One of my favorite activities is annotation, moving towards thinking about critical editions.
So cool to empower the student as scholar editing a critical edition: make them responsible for the historical and cultural contextualization, and for leading the reader toward possible interpretations.
they noticed that my whole article was really about that
I have just the book for you: Sentipensante Pedagogy
THE PROPER MEANS FOR ACQUIRING RHETORICAL SKILL
Rhetorical skill is obtained not by learning and following rules, but rather by imitating eloquent speakers.
To beginners should be given matter designed, as it were, beforehand in proportion to the abilities of each. But when they shall appear to have formed themselves sufficiently on their model, a few brief directions may be given them, following which, they may advance by their own strength without any support. 6. It is proper that they should sometimes be left to themselves, lest, from the bad habit of being always led by the efforts of others, they should lose all capacity of attempting and producing anything for themselves. But when they seem to judge pretty accurately of what ought to be said, the labor of the teacher is almost at an end, though should they still commit errors, they must be again put under a guide. 7.
Autonomy in learning and expression
Let boys in the first place learn to decline nouns and conjugate verbs, for otherwise they will never arrive at the understanding of what is to follow. This admonition would be superfluous to give were it not that most teachers, through ostentatious haste, begin where they ought to end, and, while they wish to show off their pupils in matters of greater display, retard their progress by attempting to shorten the road.
At present, the negligence of paedagogi seems to be made amends for in such a way that boys are not obliged to do what is right, but are punished whenever they have not done it. Besides, after you have coerced a boy with stripes, how will you treat him when he becomes a young man, to whom such terror cannot be held out, and by whom more difficult studies must be pursued? 16. Add to these considerations that many things unpleasant to be mentioned, and likely afterwards to cause shame, often happen to boys while being whipped, under the influence of pain or fear. Such shame enervates and depresses the mind, and makes them shun people's sight and feel a constant uneasiness. 17. If, moreover, there has been too little care in choosing governors and tutors of reputable character, I am ashamed to say how scandalously unworthy men may abuse their privilege of punishing, and what opportunity also the terror of the unhappy children may sometimes accord to others. I will not dwell upon this point; what is already understood is more than enough. It will be sufficient, therefore, to intimate that no man should be allowed too much authority over an age so weak and so unable to resist ill treatment.
No systematic treatise upon the rules of delivery has yet been composed; indeed, even the study of language made no progress till late in the day.
emphasis on pedagogy
I beg you, then, neither to credit nor to discredit what has been said to you until you have heard to the end what I also have to say, bearing it in mind that there would have been no need of granting to the accused the right of making a defense, had it been possible to reach a just verdict from the arguments of the accuser.
Postpone judgment, allow me the space to discuss, no matter what. How closely does this defense align with what we might think of as education?
Why, if they were to sell any other commodity for so trifling a fraction of its worth they would not deny their folly
It is interesting that Isocrates considers the Sophists as salesmen of what he believes to be a worthless commodity. It is ironic because Isocrates, himself being a Sophist, does not mention much about his own pedagogical methods. He does not offer much in the way of advice and suggestions for improvement; only criticism.