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I became intrigued by this modal construction recently, after I berated some undergraduates in my comments on their essay that what they really meant was ‘X cannot be overstated’. However, greater reflection leads to me to believe that, while they were probably wrong, the structure is ambiguous. It turns on
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(I'd never planned to get into this, but here are a few thoughts on the current debates, from mostly a historical perspective. I may (or may not) wade into the theological argument more seriously later.) 1. It’s much more difficult to accurately portray the 4th century controversies
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(nota bene: I was updating this post about daily with any new contributions I came across. I am no longer doing so, as the debate has largely moved on. [It's certainly not over, people are indeed still writing and blogging about it. I would say the initial storm
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I was disappointed not to go to the North American Patristics Society' conference for 2016, but I do not regret my decision not to go this year. Here's what not-going did for me: 1. I saved about $2000-3000 dollars and 4 days worth of air
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When I teach students who have (some) Greek (these are usually biblical studies/theology students), my go-to method is to use a text-based approach and in particular I tend to get them straight into John's Gospel in the Vulgate. Some classicists seem a little down on
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It's been a few months since I wrote one of these posts. Honestly, I have little to report - all my side projects have slowed to almost nothing at present. Most of my time is currently devoted to thesis-writing, the small amount of tutoring I do, and looking
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I've had the experience of alternately learning and teaching languages online for about 5, hedging on 6, years now. I've learnt, and taught, 1-to-1, 1-to-many, though never many-to-1 (I'm not sure that's a model that helps
Pedagogy
Lately I’ve been reading a bit about bilingualism in children, and some academic articles relating to language shift in Gàidhlig. They caused me to also reflect a little about what the broader goals of teaching classical languages, e.g. Latin, Greek, κτλ., via communicative methods are. It’s not
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Not really a state of the projects, since most of my projects have been sidelined recently... My wife and I just had a baby girl, Sorcha (here if you want some pronunciation help), who turned up a few weeks early. Wonderful times but it did throw a spanner in my
Greek
I don't know if it is, but I suspect that it might be. (You'd need a fairly wide-ranging study to establish it) This past week I've been marking some exegetical papers by new second-year Greek students, and as they struggle to turn
Language
I'm trying to cultivate a new habit, and the title is it. Everytime I find myself writing something like, "the word ὑπόστασις means "blah de blah blah'", I stop and rewrite it to something more like, "the word ὑπόστασις translates as 'blah&
Greek
(I'm mostly in the midst of doing a lot of thesis writing, but thought I could take some time out to ride a hobby horse). * Knowing a language isn't a qualification for teaching a language. We usually think that knowing something is a pre-requisite for