Memorization and the Transmission of Sumerian Literary Compositions

Delnero, Paul

doi:10.1086/666645

Cited by 40 publications

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“…The teacher takes responsibility to teach by telling or directing, and the learner takes responsibility to remember what was taught. The pedagogical "technology" of memorization is deeply ingrained in school cultures the world over, dating back 5,000 years to the scribal education practices of ancient Mesopotamia (Delnero, 2012). It is not surprising that the activity of memorizaton still dominates classroom practice.…”

Section: Rethinking Educational Conventionsmentioning

confidence: 99%

“The Rise of the Phoenix”: Empowering Learners to Create Their Own Learning Cultures and Transform Their School

McCallister

2021

International Journal of Educational Reform

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An account of a persistently failing New York City high school’s rapid transformation. Urban Assembly School for Green Careers had a 39% graduation rate in 2013 and ranked in the bottom 1% of high schools citywide. As a transformation strategy, the school employed an innovative educational design known as Learning Cultures, which distributes responsibility for learning to learners. After the first year of implementation the graduation rate rose by 11%. After two years of implementation the school received a “well developed” rating on its external quality review. After 4 years the graduation rate doubled. This report describes the school design and provides an account of educational outcomes.

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Section: Rethinking Educational Conventionsmentioning

confidence: 99%

“The Rise of the Phoenix”: Empowering Learners to Create Their Own Learning Cultures and Transform Their School

McCallister

2021

International Journal of Educational Reform

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“…Vanstiphout (1978Vanstiphout ( , 1979 and M. Civil (e.g., Civil 1975, 1978. Recent work has probed whether a curriculum even existed, examined the standardization of this curriculum, and questioned who participated in scribal education for what purpose(s) (Delnero 2010b;Kleinerman 2011;Gadotti andKleinerman 2011, 2012;Michalowski 2012Michalowski , 2013Peterson 2015). Much of the discussion suggests a great deal of individuation among the schooling masters in OB Babylonia, particularly for the literary phase.…”

Section: Text-building In Old Babylonian Schoolsmentioning

confidence: 99%

“…The movement towards such editorial editions is not confined to lexical texts or even Assyriology, but reflects a broader trend for editing pre-modern compositions. 15 Delnero suggested similar for the literary curriculum with regard to the relationship between single column (Type III) tablets and multi-column tablets (Delnero 2010a). Delnero also proposed (asserting that it is "now generally assumed") that literary prisms may have been votive offerings (Delnero 2013: 146; but note Veldhuis 1997: 31 who draws attention to the exercise character of prisms); the present idea of prisms as a final exam does not exclude the possibility that they also served as votive offerings.…”

Section: Text-building In Old Babylonian Schoolsmentioning

confidence: 99%

Writing Sumerian, Creating Texts: Reflections on Text-building Practices in Old Babylonian Schools

Crisostomo

2016

J Anc Near East Religions

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Sumerian lexical and literary compositions both emerged from the same social sphere, namely scribal education. The complexities of inter-compositional dependence in these two corpora have not been thoroughly explored, particularly as relevant to questions of text-building during the Old Babylonian period (c. 1800–1600 bce). Copying practices evident in lexical texts indicate that students and scholars adopted various methods of replication, including visual copying, copying from memory, and ad hoc innovation. They were not confined to reproducing a received text. Such practices extend to copying literary compositions. A study of compositions from Advanced Lexical Education in comparison with several literary compositions shows a complex inter-dialectic between the corpora, in which lexical compositions demonstrate dependence on literary compositions and vice versa. Thus, Old Babylonian students and scholars could experiment with multiple text-building practices, drawing on their knowledge of the lexical and the literary, regularly creating new versions of familiar compositions.

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“…A. R. George (privatim) suggests that the form is a corruption of litaqqin, from taqānu D, "to decorate" 29. Šulpaʾedara and Šulpaʾeʾudula appear consecutively in An = Anu II 56-57 (Litke 1998, 73;see George 1992, 412 and Krebernik 2011/2012b, as well as in the section from the Nippur Compendium discussed above. If the reading adopted is correct, the two gods will be described as "the gods who love each other" (murtâmu, râmu Gt), an epithet elsewhere given to Šuqamuna and Šumalīya and Bēl and Bēltīya (AHw 677a, CAD M/2 227b).…”

mentioning

confidence: 92%

“…Šulazida and Šulagubu are attested only in An = Anu V 243-244, where they appear as two of the seven children of Nin-girida, and in STT 400 o 12-13 (see above p. 45), where they are equated with Inimanizi and Ninkarnuna (Krebernik 2011/2012aand Van Buylaere 2011. The latter pair of gods appear in l. 36 of the present tablet.…”

mentioning

confidence: 99%

Middle and Neo-Babylonian Literary Texts in the Frau Professor Hilprecht Collection, Jena

Jiménez¹

2022

Texte Und Materialien Der Frau Professor Hilprecht-Collection of Babylonian Antiquities Im Eigentum Der Friedrich-Schiller-Univ

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The book contains first editions of thirty-three cuneiform tablets from the Frau Professor Hilprecht Collection, dating to the second half of the second millennium and the first millennium BCE, as well as duplicates and parallels from other museums. The majority of the edited tablets stem from the city of Nippur, but the book also includes manuscripts from Assur and Babylon. The tablets comprise literary, magic, and divinatory texts, as well as fifteen Middle and Neo-Babylonian school manuscripts with excerpts from various compositions. The literary texts include a large prayer invoking blessings of Nippur gods upon the king, known in other cities as well; a wisdom monologue, and a manuscript of The Exaltation of Ištar. The magic section includes Middle Babylonian versions of anti-witchcraft incantations previously known in the first millennium, as well as exorcistic spells, and formulas to be recited upon the consecration of Nippur priests. Extispicy, hemerologies, and physiognomy are among the divinatory texts edited. The school tablets contain excerpts from several texts previously unknown to have survived into the respective periods, such as a Middle Babylonian version of Tamarisk and Palm and a first-millennium version of the wisdom text Hearken to the Advice. The introduction of the book contains an overview of Nippur history, as well as a discussion of the provenance of the tablets and their social and school contexts. The city of Nippur, whose scholarly production circulated widely in Antiquity, is strangely bereft of scholarly manuscripts, a fact that the book seeks to explain.

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Memorization and the Transmission of Sumerian Literary Compositions

Cited by 40 publications

References 0 publications

“The Rise of the Phoenix”: Empowering Learners to Create Their Own Learning Cultures and Transform Their School

“The Rise of the Phoenix”: Empowering Learners to Create Their Own Learning Cultures and Transform Their School

Writing Sumerian, Creating Texts: Reflections on Text-building Practices in Old Babylonian Schools

Middle and Neo-Babylonian Literary Texts in the Frau Professor Hilprecht Collection, Jena

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