Friday, 8 May 2015

Lillian Larsen: Re-reading the Material Record of Early Monastic Education

This paper examines the transition from a Graeco-Roman to Christian school curriculum in light of the material record of monastic education in Egypt. Through placing extant artifacts and inscriptional evidence in conversation with broader discussion of ancient/late-ancient pedagogical practice, it explores both the common and distinctive elements that characterize expressions of literate investment at discrete monastic sites.  Arguing that the conceptual boundaries that variously delimit, define and structure classroom environments are implicit to a broad cross-section of monastic source material, it considers the degree to which pedagogical elements can usefully inform readers’ understanding of monastic texts, and effectively elucidate the physical settings that link text and context.

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