Ancient Languages Teaching methods by christophe rico
How can one's first steps in Ancient Greek become easier? How could one learn that language witho... more How can one's first steps in Ancient Greek become easier? How could one learn that language without hurdles? Is it possible to find enjoyment in learning an ancient language? This book attempts to address these questions. It is the result of many long years of research, reflection, workshops, classes, and dialogues with students, language teachers, illustrators, and designers.
Transmitting a Heritage: The Teaching of Ancient Languages from Antiquity to the 21st Century, 2022
In this article, we intend to introduce the contribution of François Gouin to Second Language Acq... more In this article, we intend to introduce the contribution of François Gouin to Second Language Acquisition (SLA), to evaluate it through the theory of enunciation, and to show how these insights could be adapted to nowadays learners' rhythm through a new SLA teaching technique, Living Sequential Expression.
Transmitting a Heritage: The Teaching of Ancient Languages from Antiquity to the 21st Century, 2022
On 16-17 April 2018, the Polis Institute hosted an international interdisciplinary congress on th... more On 16-17 April 2018, the Polis Institute hosted an international interdisciplinary congress on the following topic: “Transmitting a Heritage: The Teaching of Ancient Languages from Antiquity to the 21st Century”. Scholars and representatives of institutions and universities where Biblical Hebrew, ancient Greek, and Latin are taught and often spoken in a living way convened to exchange on this topic. Participants came from North and South America, Europe, Africa, Israel, and Japan to attend lectures and discussions held in both English and Latin.
The objective of the congress was to discuss the languages from Antiquity that have deeply influenced and modeled the history of Western Europe. Greek and Latin have been grounded institutionally in many Western Europe educative systems for a large part of the last 2200 years. Moreover, Hebrew and Greek are the original languages of the sacred texts of Judaism and Christianity, the two religions that have deeply modeled Western Europe through time and space. For these reasons, Hebrew, Greek, and Latin have historically been intertwined in Western Europe in a unique way. Therefore, the congress did not tackle other important cultural languages like Arabic, Aramaic, or Coptic, whose knowledge never spread in Western Europe in the same proportion as Hebrew, Greek, or Latin.
The present paper is the intorduction to the monograph that has been published after the conference, As most of the participants are involved in teaching Latin, Greek, or Biblical Hebrew in a living method instead of the Grammar-Translation Method commonly used nowadays, we felt the urge to reflect on our practice and its significance. To what extent has each of these three languages been taught in a living way since Antiquity? In other words, are those who use only Biblical Hebrew, ancient Greek, or Latin in their teaching innovating or rather resuming a tradition? What kind of teaching techniques were applied in the past? What methods should be applied today in this instruction? What can the history of ancient languages pedagogy teach us about how we learn? Finally, what could be the consequences of this (re)new(ed) way of teaching among students of our day?
This paper is the introduction to a new method of Spoken Latin (Unus, duo, tres: Latine loquamur ... more This paper is the introduction to a new method of Spoken Latin (Unus, duo, tres: Latine loquamur per scaenas et imagines). The book has just been published and is available on amazon.
The basic concept underlying this book draws inspiration from three different sources: it focuses on orality that we may discover in the Greco-Latin Hermeneumata of Antiquity, the stress on visuality which characterizes the Orbis pictus of Comenius (1657), and the logic of sequentiality envisioned by François Gouin in L’art d’enseigner et d’étudier les langues (1880). All these elements are applied in the present book followingna new technique called the Living Sequential Expression (LSE) as well as the principle of Dynamic Language Development which is at the core of the Polis method.
This is a presentation of Hellenistic Greek. If someone wants to study ancient Greek, the most wi... more This is a presentation of Hellenistic Greek. If someone wants to study ancient Greek, the most wise choice is to start with Hellenistic Greek. 90 % of ancient Greek texts were written in Koine or Hellenistic Greek. As a matter of fact, Attic or Atticizing prose is the high level of Koine Greek. A person who masters Koine is thus able to read almost all the Greek authors of Antiquity.
This is an introduction to Forum- Speaking ancient Latin as a living language. The history of the... more This is an introduction to Forum- Speaking ancient Latin as a living language. The history of the development of the Latin language is summarized. The current movement of living Latin is described and the causes for its success are analyzed.
A new method to learn Latin in a living way is to be published by Polis Institute Press by May, 1... more A new method to learn Latin in a living way is to be published by Polis Institute Press by May, 1st, 2017. The goal of the method is not only to enable to read Latin but also to speak the language. The main techniques currently used to teach modern languages are applied to Latin in this textbook.
English translation of a text on the Polis Method which will be published in French in the Procee... more English translation of a text on the Polis Method which will be published in French in the Proceedings of the symposium Fabula Agitur that was held in Grenoble in January 2015. The text describes a method to teach ancient Greek through full immersion that has been developed in recent years by the Polis Institute. Students are taught to talk ancient Greek as a living language in order to become able to reach fluency in reading original texts. Translated from the original French by Anthony Antunes and Janet Safford (Polis Institute)
This is a presentation of the Polis method and its different techniques. The Polis method has bee... more This is a presentation of the Polis method and its different techniques. The Polis method has been developed in the last 15 years as a way to teach ancient languages (Greek, Latin, Classical Arabic, Biblical Hebrew) in a living way, through full immersion. The text is part of an article to be published within the proceedings of the symposium Fabula Agitur (University of Grenoble, January 2015).
This text describes the contents of a new ancient Greek method, Polis- Speaking ancient Greek as ... more This text describes the contents of a new ancient Greek method, Polis- Speaking ancient Greek as a living language. It also presents some new audio file materials (the recordings of the Gospel of John in ancient Greek).
This paper describes a recent movement in humanities which aims at revisiting sources of Antiquit... more This paper describes a recent movement in humanities which aims at revisiting sources of Antiquity and Middle Ages through a revival of ancient languages (Latin, Greek, biblical Hebrew, Syriac...). This movement is compared to the former "renaissance" movements which marked the history of the western world. The article is part of a paper to be published within the proceedings of the symposium Fabula Agitur (University of Grenoble, January 2015).
General Linguistics by christophe rico
In 1916, three years after the death of Ferdinand de Saussure, the Cours de linguistique générale... more In 1916, three years after the death of Ferdinand de Saussure, the Cours de linguistique générale (CLG) was published in Geneva. This foundational work marked the beginning of a discipline that has profoundly influenced the development of the humanities ever since.
What sources influenced the CLG? Do the main concepts of this seminal work have the same validity today as they did in 1916? How has the recent development of language sciences influenced its reception? How does this text account for meaning and communication within the context of speech (parole)?
In order to explore these questions, one hundred years after the publication of Ferdinand de Saussure’s seminal work on General Linguistics, Polis—The Jerusalem Institute of Languages and Humanities held an interdisciplinary conference that gathered 14 international specialists from various disciplines: general linguistics, pragmatics, philology, dialectology, translation studies, terminology, and philosophy.
The first section of this work reassesses the sources and further influence of the CLG on modern linguistics. The book’s second part discusses some of the main concepts and dichotomies of the CLG (constitution of the linguistic method, arbitrariness of sign, main dichotomies), under the light of both the original manuscripts and recent linguistic developments (influence of dialectology or translation studies). The third and last part handles the pragmatic and semantic dimensions of language, suggesting new avenues of reflection that could not yet have been fully taken into account within the CLG itself.
Uniting 14 scholarly articles, together with an introduction, an index locorum and a collective bibliography, this volume hopes to encourage readers with its reappraisal and reinterpretation of Saussure’s ground-breaking work and thus contribute to the future development of linguistics and humanities.
This paper starts reflecting on the difference between "sens", "valeur", and "forme" in the CLG. ... more This paper starts reflecting on the difference between "sens", "valeur", and "forme" in the CLG. According to the Cours, each element of the sign
("signifié" and "signifiant") is counterpart of the other: there is no hierarchy between the two elements. This is exactly the opposite of classical linguistic theory (Plato, Aristotle, Plotinus, Augustine), where the idea is considered to be the final cause of the signifier.
Taken out of context, a word displays no actual meaning but only
possibilities of use, virtual signification. An isolated word may be taken to designate an object (ὀνομάζειν) but only when inserted into a
message and addressed to someone does it utter a meaning (λέγειν).
In the latter case, context is essential for meaning production.
The act of translation reveals the precise connection between sign and
meaning: the translator has first to understand a message, thus
unwording it to grasp it, in order to be able to reword its meaning within
another language. This is clearly shown by simultaneous translation
which proceeds through units of meaning. Simultaneous translators
have first to understand the message, waiting till the end of each
meaning unit before translating. Message comprehension is
instantaneous, rather than gradual, happening at the end of each unit.
This background introduces us to the problematic of the proper
noun. Do proper nouns have a meaning? Are they only meant to refer
to an individual without describing it? In fact, any proper noun has the
faculty of raising many suggestions about the gender of a person, her
or his origin, age, religion or social class. In addition a proper noun
reference undergoes constant evolution. The word “Napoleon” did not
refer to the same idea in 1840 as it did in 2016. In the same way as
common nouns, proper nouns help us categorize experience, but
contrary to them they stress the selfhood (“ipséité”) of the referent.
Some examples of Jerome’s Vulgate show how this translator was
aware of the need to translate, at least partially, some proper nouns.
Finally, meaning is revealed within the λόγος, in the contextualized
message, rather than within the word taken by itself or within a phrase
out of context. Meaning dynamics seem to proceed like Russian dolls.
In an utterance, one first finds the basic unit of syntagms which many
times corresponds either to the topic or to the commentary. The
following unit is that of the utterance (énoncé), which displays a
complete meaning. Then, we reach the level of speech or literary work,
which are bound by a common meaning intention.
This text was first presented for the "Habilitation à diriger des recherches" in 2011. It deals w... more This text was first presented for the "Habilitation à diriger des recherches" in 2011. It deals with the theory on linguistic and textual meaning in Antiquity, mainly through the semantic analysis of the key Greek and Latin words of the theory of sign (logos; rhèma; onoma; lexis; sèmeion; tekmèrion; sumbolon; signum). Is meaning necessarily linked to a language? Is there any possibility of thinking without words? This research proposes in the end a new understanding of the way meaning emerges from a given utterance.
This document contains the Greek and Latin texts that are quoted in the paper "L'articulation du ... more This document contains the Greek and Latin texts that are quoted in the paper "L'articulation du signe au sens": it contains as well some French translations of Greek texts that were not previously available in a modern language.
Revue biblique, Jan 1, 2001
A consideration of the linguistic concepts of diachrony and synchrony could lead to a greater und... more A consideration of the linguistic concepts of diachrony and synchrony could lead to a greater understanding of Biblical hermeneutics. The first part of this article discusses the origin and the evolution of the well known Saussurian dichotomy, as well as its influence on textual interpretation. In the second part the two Saussurian perspectives are compared with other categories allowing us to go beyond synchronical and diachronical textual opposition: those applied by Guillaume (endochrony), by the first to comment on literary texts (metachrony) and by pragmatic approach (autochrony). Such a comparison permits us to make a new appraisal of the two Saussurian perspectives in order to achieve a better analysis of the signified, especially with respect to Biblical texts.
Mark that the article "Contexte, autorité et mode de signification", that you will find below, is the continuation of the paper "Synchronie et diachronie".
Revue biblique, Jan 1, 2001
The consideration of the linguistic concepts of diachrony, synchrony, metachrony and autochrony, ... more The consideration of the linguistic concepts of diachrony, synchrony, metachrony and autochrony, that I have already dealt with in a previous article ["Synchronie et diachronie", RB 107 (2000)], could lead to a greater understanding of the relationship between the OT and NT. These categories may be applied in the analysis of the signified. They permit us to examine three major characteristics of any text, namely context, authority and manner of signification.
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Ancient Languages Teaching methods by christophe rico
The objective of the congress was to discuss the languages from Antiquity that have deeply influenced and modeled the history of Western Europe. Greek and Latin have been grounded institutionally in many Western Europe educative systems for a large part of the last 2200 years. Moreover, Hebrew and Greek are the original languages of the sacred texts of Judaism and Christianity, the two religions that have deeply modeled Western Europe through time and space. For these reasons, Hebrew, Greek, and Latin have historically been intertwined in Western Europe in a unique way. Therefore, the congress did not tackle other important cultural languages like Arabic, Aramaic, or Coptic, whose knowledge never spread in Western Europe in the same proportion as Hebrew, Greek, or Latin.
The present paper is the intorduction to the monograph that has been published after the conference, As most of the participants are involved in teaching Latin, Greek, or Biblical Hebrew in a living method instead of the Grammar-Translation Method commonly used nowadays, we felt the urge to reflect on our practice and its significance. To what extent has each of these three languages been taught in a living way since Antiquity? In other words, are those who use only Biblical Hebrew, ancient Greek, or Latin in their teaching innovating or rather resuming a tradition? What kind of teaching techniques were applied in the past? What methods should be applied today in this instruction? What can the history of ancient languages pedagogy teach us about how we learn? Finally, what could be the consequences of this (re)new(ed) way of teaching among students of our day?
The basic concept underlying this book draws inspiration from three different sources: it focuses on orality that we may discover in the Greco-Latin Hermeneumata of Antiquity, the stress on visuality which characterizes the Orbis pictus of Comenius (1657), and the logic of sequentiality envisioned by François Gouin in L’art d’enseigner et d’étudier les langues (1880). All these elements are applied in the present book followingna new technique called the Living Sequential Expression (LSE) as well as the principle of Dynamic Language Development which is at the core of the Polis method.
General Linguistics by christophe rico
What sources influenced the CLG? Do the main concepts of this seminal work have the same validity today as they did in 1916? How has the recent development of language sciences influenced its reception? How does this text account for meaning and communication within the context of speech (parole)?
In order to explore these questions, one hundred years after the publication of Ferdinand de Saussure’s seminal work on General Linguistics, Polis—The Jerusalem Institute of Languages and Humanities held an interdisciplinary conference that gathered 14 international specialists from various disciplines: general linguistics, pragmatics, philology, dialectology, translation studies, terminology, and philosophy.
The first section of this work reassesses the sources and further influence of the CLG on modern linguistics. The book’s second part discusses some of the main concepts and dichotomies of the CLG (constitution of the linguistic method, arbitrariness of sign, main dichotomies), under the light of both the original manuscripts and recent linguistic developments (influence of dialectology or translation studies). The third and last part handles the pragmatic and semantic dimensions of language, suggesting new avenues of reflection that could not yet have been fully taken into account within the CLG itself.
Uniting 14 scholarly articles, together with an introduction, an index locorum and a collective bibliography, this volume hopes to encourage readers with its reappraisal and reinterpretation of Saussure’s ground-breaking work and thus contribute to the future development of linguistics and humanities.
("signifié" and "signifiant") is counterpart of the other: there is no hierarchy between the two elements. This is exactly the opposite of classical linguistic theory (Plato, Aristotle, Plotinus, Augustine), where the idea is considered to be the final cause of the signifier.
Taken out of context, a word displays no actual meaning but only
possibilities of use, virtual signification. An isolated word may be taken to designate an object (ὀνομάζειν) but only when inserted into a
message and addressed to someone does it utter a meaning (λέγειν).
In the latter case, context is essential for meaning production.
The act of translation reveals the precise connection between sign and
meaning: the translator has first to understand a message, thus
unwording it to grasp it, in order to be able to reword its meaning within
another language. This is clearly shown by simultaneous translation
which proceeds through units of meaning. Simultaneous translators
have first to understand the message, waiting till the end of each
meaning unit before translating. Message comprehension is
instantaneous, rather than gradual, happening at the end of each unit.
This background introduces us to the problematic of the proper
noun. Do proper nouns have a meaning? Are they only meant to refer
to an individual without describing it? In fact, any proper noun has the
faculty of raising many suggestions about the gender of a person, her
or his origin, age, religion or social class. In addition a proper noun
reference undergoes constant evolution. The word “Napoleon” did not
refer to the same idea in 1840 as it did in 2016. In the same way as
common nouns, proper nouns help us categorize experience, but
contrary to them they stress the selfhood (“ipséité”) of the referent.
Some examples of Jerome’s Vulgate show how this translator was
aware of the need to translate, at least partially, some proper nouns.
Finally, meaning is revealed within the λόγος, in the contextualized
message, rather than within the word taken by itself or within a phrase
out of context. Meaning dynamics seem to proceed like Russian dolls.
In an utterance, one first finds the basic unit of syntagms which many
times corresponds either to the topic or to the commentary. The
following unit is that of the utterance (énoncé), which displays a
complete meaning. Then, we reach the level of speech or literary work,
which are bound by a common meaning intention.
Mark that the article "Contexte, autorité et mode de signification", that you will find below, is the continuation of the paper "Synchronie et diachronie".
The objective of the congress was to discuss the languages from Antiquity that have deeply influenced and modeled the history of Western Europe. Greek and Latin have been grounded institutionally in many Western Europe educative systems for a large part of the last 2200 years. Moreover, Hebrew and Greek are the original languages of the sacred texts of Judaism and Christianity, the two religions that have deeply modeled Western Europe through time and space. For these reasons, Hebrew, Greek, and Latin have historically been intertwined in Western Europe in a unique way. Therefore, the congress did not tackle other important cultural languages like Arabic, Aramaic, or Coptic, whose knowledge never spread in Western Europe in the same proportion as Hebrew, Greek, or Latin.
The present paper is the intorduction to the monograph that has been published after the conference, As most of the participants are involved in teaching Latin, Greek, or Biblical Hebrew in a living method instead of the Grammar-Translation Method commonly used nowadays, we felt the urge to reflect on our practice and its significance. To what extent has each of these three languages been taught in a living way since Antiquity? In other words, are those who use only Biblical Hebrew, ancient Greek, or Latin in their teaching innovating or rather resuming a tradition? What kind of teaching techniques were applied in the past? What methods should be applied today in this instruction? What can the history of ancient languages pedagogy teach us about how we learn? Finally, what could be the consequences of this (re)new(ed) way of teaching among students of our day?
The basic concept underlying this book draws inspiration from three different sources: it focuses on orality that we may discover in the Greco-Latin Hermeneumata of Antiquity, the stress on visuality which characterizes the Orbis pictus of Comenius (1657), and the logic of sequentiality envisioned by François Gouin in L’art d’enseigner et d’étudier les langues (1880). All these elements are applied in the present book followingna new technique called the Living Sequential Expression (LSE) as well as the principle of Dynamic Language Development which is at the core of the Polis method.
What sources influenced the CLG? Do the main concepts of this seminal work have the same validity today as they did in 1916? How has the recent development of language sciences influenced its reception? How does this text account for meaning and communication within the context of speech (parole)?
In order to explore these questions, one hundred years after the publication of Ferdinand de Saussure’s seminal work on General Linguistics, Polis—The Jerusalem Institute of Languages and Humanities held an interdisciplinary conference that gathered 14 international specialists from various disciplines: general linguistics, pragmatics, philology, dialectology, translation studies, terminology, and philosophy.
The first section of this work reassesses the sources and further influence of the CLG on modern linguistics. The book’s second part discusses some of the main concepts and dichotomies of the CLG (constitution of the linguistic method, arbitrariness of sign, main dichotomies), under the light of both the original manuscripts and recent linguistic developments (influence of dialectology or translation studies). The third and last part handles the pragmatic and semantic dimensions of language, suggesting new avenues of reflection that could not yet have been fully taken into account within the CLG itself.
Uniting 14 scholarly articles, together with an introduction, an index locorum and a collective bibliography, this volume hopes to encourage readers with its reappraisal and reinterpretation of Saussure’s ground-breaking work and thus contribute to the future development of linguistics and humanities.
("signifié" and "signifiant") is counterpart of the other: there is no hierarchy between the two elements. This is exactly the opposite of classical linguistic theory (Plato, Aristotle, Plotinus, Augustine), where the idea is considered to be the final cause of the signifier.
Taken out of context, a word displays no actual meaning but only
possibilities of use, virtual signification. An isolated word may be taken to designate an object (ὀνομάζειν) but only when inserted into a
message and addressed to someone does it utter a meaning (λέγειν).
In the latter case, context is essential for meaning production.
The act of translation reveals the precise connection between sign and
meaning: the translator has first to understand a message, thus
unwording it to grasp it, in order to be able to reword its meaning within
another language. This is clearly shown by simultaneous translation
which proceeds through units of meaning. Simultaneous translators
have first to understand the message, waiting till the end of each
meaning unit before translating. Message comprehension is
instantaneous, rather than gradual, happening at the end of each unit.
This background introduces us to the problematic of the proper
noun. Do proper nouns have a meaning? Are they only meant to refer
to an individual without describing it? In fact, any proper noun has the
faculty of raising many suggestions about the gender of a person, her
or his origin, age, religion or social class. In addition a proper noun
reference undergoes constant evolution. The word “Napoleon” did not
refer to the same idea in 1840 as it did in 2016. In the same way as
common nouns, proper nouns help us categorize experience, but
contrary to them they stress the selfhood (“ipséité”) of the referent.
Some examples of Jerome’s Vulgate show how this translator was
aware of the need to translate, at least partially, some proper nouns.
Finally, meaning is revealed within the λόγος, in the contextualized
message, rather than within the word taken by itself or within a phrase
out of context. Meaning dynamics seem to proceed like Russian dolls.
In an utterance, one first finds the basic unit of syntagms which many
times corresponds either to the topic or to the commentary. The
following unit is that of the utterance (énoncé), which displays a
complete meaning. Then, we reach the level of speech or literary work,
which are bound by a common meaning intention.
Mark that the article "Contexte, autorité et mode de signification", that you will find below, is the continuation of the paper "Synchronie et diachronie".
1) traduction du texte grec (de type byzantin) supposé par la Vulgate
2) disposition traditionnelle per cola et commata selon l'édition de la Vulgate par R. Weber
3) attention extrême à l'ordre des mots et au relief de la phrase grecque
4) pratique de l'étoffement (recours à plusieurs mots dans la langue d'arrivée pour traduire un seul mot de la langue d'origine) lorsqu'un mot grec est lourd de sens ou qu'il est à "double entendre"
5) sensibilité extrême à la valeur aspectuelle des temps grecs chez Jean (parfait indicatif, imparfait, participe présent, présent de l'indicatif à valeur de futur imminent...)
6) sémiotisation des "tours de parole" du type απεκριθη και ειπε αυτωι
Pour les principes de traduction, on peut se reporter sur cette page academia.edu à l'article "La linguistique peut-elle définir l'acte de traduction"
Ever since Antiquity, verse 5 of Ps 1 has been interpreted in different ways. Modern translations give us usually three main meanings:
a) to stand up or to rise,
b) to stand (to keep standing)
c) to prevail (in a judgment).
As for modern commentaries, they tend to develop one of the three former interpretations.
In order to shed some light about the way this text has been understood in Antiquity, I shall examine in this paper its early reception, especially the psalms of Solomon (First Century BC) and the reception in the Mishna (2nd to early 3rd Century AD) and I will compare it to early Christian reception (early 2nd to 4th Century AD).
Fondé sur le corpus du grec classique et hellénistique, cet article tente de préciser le lexique de la fraternité en grec, dans son évolution diachronique, en fonc-tion de la typologie linguistique. L'organisation du vocabulaire de la fraternité en grec classique et en grec koinè non sémitisé rapprochent ces états de langue d'un idiome tel que le latin classique où le terme frater, dénué de toute fonction hype-ronymique, désigne le fils de l'un ou des deux géniteurs de la personne de réfé-rence. Le grec de la Septante et celui du Nouveau Testament sont en revanche comparables à une langue telle que le vietnamien où le terme qui correspond à ἀδελφός assume dans la structure du vocabulaire de la fraternité la fonction d'hyperonyme de la proche parenté.
Some abbreviations used in the article:
G: Septuagint
S: Peshitta
V: Vulgate
Est : Esther
this article intends to explore the meaning of three words related to the idea of "form" in ancient Greek (είκών, εἶδος, σχῆμα). These words belong to the domain of "shape and form" in ancient Greek. They help us understand better the specific semantic value of μορφή.
In February 2013, Polis – The Jerusalem Institute of Languages and Humanities invited some of the leading experts on the origins of the alphabet to an interdisciplinary debate in Jerusalem on this topic. Even if the birth of the alphabet has many times been the subject of international conferences and symposia, studies offering a linguistic, sociological, or psychological perspective on the development of writing can be counted on the fingers of a single hand. Although interdisciplinary dialogue is always necessary, specialists from the relevant disciplines rarely engage in dialogue with each other. Gone are the years when scholars in the humanities could maintain a general outlook on disciplines related to theirs and seek out opportunities for synthesis of traditional issues.
This paper is an introduction to the proceedings of the conference.
What sources influenced the CLG? Do the main concepts of this seminal work have the same validity today as they did in 1916? How has the recent development of language sciences influenced its reception? How does this text account for meaning and communication within the context of speech (parole)? In order to explore these questions, one hundred years after the publication of Ferdinand de Saussure’s seminal work on General Linguistics, Polis—The Jerusalem Institute of Languages and Humanities held an interdisciplinary conference that gathered 14 international specialists from various disciplines: general linguistics, pragmatics, philology, dialectology, translation studies, terminology, and philosophy.
The proceedings of the conference have been edited by Christophe Rico and Claudia Attucci and published in 2015 by Cambridge Scholars Publishing
Created and developed by the Ptolemaic kings, the Library of Alexandria was regarded as the world's main center of scholarship from the 3rd century BC until at least the reign of Cleopatra (48–30 BC). The dream to establish a gigantic library that could assemble all known texts of the Hellenistic period, the outstanding achievements of the scholars who have worked inside its walls, and, finally, the mysteries surrounding its disappearance, have bestowed an almost mythic status on this monumental library.
Where was the Royal Library located exactly, and what kind of texts were kept there? To what extent did the Library of Alexandria become a meeting point for different languages and cultures? Should we distinguish between the Museum and the Library from an institutional point of view? Were the book collections housed in separate buildings? What caused the destruction of those collections and how much was lost? Why do some ancient authors remain silent about the Library's disappearance?
The book comprises eleven articles written by the scholars who participated in the conference, as well as transcripts of the discussions that followed their presentations, an index locorum of all ancient source texts quoted in the book, an extensive bibliography, and an introduction by editor Christophe Rico, outlining the overall contents and highlighting their interrelation.
1) Disposition des versets "per cola et commata" (par unités de sens) suivant la tradition latine (cf. éditions scientifiques du texte de la Vulgate)
2) Respect des "ptuchot" et "stumot" (pauses textuelles longues ou brèves) du texte hébraïque traditionnel
3) Réduction de la ponctuation au strict minimum, suivant la tradition latine
4) Respect de la traduction des noms propres quand elle est
significative ou traditionnelle pour la réception latine, selon les
principes d’interprétation de Saint Jérôme
5) Respect de la littéralité du texte et de sa musicalité
6) Echo de la tradition juive pour les mots difficiles selon les "miqraot gdolot" (commentaires rabbiniques médiévaux)
• el análisis de corpus
• la relación entre texto y lengua
• la relación entre sistema de escritura y lengua
• la relación entre soporte y lengua
• la fiabilidad de los informantes
• la relación entre filología y lengua
• la relación entre lo oral y lo escrito