A Companion to Ancient Education (Blackwell Companions to the Ancient World)

A Companion to Ancient Education (Blackwell Companions to the Ancient World)

Language: English

Pages: 520

ISBN: 144433753X

Format: PDF / Kindle (mobi) / ePub

A Companion to Ancient Education presents a series of essays from leading specialists in the field that represent the most up-to-date scholarship relating to the rise and spread of educational practices and theories in the ancient Greek and Roman worlds.

  • Reflects the latest research findings and presents new historical syntheses of the rise, spread, and purposes of ancient education in ancient Greece and Rome
  • Offers comprehensive coverage of the main periods, crises, and developments of ancient education along with historical sketches of various educational methods and the diffusion of education throughout the ancient world
  • Covers both liberal and illiberal (non-elite) education during antiquity
  • Addresses the material practice and material realities of education, and the primary thinkers during antiquity through to late antiquity













record keepers of the Etruscan principes thus constituted a sort of “secretariat,” within the aristocratic courts, working as writing workshops and schools, which became responsible for preserving, innovating, and handing down alphabet and writing. Their work can be distinguished by certain specific graphic features, which differ from one secretariat to the other, even within the same urban context (Maras 2012b: 333). Particularly interesting and significant in this regard is the inscription on a

Roman World, JRA, Suppl. 3, Ann Arbor, MI. Lejeune, M. (1955), Traité de phonétique grecque, 2nd edition, Paris, C. Klincksieck. Lomas, K. (1996), Greeks, Romans, and Others: Problems of Colonialism and Ethnicity in Southern Italy, in J. Webster and N. Cooper (eds.), Roman Imperialism: Post-Colonial Perspectives, Leicester, School of Archaeological Studies, University of Leicester, pp. 135–144. Lomas, K. (2004), Italy during the Roman republic, 338–31 B.C., in H. I. Flower (ed.), The Cambridge

considers hardship his greatest competitor and struggles with it day and night, and not, like some goat, for a bit of celery or olive or pine, but for the sake of happiness and arete throughout his whole life. Here, Diogenes is using an athletic metaphor to illustrate one of his philosophical positions in a speech described as having taken place at an athletic festival in the fourth century by an orator who is himself at Olympia for a festival four hundred years later, a rich illustration of the

the world. 2. Ancient and Modern Conceptions of Enculturation From a modern Western perspective, teaching children about their gender identities, about their social duties, about their environment, and preparing them for adult roles are vital processes that help integrate children into their communities. This type of education takes place in virtually all cultures and begins at an early age. Within a familial context, adults may instruct children that while it is permissible to yell and scream

various manners in which they approach their diverse subjects. Finally, if we wish to speak of sophistic method and practice generally, I have cautiously suggested that sophistic activity of the late fifth and early fourth centuries may be distinguished by the prominence, not origin, of engagement in itinerant professionalism, using prose forms, tailored to the local interests of citizens, public and private, of diverse city-states throughout the Greek world, and with numerous overlapping aims:

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