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

Egypt, the Aegean and the Levant: Interconnections in the Second Millennium BC

The Trojan Women (Greek Tragedy in New Translations)

Exile, Ostracism, and Democracy: The Politics of Expulsion in Ancient Greece

The Rise and Fall of Classical Greece (The Princeton History of the Ancient World Series)

A Companion to Greek Literature (Blackwell Companions to the Ancient World)

Mystic Cults in Magna Graecia



















Advanced students would also copy actual inscriptions by former kings, real and imaginary, incantation texts, and other specimens of the religio-literary heritage (Veldhuis 1997; Veldhuis and Hilprecht 2003–2004; Charpin 2008; Gesche 2001). The seventh-century BCE library of the neo-Assyrian king Assurbanipal at Nineveh seems to confirm the longevity and continuity of this curriculum and of the literary tradition. Although no “school” texts have been discovered there, many specialized types of

needed to know to become a professional artist. One joined the workshop of a master sculptor, painter, gem maker, etc., became his pupil (Greek mathētēs; Latin discipulus), and performed various workshop tasks under his tutelage in order to learn the craft. References to masters and their pupils appear frequently in the elder Pliny’s discussion of art and artists in books 34 through 36 of the Natural History and in Pausanias’s Description of Greece, and the range of the artistic genealogies

intellectual exercise. REFERENCES Anderson, W. B. (1966), Ethos and Education in Greek Music, Cambridge, MA, Harvard University Press. Avezzù, G. (1994), Papyrus Hibeh I,13: Anonymi fragmentum De musica, Musica e Storia 2: 109–137. Barker, A. (1984), Greek Musical Writings I: The Musician and His Art, Cambridge, Cambridge University Press. Barker, A. (1989), Greek Musical Writings II: Harmonic and Acoustic Theory, Cambridge, Cambridge University Press. Barker, A. (2008), Phōnaskia for Singers

of the verb eimi (“I am/belong to”) plus the owner’s name in the genitive case, to which is often added the adverb dikaiōs or rightly (e.g., nos. F 131–132, 139, 154). These simple sentences and names in oblique cases demonstrate a level of writing skill that is higher than a simple knowledge of the alphabet or the ability to write one’s own name. The large number of these marks may point to a widespread capacity to write a personal name. But the archaeological context of nearly every piece is

syllabaries is that it accustomed pre-literate readers to seeing the shapes of the letter groups for each syllable. Greek literary texts were written without word breaks, in a continuous stream of letters (known as scriptio continua; also characteristic of Roman texts from the first century onward), which made learning to read more challenging. In that context, thorough training in being able to see clearly the contours of the syllables was an important first step in distinguishing the words from

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