John Bulwer – författare

Classics seems constantly under threat in schools, yet the subject evolves and survives. Threats to it are taken seriously. When one of the UK examination boards dropped Greek and Latin from the curricula offered to schools, questions were asked in Parliament. Here contributors from fourteen European countries, including the UK, outline the state of Classics teaching in their own countries: what part Classics play in the curriculum, how many pupils take Latin and Greek, and what kind of courses are offered. They explain how much language learning takes place and what proportion of the course is devoted to the culture of Greece and Rome. They illustrate how politics, historical and linguistic traditions and different national organisation and expectations can all affect educational outcomes. Some demonstrate that Classics has a stable and secure position in the national curriculum, while others show how committed teachers can adopt various strategies to inspire enthusiasm in their students. Most describe how their national education systems put pressure on Classics teachers by reducing their timetable allowance and restricting the possibilities of creating classes.

Designed for instructors in schools and universities, as well as stakeholders and policy-makers in education everywhere, this book is a systematic guide to contemporary school teaching of classical languages, literature and civilisation in major countries across the world. This book examines the trends and assesses the rationale for such diversity in programmes of study and asks the question: What are classical subjects for in today’s schools?Each chapter is arranged by geographical area and draws on the experiences of teachers and other education experts in each country, commenting on contemporary practices. Themes such as the impact of national education policies, enrolment, assessment, accessibility and inclusion are discussed. The teaching of Classics has wide variations in practices and purposes from one education system to another: in some, the teaching of Classics continues to be focused on the mastery of language and grammar; in others, active use of the ancient languages is growing in popularity; and yet in others, the focus is shifting towards the study of the languages and civilisations in translation. Presenting an overview survey and comparison of practices across the world, this book is essential reading for instructors and teaching training courses in the world of classical education.

Designed for instructors in schools and universities, as well as stakeholders and policy-makers in education everywhere, this book is a systematic guide to contemporary school teaching of classical languages, literature and civilisation in major countries across the world. This book examines the trends and assesses the rationale for such diversity in programmes of study and asks the question: What are classical subjects for in today’s schools?Each chapter is arranged by geographical area and draws on the experiences of teachers and other education experts in each country, commenting on contemporary practices. Themes such as the impact of national education policies, enrolment, assessment, accessibility and inclusion are discussed. The teaching of Classics has wide variations in practices and purposes from one education system to another: in some, the teaching of Classics continues to be focused on the mastery of language and grammar; in others, active use of the ancient languages is growing in popularity; and yet in others, the focus is shifting towards the study of the languages and civilisations in translation. Presenting an overview survey and comparison of practices across the world, this book is essential reading for instructors and teaching training courses in the world of classical education.