A spouse to historic Education offers a chain of essays from major experts within the box that signify the main up to date scholarship when it comes to the increase and unfold of academic practices and theories within the old Greek and Roman worlds.
• displays the most recent study findings and offers new ancient syntheses of the increase, unfold, and reasons of old schooling in historical Greece and Rome
• deals complete assurance of the most classes, crises, and advancements of historic schooling besides old sketches of varied academic tools and the diffusion of schooling during the old international
• Covers either liberal and intolerant (non-elite) schooling in the course of antiquity
• Addresses the fabric perform and fabric realities of schooling, and the first thinkers in the course of antiquity via to past due antiquity
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Extra info for A Companion to Ancient Education (Blackwell Companions to the Ancient World)
Through intensive exercises on potsherds and limestone flakes, and later on papyrus, the children learned, both by copying and by dictation, to write letters, perform elementary mathematical and geometrical calculations, and also to reproduce and understand the classical Middle‐Egyptian texts whose language grew to be increasingly far removed from that of everyday society. At the more advanced level, some scribes of the later second millennium also learned cuneiform Akkadian, since this was the international language of diplomacy and commerce (see earlier pp.
The Archaic period of Greece was one of steadily increasing economic prosperity, and also of flux, instability, and innovation. At its opening, in the ninth through eighth centuries, the “chieftains” or “lords” (basileis) and noble families (agathoi, eupatridai) in each village, region, or larger town, mostly lacked the resources, administrative frameworks, and sophistication of their Bronze Age predecessors and lived at a level of culture barely higher than that of the rest of their agricultural and artisan neighbors.
367–373; Deshpande 1995: 67–84; for the archaeological and historical evidence, Drews 1988; Phillips 1972: 39–53). Whether this reflects an “Indo‐Aryan” invasion at some point between 3000 and 1500 bce, or a gradual process of cultural and linguistic assimilation, we do not know. But in either case, the possible cultural c onnections between these emergent “Iranians” and their distant, but linguistically related, neighbors—Indic, Hittite, and Greek—are intriguing (Boyce 1975 and 1982; Malandra 1983: 3–31; Gnoli 1980, 1989; Wiesehöfer 1996).
A Companion to Ancient Education (Blackwell Companions to the Ancient World)