A better half to old Education offers a sequence of essays from major experts within the box that characterize the main updated scholarship in terms of the increase and unfold of academic practices and theories within the historical Greek and Roman worlds.

• displays the newest learn findings and provides new ancient syntheses of the increase, unfold, and reasons of old schooling in old Greece and Rome
• deals complete insurance of the most classes, crises, and advancements of old schooling besides old sketches of varied academic equipment and the diffusion of schooling in the course of the historical global
• 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 past due antiquity

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Extra info for A Companion to Ancient Education (Blackwell Companions to the Ancient World)

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1000 bce, while the biblical texts themselves—which were probably not written down in their present form until the sixth century bce and later— contain descriptions of events and institutions of the earlier period only in intermittent, and sometimes anachronistic, detail. 1–18); and also age groups of boys assigned to one or more teachers or tutors: for example, Reheboam “took counsel with the young men who had grown up with him” (1 Kings 12. 8–14; cf. 1 Kings 22. 26 = 2 Chron. 18. 3), etc. (Olivier 1975, 58–59; Van der Toorn 2007).

Thus, the Brahmans’ stranglehold on knowledge and authority was absolute. As the language and original context of the Vedas became ever more remote from contemporary experience, Brahmanic scholars developed extraordi­ nary skills at linguistics, debate, logic, and mystical philosophy, which would be enhanced by deep study of the Upanishads, as well as the Silpas. Learned debate was highly prized, and the subtleties of interpretation, allegorization, and mystification were endless. The analogy with fourth‐century Athens (Plato’s Academy, Aristotle’s Lyceum, Epicurus’ Garden) or Hellenistic Alexandria (Ptolemy’s Mouseion) is obvious—with the big difference that the Indic system continued to eschew writing completely.

The Earliest Greek Systems of Education 33 3. ” Whether or not one decides that Mycenaean society (discussed earlier) is relevant and important, the evidence presented by the Archaic (Iron Age) period p­resents problems of its own, and it is notoriously difficult to reconstruct the lifestyles and educational institutions of the various Greek communities that evolved during the period before the development of the Classical (rhetoric‐based) educational system in the mid‐ fifth century bce. The archaeological record is very patchy, and most of the surviving written documents that were composed before the fifth century are poetic texts, often highly fictionalized and/or fragmentary, and thus of limited value for the reconstruction of actual social practice.

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