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

Oaths and Swearing in Ancient Greece (Beitrage Zur Altertumskunde)

The Last Days of Socrates (Euthyphro; Apology; Crito; Phaedo)

Vite parallele. Vol. IV

Nietzsche and Antiquity: His Reaction and Response to the Classical Tradition (Studies in German Literature Linguistics and Culture)

The Eudemian Ethics
















students, usually in two or three rows along three of the walls, are common to all of them together with a dais for the teacher that is most imposing in auditorium K, where six steps lead to the high seat. In the middle of most of these classrooms, there is a puzzling stone block, too small for a person to stand on. It is possible that this was the base of a lectern on which a teacher could rest his book when he lectured in the middle of the classroom (Cribiore 2007a). Because students apparently

magister [Cael. 9]) to Q. Mucius Q. f. Q. n. Scaevola “the Augur,” and the expectation was that he would stay by his side “always” (Amic. 1). He would probably go back and forth constantly from the family house, for he makes Q. Cicero say that he too “kept going” to Scaevola’s house (Leg. 1.13). Scaevola excelled in understanding of the civil law and in prudentia (Brut. 102). Scaevola did not teach but allowed young men to sit in on his consultations with clients (Brut. 306). Cicero memorized

upbringing. Books one and two describe the early curriculum and advocate (strongly) for schooling in the type delineated. Advocacy includes the earnest urging that the child (always spoken of as the boy though girls are clearly meant to go to this stage of schooling) attend school and not be homeschooled; at what age he be promoted from the grammarian’s school to the rhetorician’s; that he be motivated through competition and through games; that he not be beaten; and that the older boys should

section addresses the rise of formal legal education during the principate. Of particular interest here will be the nature of the two great “schools” identified in legal sources as protagonists in a number of substantive legal disputes. The third section will treat the much more elaborately bureaucratized process of legal education that developed under the later empire. A brief concluding note will consider the possibility of other forms of legal instruction (at all periods) for people “lower”

affairs with other city-states, she always comes to me first out of all the citizens and chooses me as an ambassador” (281a). Compare also Socrates’ response: “That man Gorgias, the sophist from Leontini, arrived here from his home as an ambassador on public business, since he was the ablest of the men of Leontini at conducting communal affairs, and he seemed to speak excellently in public; yet also, in private, by giving demonstrations and associating with the young men, he made and received a

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