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Volume 57, Issue 3
  • ISSN: 0165-8204
  • E-ISSN: 2667-1573

Samenvatting

Abstract

The Dutch education system is currently facing an innovation of the high school subjects Greek and Latin. While (learning and interpreting) the languages (and, therefore, the literary sources) will still take center stage, there is also a call for new ways to integrate Greek and Roman culture in the classroom, be it via reception studies, intercultural reflections or/ and actualization. In this article, I examine how Latin inscriptions can be a means to this end. Although different kinds of strategies for using inscriptions in the classroom are discussed, this paper ends with a lesson plan on Roman memory practices in epigraphic sources. In the lay-out of their inscriptions, Romans were able to highlight certain epigraphic elements, such as names, to ascribe them with special meaning. If we understand what the Romans emphasized, we can understand how they wanted to be remembered. For this purpose, the ITHAKA-model, used in Classics education to examine literary sources, is adapted in this article to study the material aspects of texts as well.

© Kaylee Branse
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/content/journals/10.5117/LAM2024.3.004.BRAN
2024-10-01
2024-10-16
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/content/journals/10.5117/LAM2024.3.004.BRAN
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Hoe wil jij herinnerd worden?
LAMPAS 57, 270 (2024); https://doi.org/10.5117/LAM2024.3.004.BRAN
/content/journals/10.5117/LAM2024.3.004.BRAN
/content/journals/10.5117/LAM2024.3.004.BRAN
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Keyword(s): didactics of Classics; education; Latin epigraphy; materiality

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