This volume examines the idea of ancient education in a series of essays which span the archaic period to late antiquity. It calls into question the idea that education in antiquity is a disinterested process, arguing that teaching and learning were activities that occurred in the context of society. It brings together the scholarship of 14 classicists who from their distinctive perspectives pluralize our understanding of what it meant to teach and learn in antiquity. These scholars together show that ancient education was a process of socialization that occurred through a variety of discourses and activities including poetry, rhetoric, law, philosophy, art and religion.
Author(s): Yun Lee Too
Publisher: Brill Academic Publishers
Year: 2001
Language: English
Pages: 468
Education In Greek And Roman Antiquity (2001)
......Page 1
ISBN: 9004107819......Page 3
CONTENTS......Page 4
I......Page 6
II......Page 9
III......Page 15
IV......Page 21
Bibliography......Page 25
1. Introduction: private, civic, and public in early Greece......Page 27
2. Families, crafts, and specialized trainings......Page 33
3. Age groups, military training, and rites of institution......Page 40
(a) Chorus......Page 47
(b) Mess-hall and military training—Syssition, ephebeia......Page 52
(c) "Club"—symposion and hetaireia......Page 60
(d) Cult or craft association—thiasos, orgeones......Page 64
4. The institutions of homophilia......Page 65
5. Conclusion: pedagogy, schools and the polis......Page 70
APPENDIX - EPHOROS ON CRETAN PEDAGOGY......Page 78
Bibliograph......Page 85
SOPHISTS WITHOUT RHETORIC: THE ARTS OF SPEECH IN FIFTH-CENTURY ATHENS......Page 89
Sophists and the Arts......Page 92
Gorgias and the Arts......Page 98
Protagoras' Advertisements......Page 101
Sophistical Education in Poetry......Page 107
Bibliography......Page 112
Introduction......Page 114
I......Page 115
II......Page 116
III......Page 121
IV......Page 126
V......Page 130
VI......Page 132
Bibliography......Page 133
LIBERAL EDUCATION IN PLATO'S REPUBLIC AND ARISTOTLE'S POLITICS......Page 136
I......Page 137
II......Page 139
III......Page 142
IV......Page 146
V......Page 152
VI......Page 157
VII......Page 161
VIII......Page 164
IX......Page 169
Bibliography......Page 174
Introduction......Page 177
Value-consensus v. free speech......Page 178
Socrates v. Meletus......Page 181
Rights and duties......Page 184
Standard Greek ethics v. democratic/ critical ethics......Page 186
Democracy's critics on civic education......Page 190
Democratic responses to the critical challenge......Page 196
Envoi: Civic education after the loss of Athenian independence......Page 204
Bibliography......Page 207
BASIC EDUCATION IN EPICUREANISM......Page 210
1. Policy of Admission......Page 211
(a) Memorization......Page 217
(b) Personal Guidance......Page 224
Bibliography......Page 240
I......Page 241
II......Page 243
III......Page 245
IV......Page 248
V......Page 250
Bibliography......Page 258
EDUCATION IN THE ROMAN REPUBLIC: CREATING TRADITIONS......Page 260
Basis of Roman Education......Page 261
Convivial Education......Page 262
The Roman Curriculum......Page 265
Greek Teachers in Rome......Page 267
The Twelve Tables and Roman Education......Page 274
Physical Education......Page 276
Conclusion......Page 281
Bibliography......Page 284
Introduction......Page 287
Sources......Page 291
The exercises......Page 292
Order......Page 294
Between grammar and rhetoric......Page 296
Theon's system......Page 297
Traditional and classical themes in the Progymnasmata......Page 299
Values......Page 301
Fiction and creation......Page 304
Reading, listening, imitation in Theon......Page 305
Topoi......Page 308
Conclusion......Page 311
Bibliography......Page 313
CONTROLLING REASON: DECLAMATION IN RHETORICAL EDUCATION AT ROME......Page 315
Bibliography......Page 333
PROBLEMS OF THE PAST IN IMPERIAL GREEK EDUCATION......Page 336
Past perfects: the classical canon in a new context......Page 345
Rhetorical redescription......Page 350
Rhetoric revisited......Page 355
The canon goes to charm school......Page 360
Conclusion: imperial struggles of definition and enactment......Page 363
Bibliography......Page 368
IMAGES AS EDUCATION IN THE ROMAN EMPIRE (SECOND-THIRD CENTURIES AD)......Page 370
I. Learning to analyse images: recognition and identification......Page 373
II. Naming things: speaking about making and conceptualizing the artifact......Page 376
A. Before commentary, description: Ekphrasis......Page 379
B. Exegesis......Page 381
The creation of allegorical images: rhetoric......Page 382
Allegorical interpretations of images......Page 385
C. The Tabula Cebetis: allegorical invention or allegorical interpretation......Page 386
1. Lucian of Samosata......Page 389
2. Apollonius of Tyana......Page 390
3. Porphyry (233/4—303) and the hermeneutics of images......Page 396
Conclusion......Page 399
THE NEW MATH: HOW TO ADD AND TO SUBTRACT PAGAN ELEMENTS IN CHRISTIAN EDUCATION......Page 401
I. Canonics......Page 404
II. Mos......Page 412
III. Discipline......Page 417
Conclusion: Subtraction......Page 422
Bibliography......Page 426
THE SCHOOLS OF PLATONIC PHILOSOPHY OF THE ROMAN EMPIRE: THE EVIDENCE OF THE BIOGRAPHIES......Page 429
Bibliography......Page 453
BIBLIOGRAPHY......Page 455
