|
New Perspectives on Late Antiquity
Editor: David Hernández de la Fuente
Date Of Publication: Mar 2011
Isbn13: 978-1-4438-2718-8
Isbn: 1-4438-2718-5
Perhaps it is fully justified to think of Late Antiquity (3rd–7th centuries) as the first Renaissance of the Classical World. This period can be considered a fundamental landmark for the transmission of the Classical Legacy and the transition between the ancient and the medieval individual. During Late Antiquity the Classical Education or enkyklios paideia of Hellenism was linked definitively to the Judeo-Christian and Germanic elements that have modelled the Western World. The present volume combines diverse interests and methodologies with a single purpose—unity and diversity, as a Neo-Platonic motto—providing an overall picture of the new means of researching Late Antiquity. This collective endeavour, stemming from the 2009 1st International Congress on Late Antiquity in Segovia (Spain), focuses not only on the analysis of new materials and latest findings, but rather puts together different perspectives offering a scientific update and a dialogue between several disciplines. New Perspectives on Late Antiquity contains two main sections—1. Ancient History and Archaeology, and 2. Philosophy and Classical Studies—including both overview papers and case studies. Among the contributors to this volume are some of the most relevant scholars in their fields, including P. Brown, J. Alvar, P. Barceló, C. Codoñer, F. Fronterotta, D. Gigli, F. Lisi and R. Sanz.
David Hernández de la Fuente is Associate Professor of Classical Studies at Universidad Carlos III, Madrid, Spain. He has been Visiting Scholar at Columbia University, Invited Researcher at CNRS (Paris), Université Paris-X Nanterre and Akademie der Wissenschaften (Berlin) and Humboldt Fellow at Universität Potsdam. His main research areas are Late Antique Greek Epic (Nonnus), Greek Religion (Oracles) and History of Platonism (Laws). Some of his recent publications include Nono de Panópolis. Dionisíaca (3 vol. 2001–2008), Bakkhos Anax. Un estudio sobre Nono de Panópolis (2008), Oráculos Griegos (2008) and “Mythische Vorbilder des sakralen Gesetzgebers bei Platon (Nomoi I-IV),” in Zeitschrift für Religions– und Geistesgeschichte 62.2 (2010) 105–125.
Price Uk Gbp: 54.99
Price Us Usd: 82.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
