This article discusses the opportunities and challenges of teaching Classics as an ‘applied’ subject. It outlines the development of a new module at the University of St Andrews which asks student teams to research and design a project that draws on ancient sources, practices or ideas to address a challenge in the 21st century, such as ‘fake news’, racism, or climate change. It distinguishes Applied Classics from Public Classics and Reception Studies, defining the former as ‘the purposeful application of carefully-chosen aspects of antiquity as a useful intervention in a contemporary challenge.’ It also underlines its value as a form of ‘Citizen Scholarship’, a branch of academia that builds bridges to activism and has tangible impacts, creating change (not just disseminating knowledge) in the wider world. The article considers the ethics of Applied Classics; the mentoring that students require, to work in novel ways and on topics well outside their comfort zones; and the assessment challenges that come with project-based learning. It reflects on the skills that students acquire from this kind of module (in leadership, collaboration, creative thinking, critical self-reflection and outcomes-focused thinking), on their sense of empowerment as they identify ways to translate their studies into socially impactful work, and on the contributions they can make to wider debates about the future of Classics as a discipline.

中文翻译：

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将经典作为一门应用学科进行教学

本文讨论了将古典文学作为一门“应用”学科进行教学的机遇和挑战。它概述了圣安德鲁斯大学新模块的开发，该模块要求学生团队研究和设计一个项目，利用古老的资源、实践或想法来应对 21 世纪的挑战，例如“假新闻”、种族主义，或气候变化。它将应用经典与公共经典和接受研究区分开来，将前者定义为“有目的地应用精心挑选的古代方面，作为对当代挑战的有效干预”。它还强调了其作为“公民奖学金”形式的价值，“公民奖学金”是学术界的一个分支，为行动主义搭建桥梁并产生切实的影响，在更广阔的世界中创造变革（而不仅仅是传播知识）。这篇文章考虑了应用经典的伦理学；学生需要的指导，以新颖的方式和超出他们舒适区的主题进行工作；以及基于项目的学习带来的评估挑战。它反映了学生从此类模块中获得的技能（领导力、协作、创造性思维、批判性自我反思和以结果为中心的思维），以及他们在找到将学习转化为具有社会影响力的工作的方法时的赋权感，以及他们可以为有关古典学作为一门学科的未来的更广泛的辩论做出贡献。