by Eugenia Manolidou
The word “method” finds its roots in the rich soil of the Greek language; it derives from the word “méthodos” (μέθοδος). This term originally meant “pursuit” or “a following after,” combining the prefix “meta” (μετά), meaning “in pursuit or quest of,” with “hodos” (ὁδός), which translates to “a path, track, road,” or more broadly, “a way or manner” of doing something. The concept of “methodos” captures the essence of a journey or path one undertakes to achieve a specific goal. It is a systematic approach, a thoughtful journey toward understanding, investigation, or inquiry, which underscores the disciplined pursuit of knowledge.
This etymological richness reflects the depth of the Greek language itself, where even a simple word like “method” incorporates the idea of a purposeful journey toward an end, reminding that in teaching, as in any disciplined pursuit, the path we choose is as important as the destination. The methodology employed in teaching Ancient Greek must therefore be seen as a journey- a path that, on one hand leads students to knowledge, but on the other, it guides them to a deeper appreciation and love for the language and its cultural heritage.
The teaching of Ancient Greek in schools is a fundamental aspect of the Greek educational tradition. However, in recent years, there has been a worrying trend of alienation from the subject, not only among students but, dare I say, even among educators. If this trend continues, there is a risk of weakening students’ connection with their rich cultural heritage. In this article I would like to discuss the necessity of revising the methodology of teaching Ancient Greek to revive the interest and love for our language, ensuring that future generations appreciate and preserve this knowledge.
The conventional approach to teaching Ancient Greek, which focuses on grammar and syntax, has proven inadequate and ineffective. Students often feel disconnected from the content, resulting in a lack of meaningful understanding and appreciation for the language. According to a nationwide survey conducted by the company MARC in 2021, 94.2% of respondents agree or somewhat agree that Ancient Greek should certainly be taught in Greek schools (MARC, 2021). Moreover, 81% of respondents agree that Ancient Greek is essential for the proper use of Modern Greek, 83% believe it is useful in daily life, and 77.1% of respondents believe that Ancient Greek is not taught in a way that students can come to love the subject.
These findings indicate strong support for the teaching of Ancient Greek in schools. However, to make teaching more effective and engaging, a critical review of the methodology is necessary. In the same survey, 87.2% of respondents agree that the teaching of Ancient Greek should start with simple vocabulary and everyday dialogues, similar to the way foreign languages are taught, and 83.2% support the idea of incorporating theatrical plays, students’ clubs, and technological tools into the teaching, emphasizing a more experiential approach (MARC, 2021). This perspective is supported by modern research, such as the study by Koutropoulos (2011), which highlights the importance of integrating communicative language teaching and educational technology in the teaching of Classical Greek.
In all countries where Ancient Greek and Latin are taught, the problems with the traditional methods of teaching classical languages, which have led to a decline in students pursuing classical and humanities studies, have been identified and addressed. Leading the way are Italy, Spain, and Great Britain, where the adoption of the experiential (active) teaching method has yielded significant results. This method involves active student participation in the learning process and connects the language to real-life examples and experiences. Recent studies and publications, such as the work by Lloyd and Hunt (2021), emphasize the effectiveness of such communicative approaches in ancient language education, demonstrating how these methods can foster a deeper understanding and appreciation of the language among students.
The addition of an extra teaching hour per week, or even the introduction of Ancient Greek clubs from primary school, could be a beneficial step toward introducing students to Ancient Greek and creating a living connection between Ancient and Modern Greek. In countries like Great Britain, classical languages are introduced at a very young age, fostering linguistic sensitivity and critical thinking. For Greek students, this early education could prove even more beneficial, allowing them to understand the timeless evolution of the language and develop a deeper relationship with it.
With the evolution of teaching methods, it is crucial that new textbooks reflect these changes. II have heard about the modernization of textbooks in Greek schools, and I wonder if there is a need to create books that repeat methods that have seen limited success in the past. In my opinion, new books are not those with prettier fonts, more imaginative designs, and the same information written differently. New books must offer substantive content that inspires both students and educators, making them want to teach and learn. This requires the training of the authors of these new books in contemporary teaching methods, particularly in the experiential approach, so that they can create material that is beautiful, enticing, informative, but above all, meaningful and timeless. The evolution of teaching methodologies over the centuries underscores the need for educational materials that resonate with contemporary students while maintaining the integrity of the classical tradition (Rico & Pedicone, 2022).
The teaching of Ancient Greek in our schools is at a critical crossroads. If the methodology is not revised and more modern, experiential, and effective approaches are not adopted, we risk losing touch with one of the most important aspects of our cultural identity. With the right actions and appropriate teacher training, we can ensure that this language continues to live and inspire future generations, as well as ourselves.
I feel that we stand idly at the threshold of a world of unparalleled beauty and wisdom. It is so easy for us Greeks to quickly and wonderfully learn our beautiful and significant language from the beginning. It only takes a small step. A decision to engage directly with the texts of Greek literature. Understanding ancient texts in the original allows us to experience the beauty of Homer, the truth of Socrates, the drama of Sophocles, and the political acumen of Thucydides, just as their creators conceived them. Through these texts, the Greek language resonates as a timeless “phoné,” a voice that connects generations of Greeks to their rich cultural heritage.
This phoné, Philoctetes’ “philtaton phonema,” is the expression of the Greek soul, the essence of the Greek identity. Understanding ancient texts, the journey to the roots of Greek civilization is a connection with the timeless discourse that has shaped our history and thought as a nation. Preserving this language, this unique “phoné,” is our duty to future generations. It is through this remarkable journey that we discover our past, but also ensure our future as a people, as a culture, but above all, as human beings.
Phoné finds its path through méthodos; the path that shapes the experience and understanding of the students. The transmission of knowledge and the engagement with the language in a way that resonates with its cultural and historical significance. Just as the word “méthodos” combines the concepts of pursuit and path, so too must teaching methods combine the pursuit of knowledge with a journey that is rich in experiences and meaningful connections. By adopting a methodology that is dynamic and interactive, we ensure that students pursue Ancient Greek as a vibrant, living language that continues to inspire and connect them to the rich heritage of the Western Civilization. In this way, the method itself becomes the hodós, the path, the bridge that gives phoné to the students and links the past with the present, the language with the learner, and the academic with the experiential.
References
- MARC. (2021). Nationwide Survey on the Teaching of Ancient Greek in Greek Schools. MARC S.A.
- Koutropoulos, A. (2011). Modernizing Classical Language Education: Communicative Language Teaching & Educational Technology Integration in Classical Greek. University of Massachusetts Boston.
- Lloyd, M.E., & Hunt, S. (Eds.). (2021). Communicative Approaches for Ancient Languages. London and New York: Bloomsbury Academic.
- Rico, C., & Pedicone, J. (Eds.). (2022). Transmitting a Heritage: The Teaching of Ancient Languages from Antiquity to the 21st Century. Hardcover.