H. I. Marrou's A History of Education in Antiquity has been an invaluable contribution in the fields of classical studies and history ever since its original publication in French in 1948. French historian H. I. Marrou traces the roots of classical education, from the warrior cultures of Homer, to the increasing importance of rhetoric and philosophy, to the adaptation of Hellenistic ideals within the Roman education system, and ending with the rise of Christian schools and churches in the early medieval period. Marrou shows how education, once formed as a way to train young warriors, eventually became increasingly philosophical and secularized as Christianity took hold in the Roman Empire. Through his examination of the transformation of Greco-Roman education, Marrou is able to create a better understanding of these cultures.

This volume examines the idea of ancient education in a series of essays which span the archaic period to late antiquity. It calls into question the idea that education in antiquity is a disinterested process, arguing that teaching and learning were activities that occurred in the context of society. Education in Greek and Roman Antiquity brings together the scholarship of fourteen classicists who from their distinctive perspectives pluralize our understanding of what it meant to teach and learn in antiquity. These scholars together show that ancient education was a process of socialization that occurred through a variety of discourses and activities including poetry, rhetoric, law, philosophy, art and religion.

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

A Cultural History of Education in Antiquity presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The book balances traditional approaches towards education with the new history of education that tackles the topic from a much broader scope. The chapters integrate evidence from the Greek and the Roman world, next to Christian evidence from late antiquity. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

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