Download A Companion to Ancient Education by W. Martin Bloomer PDF

By W. Martin Bloomer

A significant other to old Education offers a sequence of essays from best experts within the box that symbolize the main updated scholarship on the subject of the increase and unfold of academic practices and theories within the old Greek and Roman worlds.

  • Reflects the most recent examine findings and provides new historic syntheses of the increase, unfold, and reasons of historical schooling in historic Greece and Rome
  • Offers finished insurance of the most classes, crises, and advancements of historic schooling besides historic sketches of assorted academic equipment and the diffusion of schooling through the historical world
  • Covers either liberal and intolerant (non-elite) schooling in the course of antiquity
  • Addresses the cloth perform and fabric realities of schooling, and the first thinkers in the course of antiquity via to overdue antiquity

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Nonetheless there, too, the Linear B documents record the scribes’ supervision of extensive sacrificial activity and feasting (Chadwick 1976: 69–77; Palaima 1995, 2011). 1b) (Säflund 1987: 227–233; Koehl 1986: 100–103; Davis 1987; Chapin 2009, who points out d­ifferences between the more homogeneous Theran and more disparate Cretan d­epictions of male children and adolescents). 1a). Some scholars interpret these features as evidence of age‐group rituals and celebrations, a­ntecedents to those more certainly attested on Crete and Thera during later periods (eighth through fourth century).

Nor do we know how many Greek‐speaking (and ‐reading) inhabitants there were on Crete, or even on the mainland. The scribes and rulers may have been linguistically distinct from the majority of the population, like some of the Akkadian‐writing scribes at Hattusa and Emar. The royalty, priests, warriors, and other members of the Minoan elite may not t­hemselves have needed to put their hands to writing, any more than their Hittite c­ounterparts; and their education probably emphasized other, nonliterate activities geared more toward public performance (see the following text).

The use of writing was forbidden: the student was required to learn by heart (i­deally) an entire Veda, comprising many thousands of lines, with minute attention to exact pronunciation and accent, which he would do by repeating word for word after his guru. As classical Sanskrit came to be less and less familiar even to the well educated, six Angas were taught as aids to Vedic study (pronunciation, ritual, grammar, philology, prosody, and astronomy); and in addition to the sacred Sanskrit texts themselves, 18 particular fields or “skills” (Silpas) were designated, which included singing, dancing, painting, mathematics, agriculture, magic, commerce, law, archery, and snake‐c­harming/ toxicology.

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