In response to the Curriculum Research and Reflection prompt, I selected two articles from the Eidolon “Pedagogy” blog. The blog is an online platform for Classists from all backgrounds to reflect on their experiences, exchange advice, and revel in the era’s grandeur. For my research, I read EL Meszaro’s “One Giant Leap for Latin” and Liz Butterworth’s “Nunc Est Canendum.” Throughout this ergon I will be referencing the two pieces and applying their dogma to my educational experiences at the Haverford and Bryn Mawr. I will address each article individually and conclude this reflection with a synthesis in which I put the two articles in conversation with each other.
The Meszaro’s article focuses on integrating STEM and Classics. In their paper, Meszaro stresses the importance of a balanced curriculum and defend their Classical background to skeptics in the scientific community. They write about their fascination with the intersection of STEM and the humanities and urge readers to bridge the divide between the two disciplines. In their argument, they pose that so much more can be gained from ignoring the artificial gap. This statement really resonated with me. As a Classics and Environmental Studies double major, I am constantly reminded of the intersection of humanities and the sciences. My environmental studies courses touch on environmental stewardship in ancient civilizations and look to historic climates. At the same time, my Classics classes we reflect on ancient environments. Frequently, we discuss the geology and geography of the Mediterranean. In these ways we cross disciplines. Unfortunately, this crossover rarely occurred in my other STEM courses at Haverford. As a freshman, I took an introductory chemistry class. During our lectures, we rarely strayed from the topic at hand. While it is not necessary to digress about the classical world, our class may have benefited from these linking conversations. We had the potential to discuss the root of elements’ names or Aristotle’s theory for the Earth’s atomic makeup. Instead, we primarily focused on the fundamentals of modern chemistry. However, these facts provide the basis for the science chemists practice today and demonstrate the growth of the field. Although Meszaro’s article called on their experience in astronomy, their message can be applied to any scientific field. For, our understanding of our world improves drastically through the combination of both disciplines.
Meanwhile, Butterworth’s post reminds shares her journey of reconnecting with her love of Classics and encourages readers to embrace their Classics origin story. She reminisces on her experience at an American Classical League (ACL) conference where Classists from all walks of life united to rejoice in Classical canon and civilizations. In particular, she speaks about joining fellow conference attendees in song. This experience brought her so much joy and reminded her of her Classics origin story, more generally how she fell in love with the subject matter. While I do not itch to take part in Latin hymns, Butterworth’s story forced me to reflect on my Classics origin story and reminded me to remove myself from the weeds and return to what brings me glee. As my thesis edges closer, is important for me to consider my driving passions in the Classics and choose a topic that is meaningful to me. I only hope that I am able to find as much delight as Butterworth.
Both articles may subjectively focus on Latin, however their messages can easily be applied to ways to approach teaching and connecting with Ancient Greek. Perhaps we can organize more song in our class or less literally reflect on why we decided to take on the noble pursuit of knowledge. Maybe it was informed by scientific origin or maybe it was just fate.
