This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

Education in Late Antiquity offers the first comprehensive account of the Graeco-Roman debate on education between c. 300 and 550 CE. Jan Stenger traces changing attitudes towards the aims and methods of teaching, learning, and formation through the explicit and implicit theories developed by Christian and pagan writers during this period. Whereas the postclassical education system has been seen as an immovable and uniform field, Stenger argues that writers of the period offered substantive critiques of established formal education and tried to reorient ancient approaches to learning. Bringing together a wide range of discourses and genres, Education in Late Antiquity shows how educational thought was implicated in the ideas and practices of wider society, addressing central preoccupations of the time, including morality, religion, the relationship with others and the world, and concepts of gender and the self. The key idea was that education was a transformative process that gave shape to the entire being of a person, instead of merely imparting formal knowledge or skills. Thus, the debate revolved around attaining happiness, the good life, and fulfilment, and so orienting education toward the development of the notion of humanity within the person. By exploring the discourse on education, this book recovers the changing horizons of Graeco-Roman thought on learning and formation.

Education in Late Antiquity explores how the Christian and pagan writers of the Graeco-Roman world between c. 300 and 550 CE rethought the role of intellectual and ethical formation. Analysing explicit and implicit theorization of education, it traces changing attitudes towards the aims and methods of teaching, learning, and formation. Influential scholarship has seen the postclassical education system as an immovable and uniform field. In response, this book argues that writers of the period offered substantive critiques of established formal education and tried to reorient ancient approaches to learning. By bringing together a wide range of discourses and genres, Education in Late Antiquity reveals that educational thought was implicated in the ideas and practices of wider society. Educational ideologies addressed central preoccupations of the time, including morality, religion, the relationship with others and the world, and concepts of gender and the self. The idea that education was a transformative process that gave shape to the entire being of a person, instead of imparting formal knowledge and skills, was key. The debate revolved around attaining happiness, the good life, and fulfilment, thus orienting education toward the development of the notion of humanity within the person. By exploring the discourse on education, this book recovers the changing horizons of Graeco-Roman thought on learning and formation from the fourth to the sixth centuries

What do we mean when we talk about 'being Christian' in Late Antiquity? This volume brings together sixteen world-leading scholars of ancient Judaism, Christianity and Greco-Roman culture and society to explore this question, in honour of the ground-breaking scholarship of Professor Gillian Clark. After an introduction to the volume's dedicatee and themes by Averil Cameron, the papers in Section I, `Being Christian through Reading, Writing and Hearing', analyse the roles that literary genre, writing, reading, hearing and the literature of the past played in the formation of what it meant to be Christian. The essays in Section II move on to explore how late antique Christians sought to create, maintain and represent Christian communities: communities that were both 'textually created' and 'enacted in living realities'. Finally in Section III, 'The Particularities of Being Christian', the contributions examine what it was to be Christian from a number of different ways of representing oneself, each of which raises questions about certain kinds of 'particularities', for example, gender, location, education and culture. Bringing together primary source material from the early Imperial period up to the seventh century AD and covering both the Eastern and Western Empires, the papers in this volume demonstrate that what it meant to be Christian cannot simply be taken for granted. 'Being Christian' was part of a continual process of construction and negotiation, as individuals and Christian communities alike sought to relate themselves to existing traditions, social structures and identities, at the same time as questioning and critiquing the past(s) in their present.

This is an unprecedented collection of nearly seventy Late Antique primary religious texts. These texts--all in new English translation and many appearing in English for the first time--represent every major religious current from the late first century until the rise of Islam. Produced through the efforts of thirty-six leading scholars in the field, they constitute a comprehensive view of religious practice in Late Antiquity. Religious life and performance during this period comprised diverse, often unusual practices. Philosophical ascent, magic, legal pronouncement, hymnography, dietary and sexual restriction, and rhetoric were all part of this deeply fascinating world. Religious and political identity often intertwined, as reflected in the Roman persecution of Christians. And a fluid boundary between religion and superstition was contested in daily life. Many practices, including ascetic training, crossed religious boundaries. Others, such as "incubation" at specific temples and certain divination rites, were distinctive practices of individual groups and orders. Intrinsically interesting, the practice of religion in the Late Antique also edifies modern-day religious life. As this volume shows, the origins of the contemporary Western religious terrain can be gleaned in this period. Rabbinic Judaism flourished and spread. Christianity developed still-important theological categories and structures. And even movements that did not survive intact--such as Neoplatonism and the once-powerful Manichaean churches--continue to influence religion today. This rich sourcebook includes discussions of asceticism, religious organization, ritual, martyrdom, religion's social implications, law, and theology. Its unique emphasis on practice and its inclusion of texts translated from lesser-known languages advance the study of religious history in several directions. A strong interdisciplinary orientation will reward scholars and students of religion, theology, gender studies, classical literatures, and history. Each text is accompanied by an introduction and a bibliography for further reading and research, making the book appropriate for use in any university or seminary classroom.

Redefines the role assigned education in the history of monasticism, by re-situating monasticism in the history of education.

The essays in Eastern Christianity and Late Antique Philosophy provide valuable insights into the central role of philosophical ideas in a period when paganism was in decline and Eastern Christians were forging their community identities.

Late Antiquity witnessed a dramatic recalibration in the economy of power, and nowhere was this more pronounced than in the realm of religion. The transformations that occurred in this pivotal era moved the ancient world into the Middle Ages and forever changed the way that religion was practiced. The twenty eight studies in this volume explore this shift using evidence ranging from Latin poetic texts, to Syriac letter collections, to the iconography of Roman churches and Merowingian mortuary goods.The kaleidoscope of perspectives they provide creates a richly illuminating volume that add a new social and political dimension to current debates about religion in Late Antiquity.

Religions and Education in Antiquity gathers ten essays on teaching and learning in the contexts of ancient Western religions, including Judaism, early Christianity and Gnostic Christian traditions. Beginning with an overview of religious education in the ancient Near Eastern and Mediterranean worlds, editor Alex Damm and the contributors together demonstrate the mutual influence of religion and education on each other; the relevance of educational traditions in addressing (for instance) historical or exegetical issues; and the thoroughgoing importance of education to religious life across time and space in antiquity. Highly useful to scholars of religion, theology, classics and education, this volume affords a state of the art study on pedagogy and learning in ancient religious contexts.