A significant other to old Education offers a sequence of essays from top experts within the box that symbolize the main updated 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 examine findings and provides new ancient syntheses of the increase, unfold, and reasons of old schooling in historic Greece and Rome
• deals accomplished insurance of the most sessions, crises, and advancements of old schooling besides historic sketches of assorted academic tools and the diffusion of schooling during the historic 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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Additional info for A Companion to Ancient Education (Blackwell Companions to the Ancient World)
First‐hand—but also propagandistic—evidence for the overall worldview of the Achaemenid ruling elite comes to us from two famous monuments: one is the so‐called “Cyrus Cylinder” (539 bce), written in Akkadian to celebrate Cyrus I’s peaceful capture of Babylon (“Marduk, the great lord, moved the noble heart of the people of Babylon to me … and the shameful yoke was lifted from them … Their buildings, which had fallen, I restored. ”). The other is the huge and lengthy trilingual inscription carved between 521 and 517 bce into the cliffside of Mt.
Among Brahmans, formal education was expected to begin around the age of 8; among Kshatriyas and Vaishyas around 12, though these ages may have fluctuated. ” The full training was expected to last at least 8 years, sometimes as long as 15 or 20. According to some, each Veda was supposed (ideally) to take 12 years to learn properly; so mastery of all three primary Vedas might presuppose a 36‐year period of training. Later Indian tradition specifies a sequence of four “stages” (Asrama) of Brahmanic life: “training” (Brahmasarya) = youthful education; “house‐holding” (Ghasthasrama) = working and raising a family; “forest‐retreat” (Vanaprasthasrama) = ascetic withdrawal from social bonds; and “renunciation” (Samnyasa) = preparation for the release of death.
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.