Beyond Classical

The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education.

This volume brings together diverse sets of standpoints on liberalism in an era of growing skepticism and distrust regarding liberal institutions. The essays in the volume: • Relate concerns for liberal institutions with classical themes in perfectionist politics, such as the priority of the common good in decision-making or the role of comprehensive doctrines. • Analyse how perfectionist intuitions about the political life affect our concepts of public reason or public justification. • Outline various moral duties we have toward other persons that underlie the liberal institutions or notions of rights functioning across the contemporary political landscape. • Explore various aspects of pluralism from within influential religious or philosophical traditions, applying insights from those traditions to issues in contemporary politics. The comprehensive volume will be of great interest to scholars, students, and researchers of politics, especially those in political philosophy and political theory.

From about 2000 BCE onward, Egypt served as an important nexus for cultural exchange in the eastern Mediterranean, importing and exporting not just wares but also new artistic techniques and styles. Egyptian, Greek, and Roman craftsmen imitated one another’s work, creating cultural and artistic hybrids that transcended a single tradition. Yet in spite of the remarkable artistic production that resulted from these interchanges, the complex vicissitudes of exchange between Egypt and the Classical world over the course of nearly 2500 years have not been comprehensively explored in a major exhibition or publication in the United States. It is precisely this aspect of Egypt’s history, however, that Beyond the Nile uncovers. Renowned scholars have come together to provide compelling analyses of the constantly evolving dynamics of cultural exchange, first between Egyptians and Greeks—during the Bronze Age, then the Archaic and Classical periods of Greece, and finally Ptolemaic Egypt—and later, when Egypt passed to Roman rule with the defeat of Cleopatra. Beyond the Nile, a milestone publication issued on the occasion of a major international exhibition, will become an indispensable contribution to the field. With gorgeous photographs of more than two hundred rare objects, including frescoes, statues, obelisks, jewelry, papyri, pottery, and coins, this volume offers an essential and inter-disciplinary approach to the rich world of artistic cross-pollination during antiquity.

This collection of essays looks at two important manifestations of postclassical narratology, namely transmedial narratology on the one hand, and unnatural narratology on the other. The articles deal with films, graphic novels, computer games, web series, the performing arts, journalism, reality games, music, musicals, and the representation of impossibilities. The essays demonstrate how new media and genres as well as unnatural narratives challenge classical forms of narration in ways that call for the development of analytical tools and modelling systems that move beyond classical structuralist narratology. The articles thus contribute to the further development of both transmedial and unnatural narrative theory, two of the most important manifestations of postclassical narratology.

Warfare has long been central to a proper understanding of ancient Greece and Rome, worlds where war was, as the philosopher Heraclitus observed, ‘both king and father of all’. More recently, however, the understanding of Classical antiquity solely in such terms has been challenged; it is recognised that while war was pervasive, and a key concern in the narratives of ancient historians, a concomitant desire for peace was also constant. This volume places peace in the prime position as a panel of scholars stresses the importance of ‘peace’ as a positive concept in the ancient world (and not just the absence of, or necessarily even related to, war), and considers examples of conflict resolution, conciliation, and concession from Homer to Augustine. Comparing and contrasting theories and practice across different periods and regions, this collection highlights, first, the open and dynamic nature of peace, and then seeks to review a wide variety of initiatives from across the Classical world.

Classical and quantal nonrelativistic scattering between simple atomic systems is reviewed, and most approximations currently used in calculations on electron capture are discussed. The OBK interaction is generalized to include capture from neutral atoms by singly charged many-electron ions; the sum over the squares of the vector coupling coefficients is affected in the formula for the OBK cross section for p-orbital capture by protons into H(ns). The cross section for H(+) + H(1s) to H(Sigma n1) + H(+) at high impact energies is determined classically. The second Born amplitudes at high impact energies for H(+) + H(1s) to H(1s) + H(+) and H(+) + D(1s) to H(1s) + D(+) are evaluated approximately using the Green's function of the post Hamiltonian. Two modifications of Thomas' classical model for heavy atoms are proposed, and corresponding cross sections are calculated for H(+) + B to H(Sigma n1) + B(+) with B = O, N, Ne, A, Kr, Xe. A semiclassical theory is developed for charge transfer in alkali atom-alkali-ion collision at low impact velocities, and cross sections are obtained for H, Li, Na, K, Rb, Cs. OBK cross sections are calculated for s-orbital capture from He(1s(2)), N((4)S), O((3)P), and p-orbital capture from N((4)S), O((3)P), all for incident protons capturing into H(1s). Born prior and post cross sections are calculated for H(+) + O((3)P) to H(1s) + O(+)((4)S) and H(1s) + H(1s) to H( - )(1s(2)) + H(+).

This study explores Augustine's developing understanding of contemplation, beginning with his earliest accounts written before his baptism and ending with the Confessions. The arc of Augustine's thought through these years of transition leads into the Confessions, giving a vantage point to survey its classical Christian theology of contemplation.

The writings of the Greeks and Romans form the bedrock of Western culture. Inventing the molds for histories, tragedies, and philosophies, while pioneering radical new forms of epic and poetry, the Greeks and Romans created the literary world we still inhabit today. Writing with verve and insight, distinguished classicist Richard Jenkyns explores a thousand years of classical civilization, carrying readers from the depths of the Greek dark ages through the glittering heights of Rome's empire. Jenkyns begins with Homer and the birth of epic poetry before exploring the hypnotic poetry of Pindar, Sappho, and others from the Greek dark ages. Later, in Athens's classical age, Jenkyns shows the radical nature of Sophocles's choice to portray Ajax as a psychologically wounded warrior, how Aeschylus developed tragedy, and how Herodotus, in "inventing history," brought to narrative an epic and tragic quality. We meet the strikingly modern figure of Virgil, struggling to mirror epic art in an age of empire, and experience the love poems of Catullus, who imbued verse with obsessive passion as never before. Even St. Paul and other early Christian writers are artfully grounded here in their classical literary context. A dynamic and comprehensive introduction to Greek and Roman literature, Jenkyns's Classical Literature is essential reading for anyone seeking a deeper understanding of the classics -- and the extraordinary origins of Western culture. "There is scarcely anything on which he does not offer an original aperç sometimes illuminating, sometimes simply provocative, but always worth reading... Jenkyns's view of ancient literature is Olympian." -- G.W. Bowersock, The New York Review of Books

Why is classical music predominantly the preserve of the white middle classes? Contemporary associations between classical music and social class remain underexplored, with classical music primarily studied as a text rather than as a practice until recent years. In order to answer this question, this book outlines a new approach for a socio-cultural analysis of classical music, asking how musical institutions, practices, and aesthetics are shaped by wider conditions of economic inequality, and how music might enable and entrench such inequalities or work against them. This approach is put into practice through a richly detailed ethnography which locates classical music within one of the cultures that produces it - middle-class English youth - and foregrounds classical music as bodily practice of control and restraint. Drawing on the author's own background as a classical musician, this closely observed account examines youth orchestra and youth choir rehearsals as a space where young people learn the unspoken rules of this culture of weighty tradition and gendered control. It highlights how the middle-classes' habitual roles - boundary drawing around their protected spaces and reproducing their privilege through education - can be traced within the everyday spaces of classical music. These practices are camouflaged, however, by the ideology of 'autonomous art' that classical music carries. Rather than solely examining the social relations around the music, the book demonstrates how this reproductive work is facilitated by its very aesthetic, of 'controlled excitement', 'getting it right', precision, and detail. This book is of particular interest at the present moment, thanks to the worldwide proliferation of El Sistema-inspired programmes which teach classical music to children in disadvantaged areas. While such schemes demonstrate a resurgence in defending the value of classical music, there has been a lack of debate over the ways in which its socio-cultural heritage shapes its conventions today. This book locates these contestations within contemporary debates on class, gender and whiteness, making visible what is at stake in such programmes.