Language
In twin posts I’m going to explore some of the reasons people teach classical languages (by which I mean Ancient Greek, Latin, and similar languages that are mostly no-longer spoken and primarily of academic or historical interest) via the Grammar-Translation method (i.e. teaching grammar explicitly and
Greek
It’s not my intention to give you an exacting series of comments on every chapter, so I’ll move a little quicker now and spend more time discussing points of interest. I was interested to see that in chapter 11, p200, Decker includes in his definition of χάρις “A
Greek
You can read the first part of this multi-part review here. In this second part of the review I offer thoughts and comments on the first 10 chapters of the text. Decker demonstrates a great ability to write clear and communicative introductions to ideas that will strike English monoglots
Greek
The late Rod Decker was a fine and outstanding academic, teacher, and although I never met him or had any interaction beyond his writings, I held him in considerable respect. His passing earlier this year was a loss for us, but great gain for him! I was grateful, then, that
Updates
I have to say, this has probably been the least productive month on record for quite a while here at The Patrologist. Greek Natural Reader No progress Patristic Readers Still negotiating with a graphic designer to do the cover for the first print edition. Minimal progress on the second text.
Greek
Today I share with you two more videos showcasing and teaching Koine Greek through Where are your Keys? 1. Lesson 2 [youtube https://www.youtube.com/watch?v=uwA5OMaE5xU] 2. Lesson 3 [youtube https://www.youtube.com/watch?v=UcHm_SOokBY]
Greek
I have talked several times about Where are your Keys? and encouraged you to check it out. This week I started recording and uploading a series of videos to demonstrate or showcase how WAYK can work for Koine Greek. In this post I link to the first two videos, and
Theology Thursday
Last week I wrote a little bit about the challenges facing higher education institutions, especially seminaries, and the future of such institutions as places. In this post I want to explore four things that I think are necessary ‘re-adjustments’ to our thinking, especially about seminaries, if they are to
Language
A little while ago there was an exchange that started on B-Greek, a place I generally read but do not interact, about Exegesis. Then there were a few blog posts, one by D. Streett, one by B. Hofstetter. I often deliberately don’t engage in discussions that I don’
Greek
Well, I have pretty much wrapped this series of posts up, though I won’t rule out adding some future interviews to it. I thought I’d take a moment to reflect on some things from the Interviews. Although my interviews included some ‘clusters’, e.g. those involved or trained
Theology Thursday
Today I want to talk a little bit about educational models, ‘distance ed’, the 1/8th second barrier, etc., etc.. One of the mainstays of tertiary education for a good two hundred years has been the model of a single professor presenting information via a lecture to a group of
Language
Why bother doing anything but the best types of language acquisition activities? I’m a firm believer in Comprehensible Input, and fairly sold on Krashen et al., that CI is the key to language acquisition. I don’t quite buy Krashen’s “strong” version that nothing but CI is necessary,