A History of Education in Antiquity

Good, Hiroyuki; Marrou, Henri-Irénée; Lamb, George

doi:10.2307/367375

Cited by 5 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, the very concept of “education” has been subject to significant revisions and thus escapes a fixed definition. These revisions began thousands of years ago, when various civilizations around the globe gave education its first institutional shape (Gordon & Szreter, 1989; Marrou, 1982). In recent decades, conceptual transformations have occurred at a faster rate than in any other historical era, in part due to the marriage of scientific research and classical scholarship.…”

Section: Introductionmentioning

confidence: 99%

Moving forward in the world: Outcomes and communication for effective reform

Salvatore

2024

Future in Educational Research

View full text Add to dashboard Cite

Recent years have given rise to an overwhelming number of challenges, thus complicating the prioritization of desirable outcomes in education. Clarity of purpose is difficult to generate when competing forces rage simultaneously. Yet, success in education reform depends on clear objectives. To encourage clarity in thought and action, this short essay discusses three salient notions: essential outcomes, communication pathways between micro, meso, and macro levels, and the practical ramifications of limited conceptions of “world.” In the inquisitive and explorative spirit of CIES, and in line with the queries that prompted this response, I offer a series of related reflections for each notion, which I hope will spark conversation and embolden our commitment to critical deliberations and thoughtful initiative.

show abstract

Section: Introductionmentioning

confidence: 99%

Moving forward in the world: Outcomes and communication for effective reform

Salvatore

2024

Future in Educational Research

View full text Add to dashboard Cite

show abstract

A Note on Ancient Methods of Learning to Write

Muir

1984

The Class. Q.

View full text Add to dashboard Cite

There is still some confusion over the literary evidence for the methods by which children and others learnt to write in the ancient world. There are four main sources: the analogy between the methods of the grammatistes and the function of the laws in Plato, Protagoras 326c–d, three passages in Quintilian (1. 1. 27; 5. 14. 31; 10. 2. 2), a passage from one of Seneca's letters (Ep. 94. 51) and a short analogy in Maximus of Tyre (p. 20 Hobein, lines 13-16).

show abstract