Takis Kayalis
Takis Kayalis is Professor of Modern Greek Literature at the Hellenic Open University. He studied English and Greek Literature at the University of Athens, the University of Essex and New York University, from which he earned his Ph.D. sponsored by fellowships from the Fulbright and Woodrow Wilson foundations. He has previously taught Modern Greek and Comparative Literature at Queens College, CUNY, the University of Crete, the University of Cyprus and the University of Ioannina. He has also designed and implemented a number of research projects at the Center for the Greek Language, in Thessaloniki, where he served as member of the Executive Board and Academic Director of the Language and Literature Department for 17 years (1994-2011). He currently serves as member in the Academic Committee of the Cavafy Archive at the Onassis Foundation.
His research focuses on 19th- and 20th-century literature and criticism, as well as digital humanities and literary pedagogy. His recent books include a critical study of the rise of Greek Modernism (Η επιθυμία για το Μοντέρνο. Δεσμεύσεις και αξιώσεις της λογοτεχνικής διανόησης στην Ελλάδα του 1930, Βιβλιόραμα, 2007); an anthology of poems by George Seferis vis-à-vis his personal and autobiographical writings, co-edited with Evripidis Garantoudis (Ο Σεφέρης για νέους αναγνώστες, Ίκαρος, 2008); and an international volume on distance and virtual literature teaching, co-edited with Anastasia Natsina (Teaching Literature at a Distance: Open, Online and Blended Learning, London and NEW YORK: Continuum/Bloomsbury Academic, 2010). He is currently preparing for publication an extensive study of Cavafy’s uses of material antiquity and a compilation of articles on literary modernisms.
Address: Professor Takis Kayalis,
School of Humanities,
Hellenic Open University,
Parodos Aristotelous 18,
Patra 26335,
Greece
His research focuses on 19th- and 20th-century literature and criticism, as well as digital humanities and literary pedagogy. His recent books include a critical study of the rise of Greek Modernism (Η επιθυμία για το Μοντέρνο. Δεσμεύσεις και αξιώσεις της λογοτεχνικής διανόησης στην Ελλάδα του 1930, Βιβλιόραμα, 2007); an anthology of poems by George Seferis vis-à-vis his personal and autobiographical writings, co-edited with Evripidis Garantoudis (Ο Σεφέρης για νέους αναγνώστες, Ίκαρος, 2008); and an international volume on distance and virtual literature teaching, co-edited with Anastasia Natsina (Teaching Literature at a Distance: Open, Online and Blended Learning, London and NEW YORK: Continuum/Bloomsbury Academic, 2010). He is currently preparing for publication an extensive study of Cavafy’s uses of material antiquity and a compilation of articles on literary modernisms.
Address: Professor Takis Kayalis,
School of Humanities,
Hellenic Open University,
Parodos Aristotelous 18,
Patra 26335,
Greece
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Link:
https://www.greeknewsagenda.gr/book-of-the-month-cavafy-hellenistic-antiquities-history-archeology-empire-by-takis-kayalis/
Featuring essays by an international array of literature scholars, this volume examines the challenges and opportunities of teaching literature at Open and Virtual Universities in a wide range of national, cultural and linguistic contexts. It presents cutting-edge explorations of seminal issues, including: literature pedagogy and curriculum building; canon and theory debates; the uses of hypertext and other digital tools for literary instruction; the writing and evaluation of educational material; and the teaching of digital literature. These issues are addressed from various critical and theoretical viewpoints, which reflect the contributors’ long educational and administrative involvement with open and distance learning (ODL) in a rich diversity of cultural and academic frameworks.
As the first scholarly attempt to bring together questions of literature pedagogy and issues in open and distance, online and blended learning, this book is an essential resource for literature instructors and administrators in ODL, e-learning and b-learning programs. It offers techniques enabling scholars in more traditional academic settings to make literature courses more effective and stimulating by using tools developed for distance learning.
Table of Contents
Introduction
PART I - Open and Distance Learning: Curricula and Pedagogies
1. Tendencies and Stakes of Literary Studies in European Open and Distance Learning Universities
Anastasia Natsina
2. Teaching First-year Students in Open and Distance Education: Aims and Methods
Ellie Chambers
3. Masters-level Study in Literature at The Open University: Pedagogic Challenges and Solutions
W.R. Owens
4. Decolonising the distance curriculum
Dennis Walder
5. The Need for a Community: A Case for World Literature in Open and Distance Learning
Takis Kayalis
PART II - Pedagogical challenges in online and blended learning
6. Delivering Literary Studies in the 21st Century: The Relevance of Online Pedagogies
Kris L. Blair
7. Digital Pedagogy: Taming the Palantíri
Ian Lancashire
8. Teaching Literature in a Virtual Campus: Uses of hypertext
Laura Borràs-Castanyer
9. From Passive to Active Voices: Technology, Community, and Literary Studies
Louis Marshall and Will Slocombe
10. Using Technology to Overcome Cultural Restrictions: A case study of teaching English literature online to Arab students
Ayesha Heble
PART III - Digital tools and Web applications
11. Literature in Digital Culture: Pedagogical Possibilities
Raine Koskimaa
12. Teaching Poetry with New Media
Rui Torres
13. Metamedievalism, Videogaming, and Teaching Medieval Literature in the Digital Age
Daniel T. Kline
14. From Virtuality to Actuality: Representations and Enactments of Critical Theory on the World Wide Web
Anastasia Natsina and Takis Kayalis
15. HyperCities: Building a Web 2.0 Learning Platform
Todd Samuel Presner
16. Affect and Narrative Encoding: The Problematics of Representing and Teaching Yanyuwa Narratives in Cyberspace
John Bradley and Frances Devlin-Glass
- η σπασμωδική σχέση της λογοτεχνίας με το (υπαρκτό και δυνάμει) αναγνωστικό κοινό·
- η συγκρότηση της λογοτεχνίας σε γνωστικό αντικείμενο και οι όροι της ένταξης της στη μέση και στην πανεπιστημιακή εκπαίδευση·
- οι αισθητικές αναζητήσεις και οι ιδεολογικές αντιπαραθέσεις που αποτυπώνονται στα λογοτεχνικά περιοδικά του μεσοπολέμου·
- η αμήχανη προσοικείωση των αισθητικών αρχών του μοντέρνου·
- ο λόγος περί ελληνικότητας ως στρατηγική για τη νομιμοποίηση της νεωτερικής λογοτεχνίας και τη διασφάλιση της ηγεμονίας των εκφραστών της·
- η σύνθετη δυναμική που επέτρεψε τη συμπόρευση της φιλελεύθερης λογοτεχνικής διανόησης με το δικτατορικό καθεστώς της 4ης Αυγούστου.
Η παρούσα, αυθεντική συγκριτολογική μελέτη εξετάζει σε πλάτος ένα από τα πιο πρώιμα διηγήματα του Ραγκαβή, το "Γλουμυμάουθ" (1848)· η λέξη σημαίνει "Το Στόμα του Ερέβους". "Πρόκειται για έργο που εισάγει τη θεματική και την προβληματική της βικτωριανής κοινωνικής πεζογραφίας στα ελληνικά γράμματα [παρουσιάζοντας] έναν επίκαιρο κοινωνικό ζήτημα, το οποίο πραγματεύεται στο πλαίσιο του ιδεολογικού προβληματισμού που αναπτύσσεται στην Αγγλία της εποχής του".
Έτσι, φωτίζονται, τεκμηριωμένα, όχι μόνο νέες διαστάσεις επικοινωνίας της νεότερης ελληνική λογοτεχνίας με τη σύγχρονή της αγγλική, μα και άγνωστες όψεις του συγγραφικού προβληματισμού του Ραγκαβή. Όψεις που, με την πρόσφατη αναζωπύρωση του ενδιαφέροντός μας για τη ρομαντική λογοτεχνία και νοοτροπία, οδηγούν σε αδιερεύνητες προοπτικές με πλήθος γόνιμα συμπεράσματα.
Γ. Π. Σαββίδης
Ο μύθος της γενιάς του
Τριάντα. Νεοτερικότητα,
ελληνικότητα και
πολιτισμική ιδεολογία (Πόλις, 2011).
method”, both in its original context (Eliot’s 1923 review of Joyce’s Ulysses) and in
Greek critical practice, from the mid-20th century to the present. Beginning with
a review of the “mythical method’s” strong impact and widespread use as a critical
term in contemporary Greece, it proceeds to present this term’s main interpretations,
following its initial formulation by George Seferis: as a general organizing
principle or tone of voice (by E. Keeley), as a “myth-historical objective correlative”
(by N. Vayenas) and as an allegorical device (by various recent critics), and
to discuss their respective shortcomings. Turning to Eliot’s text, the paper shows
that the “mythical method” was never meant to be used as a critical term, while
Eliot’s definition of it fails to correspond to his prime textual examples. The term’s
original formulation was mainly intended to protect The Waste Land, in the context
of local literary politics, and so it was effectively repudiated by its author
shortly after its introduction. Although the term has been practically abandoned
in international critical practice, its proliferation in Greek criticism is remarkable.
The paper concludes that, despite the confusion caused by their conceptual failures
and wild improvisations, Greek designations of the “mythical method” can be
enlightening, as illustrations of the contradictory canonizing strategies operating
in the field of Greek criticism during the second half of the 20th century.
Link:
https://www.greeknewsagenda.gr/book-of-the-month-cavafy-hellenistic-antiquities-history-archeology-empire-by-takis-kayalis/
Featuring essays by an international array of literature scholars, this volume examines the challenges and opportunities of teaching literature at Open and Virtual Universities in a wide range of national, cultural and linguistic contexts. It presents cutting-edge explorations of seminal issues, including: literature pedagogy and curriculum building; canon and theory debates; the uses of hypertext and other digital tools for literary instruction; the writing and evaluation of educational material; and the teaching of digital literature. These issues are addressed from various critical and theoretical viewpoints, which reflect the contributors’ long educational and administrative involvement with open and distance learning (ODL) in a rich diversity of cultural and academic frameworks.
As the first scholarly attempt to bring together questions of literature pedagogy and issues in open and distance, online and blended learning, this book is an essential resource for literature instructors and administrators in ODL, e-learning and b-learning programs. It offers techniques enabling scholars in more traditional academic settings to make literature courses more effective and stimulating by using tools developed for distance learning.
Table of Contents
Introduction
PART I - Open and Distance Learning: Curricula and Pedagogies
1. Tendencies and Stakes of Literary Studies in European Open and Distance Learning Universities
Anastasia Natsina
2. Teaching First-year Students in Open and Distance Education: Aims and Methods
Ellie Chambers
3. Masters-level Study in Literature at The Open University: Pedagogic Challenges and Solutions
W.R. Owens
4. Decolonising the distance curriculum
Dennis Walder
5. The Need for a Community: A Case for World Literature in Open and Distance Learning
Takis Kayalis
PART II - Pedagogical challenges in online and blended learning
6. Delivering Literary Studies in the 21st Century: The Relevance of Online Pedagogies
Kris L. Blair
7. Digital Pedagogy: Taming the Palantíri
Ian Lancashire
8. Teaching Literature in a Virtual Campus: Uses of hypertext
Laura Borràs-Castanyer
9. From Passive to Active Voices: Technology, Community, and Literary Studies
Louis Marshall and Will Slocombe
10. Using Technology to Overcome Cultural Restrictions: A case study of teaching English literature online to Arab students
Ayesha Heble
PART III - Digital tools and Web applications
11. Literature in Digital Culture: Pedagogical Possibilities
Raine Koskimaa
12. Teaching Poetry with New Media
Rui Torres
13. Metamedievalism, Videogaming, and Teaching Medieval Literature in the Digital Age
Daniel T. Kline
14. From Virtuality to Actuality: Representations and Enactments of Critical Theory on the World Wide Web
Anastasia Natsina and Takis Kayalis
15. HyperCities: Building a Web 2.0 Learning Platform
Todd Samuel Presner
16. Affect and Narrative Encoding: The Problematics of Representing and Teaching Yanyuwa Narratives in Cyberspace
John Bradley and Frances Devlin-Glass
- η σπασμωδική σχέση της λογοτεχνίας με το (υπαρκτό και δυνάμει) αναγνωστικό κοινό·
- η συγκρότηση της λογοτεχνίας σε γνωστικό αντικείμενο και οι όροι της ένταξης της στη μέση και στην πανεπιστημιακή εκπαίδευση·
- οι αισθητικές αναζητήσεις και οι ιδεολογικές αντιπαραθέσεις που αποτυπώνονται στα λογοτεχνικά περιοδικά του μεσοπολέμου·
- η αμήχανη προσοικείωση των αισθητικών αρχών του μοντέρνου·
- ο λόγος περί ελληνικότητας ως στρατηγική για τη νομιμοποίηση της νεωτερικής λογοτεχνίας και τη διασφάλιση της ηγεμονίας των εκφραστών της·
- η σύνθετη δυναμική που επέτρεψε τη συμπόρευση της φιλελεύθερης λογοτεχνικής διανόησης με το δικτατορικό καθεστώς της 4ης Αυγούστου.
Η παρούσα, αυθεντική συγκριτολογική μελέτη εξετάζει σε πλάτος ένα από τα πιο πρώιμα διηγήματα του Ραγκαβή, το "Γλουμυμάουθ" (1848)· η λέξη σημαίνει "Το Στόμα του Ερέβους". "Πρόκειται για έργο που εισάγει τη θεματική και την προβληματική της βικτωριανής κοινωνικής πεζογραφίας στα ελληνικά γράμματα [παρουσιάζοντας] έναν επίκαιρο κοινωνικό ζήτημα, το οποίο πραγματεύεται στο πλαίσιο του ιδεολογικού προβληματισμού που αναπτύσσεται στην Αγγλία της εποχής του".
Έτσι, φωτίζονται, τεκμηριωμένα, όχι μόνο νέες διαστάσεις επικοινωνίας της νεότερης ελληνική λογοτεχνίας με τη σύγχρονή της αγγλική, μα και άγνωστες όψεις του συγγραφικού προβληματισμού του Ραγκαβή. Όψεις που, με την πρόσφατη αναζωπύρωση του ενδιαφέροντός μας για τη ρομαντική λογοτεχνία και νοοτροπία, οδηγούν σε αδιερεύνητες προοπτικές με πλήθος γόνιμα συμπεράσματα.
Γ. Π. Σαββίδης
Ο μύθος της γενιάς του
Τριάντα. Νεοτερικότητα,
ελληνικότητα και
πολιτισμική ιδεολογία (Πόλις, 2011).
method”, both in its original context (Eliot’s 1923 review of Joyce’s Ulysses) and in
Greek critical practice, from the mid-20th century to the present. Beginning with
a review of the “mythical method’s” strong impact and widespread use as a critical
term in contemporary Greece, it proceeds to present this term’s main interpretations,
following its initial formulation by George Seferis: as a general organizing
principle or tone of voice (by E. Keeley), as a “myth-historical objective correlative”
(by N. Vayenas) and as an allegorical device (by various recent critics), and
to discuss their respective shortcomings. Turning to Eliot’s text, the paper shows
that the “mythical method” was never meant to be used as a critical term, while
Eliot’s definition of it fails to correspond to his prime textual examples. The term’s
original formulation was mainly intended to protect The Waste Land, in the context
of local literary politics, and so it was effectively repudiated by its author
shortly after its introduction. Although the term has been practically abandoned
in international critical practice, its proliferation in Greek criticism is remarkable.
The paper concludes that, despite the confusion caused by their conceptual failures
and wild improvisations, Greek designations of the “mythical method” can be
enlightening, as illustrations of the contradictory canonizing strategies operating
in the field of Greek criticism during the second half of the 20th century.
“Caesarion” (1918), a poem often claimed as a key to our understanding
of his historical poetics, by tracing its European cultural
and literary context. Despite his perception as an obsolete and
marginal historical figure, Caesarion was highly recognizable in
the poet’s time and was often portrayed in various contexts, from
scholarly studies to various forms of popular culture. The article
examines the unexpected ways in which Cavafy absorbed and
transformed elements from his main historical source, J. P. Mahaffy’s
"The Empire of the Ptolemies" (1895), and surveys the unknown
series of Caesarion’s literary depictions by several European
authors before the composition of Cavafy’s poem. As this discussion
demonstrates, Caesarion’s composite portrait is marked with insinuations of effeminacy, which may result from Caesarion's enfoldment in the legend of Cleopatra and explain this ancient historical figure’s transformation into an object of homoerotic desire in Cavafy’s
poetry. The article concludes with speculations connecting Cavafy’s
poem to the historical Caesarion’s treatment in early 20th-century
cinematic renderings of the story of Antony and Cleopatra.