Usus adversus doctrinam?: Grammatica in schola alterius linguae. Grammatica latine tradita

• María Luisa Aguilar García ^[1]
  1. [1] Collegium Latinitatis
• Localización: Thamyris, nova series: Revista de Didáctica de Cultura Clásica, Griego y Latín, ISSN-e 2254-1799, Nº. 10, 2019, págs. 237-264
• Idioma: español
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Finis, meta, scopus praecipuus scholae linguae Latinae eo hactenus singulariter spectavit, ut essent discipuli non solum rei grammaticae conscii sed bene periti atque in ea exercitati. Huc voluntas, huc iudicium et ratio intendebant, primum legum institutionis, deinde ipsorum praeceptorum. Nunc autem novi sunt termini constituti ad usum linguae simul quam ad formam eius pertinentes, prioribus illis consiliis grammaticis non omissis, immo adstantibus et constantibus. In hoc igitur praeceptores periclitantur, ut tempus, ut attentio discentium, ut exercitamenta scholarum distribuant et disponant, ut denique cuique, grammaticae et usui, suum dent. Quo prorsus hanc symbolam referam: post exemplum antiquorum primum illatum, ex quo praesagitur iam doctrina grammaticae et usus linguae quam dissimiliter in comparatione linguarum valeant, hoc primum monstrabitur, quae et quales sint benefi cia —vel cognitiones— quae ex utraque re —grammatica atque usu— comparari possunt; id deinde attingetur, doctrina et usus ad curricula studiorum, quae nunc sunt, quatenus conveniant et accommodentur; illud postremo praebebitur, ut praeceptores utramque rem et grammaticam et usum in unum componant et coniungant emolumento discentium, tribus exemplis allatis exercitationum instar

  • English

    The main objective of most Latin syllabi and curricula has so far to provide the student with high grammatical and syntactic knowledge, that is, to attend more to the form than to the use of the language. To these purely grammatical objectives have been added in recent times, as we will see, new objectives that focus on the natural skills of the language in terms of understanding and expression, without omitting the formal aspects of the language. The challenge of the current Latin teachers is in the correct and appropriate distribution of time and tasks for both purposes, form and use, and this is the issue that this article aims at: after taking the example of the ancients and what appears to be an outline of Varro`s vision of language learning, we will fi rst explain which are the knowledges gained from both form and use; later, it will be shown how form and use appear already combined in some syllabi; fi nally, an example of how to attend form and use in the same task will be off ered.