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Agora, Academy, and the Conduct of Philosophy offers extremely careful and detailed criticisms of some of the most important assumptions scholars have brought to bear in beginning the process of (Platonic) interpretation. It goes on to offer a new way to group the dialogues, based on important facts in the lives and philosophical practices of Socrates - the main speaker in most of Plato's dialogues - and of Plato himself. Both sides of Debra Nails's arguments deserve close attention: the negative side, which exposes a great deal of diversity in a field that often claims to have achieved a consensus; and the positive side, which insists that we must attend to what we know of these philosophers' lives and practices, if we are to make a serious attempt to understand why Plato wrote the way he did, and why his writings seem to depict different philosophies and even different approaches to philosophizing. From the Preface by Nicholas D. Smith.
As well as being a political center, the Agora was the focus of a noisy and varied commercial life. This booklet illustrates the archaeological, documentary, and pictorial evidence for such diverse trades as shoe-making, fishmongering, weaving, and the manufacture of luxury goods and perfumes. Shopping was just one aspect of this public space: ancient Athenians would also have received medical treatment, been married and buried, made sacrifices, and received education in the Agora. The material remains from all of these activities are also discussed. Vivid illustrations and useful resources, such as a table of prices and coinage, bring the bustling marketplace to life.
The story of the Agora did not end in A.D. 267, when the Herulians invaded the city. From ornate Early Christian carving to the colorful green and brown glazed pottery that distinguished the city, this booklet shows how medieval Athens was a lively, bustling town with a rich artistic tradition. Finds and architecture from the private houses that covered over the remains of the classical city are discussed, and the book ends with a survey of the Church of the Holy Apostles, the 11th-century A.D. church that stands at the southeast corner of the Agora.
At night, the darkness of the ancient Agora would have been pierced by the lights of oil lamps, and thousands of fragments of these distinctive objects have been found. This booklet presents the development of different styles of lamps and includes a very useful identification guide. The author discusses the manufacture of lamps in Athens, a major industry with over 50 known workshops in the 3rd and 4th centuries A.D. She also provides illustrations of particularly fine examples, including ornate festival lamps with many nozzles and bizarre shapes.
The prominence of the Temple of Hephaistos, Greek god of metalworkers, situated on a hill to the west of the Agora, reflects the esteem in which bronzeworkers were held by the Athenians. Although many of the objects these craftsmen produced have now been melted down, the statues, lamps, and vessels that remain testify to the high standards of their craftsmanship. As well as illustrating some of the surviving finished products, the author discusses the techniques used to cast bronze and the level of skill involved in producing complex metal statuary.
The first full-length history of college teaching in the United States from the nineteenth century to the present, this book sheds new light on the ongoing tension between the modern scholarly ideal—scientific, objective, and dispassionate—and the inevitably subjective nature of day-to-day instruction. American college teaching is in crisis, or so we are told. But we've heard that complaint for the past 150 years, as critics have denounced the poor quality of instruction in undergraduate classrooms. Students daydream in gigantic lecture halls while a professor drones on, or they meet with a teaching assistant for an hour of aimless discussion. The modern university does not reward teaching, so faculty members at every level neglect it in favor of research and publication. In the first book-length history of American college teaching, Jonathan Zimmerman confirms but also contradicts these perennial complaints. Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more "personal." As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction. They also experimented with new technologies like television and computers, which promised to "personalize" teaching by tailoring it to the individual interests and abilities of each student. But, Zimmerman reveals, the emphasis on the personal inhibited the professionalization of college teaching, which remains, ultimately, an amateur enterprise. The more that Americans treated teaching as a highly personal endeavor, dependent on the idiosyncrasies of the instructor, the less they could develop shared standards for it. Nor have they rigorously documented college instruction, a highly public activity which has taken place mostly in private. Pushing open the classroom door, The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here.