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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