms and constructions, and the meaning of words and phrases. Morphology and syntax are first inductively assimilated, by the identification of recurrent structures and the necessary reflection, and then organized in a systematic manner.
\nLearners are constantly exposed to the language: initially, in\u00a0Ath\u00e8naze I<\/em>, a very simple \u2013 yet true and authentic \u2013 Greek, and then, gradually, a more complex and elaborated language:\u00a0Ath\u00e8naze II<\/em>, the second volume, also contains some original texts of classical authors, with their refined language and style.
\nStudents are thus gradually and effectively introduced to the reading and understanding of classics. Students are strongly involved, with their active abilities too: they are invited to read and understand, to do exercises of comprehension, and also to use the language themselves, both speaking and writing.
\nThey are always required to\u00a0understand\u00a0<\/em>the Greek text; if they are asked to translate it, translation will have to follow understanding, not the other way round, as it sometimes happens at school!
\nFinally, the book\u2019s continuous story line, besides being in itself a mnemonic help to learn words and constructions, clearly illustrates Greek life and civilization.<\/p>\n

The context
\n<\/strong>Ath\u00e8naze\u00a0<\/em>is a true novel in Greek. It tells the story of Dicaeopolis (an Athenian farmer, the main character of Aristophanes\u2019s\u00a0Acharnians<\/em>) and his family.
\nThe plot is contrived, but placed within a definite historical context: from the autumn of 432 to the spring of 431 B. C. At the beginning we read about the family\u2019s life in the country.
\nBut the story is interspersed with the narration of Greek myths and of the great battles of the Persian wars.
\nStudents are thus gradually prepared to read the excerpts of Herodotus, Plato and Thucydides that constitute the bulk of the second volume,\u00a0Ath\u00e8naze II<\/em>. At the end, we find the verses of Aristophanes\u2019s\u00a0Acharnians<\/em>, where Dicaeopolis plays the peacemaker.<\/p>\n<\/div>

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