Beyond Schools and Monasteries: Literate Education in Late Roman Syria (350-450 AD)Syriaca.org: The Syriac Reference PortalThe National Endowment for the HumanitiesThe International Balzan Prize FoundationDavid A. Michelsoncbsc_adminRecord added to Zotero bycbsc_adminSyriaca.org: The Syriac Reference Portalhttp://syriaca.org/cbss/GESLXW3T/tei
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CREATED: This bibl record was autogenerated from a Zotero record.AlbertoRigolioBeyond Schools and Monasteries: Literate Education in Late Roman Syria (350-450 AD)http://syriaca.org/cbss/GESLXW3Thttps://www.zotero.org/groups/a_comprehensive_bibliography_on_syriac_studies/items/GESLXW3Thttps://www.zotero.org/groups/4861694/items/GESLXW3T2013The subject of the present work is the provision of higher literate education in late Roman Syria (c. 350 - c. 450). The difference that Christianity made to literate education has always been in danger of being explained with the introduction and the development of a new kind of instruction provided in monasteries. A rigid dichotomy between secular schools and Christian monasteries, however, finds limited validation in our sources for literate education. While early Christian literature often presented monasteries as providers of education, documentary evidence offers a more blurred picture. On the one hand, studentsʼ papyri show the penetration of Christianity into schools, and, on the other, secular instructional texts have been found in the excavations of early monasteries in Egypt.
This thesis presents a neglected corpus of Christian instructional texts that call into question an oppositional understanding of scholastic and monastic education in the Syrian region during late Antiquity. The corpus consists of the Syriac translations of six literary pieces by (or attributed to) Plutarch, Lucian, and Themistius that bring together features of rhetorical education with an interest in Christian asceticism (ch. 2). While the contents and the transmission of the Syriac translations reveal the link to Christianity and Christian ascetic practice (ch. 3), the textual form and the choice of the texts unearths the underlying connection to traditional literate education (ch. 4).
These documents, which will be put in relation to instructional literature composed in Greek, Latin, and Syriac in the same period, challenge the existence of a neat line dividing scholastic and monastic education in the Syrian region during late Antiquity. A fresh analysis that is not constrained by a preconceived model of monastic instruction better accounts for the involvement of early Christian leaders in higher education and prompts a new investigation of their conduct on the social scene. Their agency now appears much closer to that of their non-Christian counterparts, sophists in primis, and raises the broader question of the extent to which they owed their considerable success to the implementation of strategies ultimately derived from the world of professional paideia.
Rigolio, Alberto. “Beyond Schools and Monasteries: Literate Education in Late Roman Syria (350-450 AD).” D.Phil. dissertation, University of Oxford, 2013.
Alberto Rigolio, Beyond Schools and Monasteries: Literate Education in Late Roman Syria (350-450 AD) (D.Phil. dissertation, University of Oxford, 2013).Greek cultureGreek philosophyIV CEIV-VII CELucianPlutarchThemistiusV CEasceticismeducationmonasticismtranslations from Greektranslations into Syriac