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

This is the first book-length study of children in one of the birthplaces of early Christian monasticism, Egypt. Although comprised of men and women who had renounced sex and family, the monasteries of late antiquity raised children, educated them, and expected them to carry on their monastic lineage and legacies into the future. Children within monasteries existed in a liminal space, simultaneously vulnerable to the whims and abuses of adults and also cherished as potential future monastic prodigies. Caroline T. Schroeder examines diverse sources - letters, rules, saints' lives, art, and documentary evidence - to probe these paradoxes. In doing so, she demonstrates how early Egyptian monasteries provided an intergenerational continuity of social, cultural, and economic capital while also contesting the traditional family's claims to these forms of social continuity.

This book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.

Monasticism, in all of its variations, was a feature of almost every landscape in the medieval West. So ubiquitous were religious women and men throughout the Middle Ages that all medievalists encounter monasticism in their intellectual worlds. While there is enormous interest in medieval monasticism among Anglophone scholars, language is often a barrier to accessing some of the most important and groundbreaking research emerging from Europe. The Cambridge History of Medieval Monasticism in the Latin West offers a comprehensive treatment of medieval monasticism, from Late Antiquity to the end of the Middle Ages. The essays, specially commissioned for this volume and written by an international team of scholars, with contributors from Australia, Belgium, Canada, England, France, Germany, Italy, the Netherlands, Spain, Switzerland, and the United States, cover a range of topics and themes and represent the most up-to-date discoveries on this topic.

This book studies one of the most striking chapters in the history of late antique monastic culture, provided by the monastic legacy of Gaza. A monastic intellectual community flourished in the region of Gaza from the fourth to the seventh century, producing a wealth of literary works. In this diverse and exciting literary corpus—especially in the unique correspondence between spiritual leaders and their clientele—matters that are usually only hinted at in monastic sources, are vividly portrayed. Distinct from the dry and matter-of-fact monastic instructions and the stereotypes of hagiography, this corpus exposes the psychological tensions, moods, frustrations, and elations in the daily existence of the monks, revealing them as creatures of flesh and blood. This book seeks to frame the historical development of this community and endeavours to analyze the spiritual and intellectual context of what may be termed the monastic school of Gaza. The legacy of this complex and thriving centre cuts across theological differences and boundaries. Shedding light on these neglected educated circles enhances and somewhat balances the overall historical picture of late antique ascetic culture and Palestinian Christianity.

Darlene L. Brooks Hedstrom offers a new history of the field of Egyptian monastic archaeology. It is the first study in English to trace how scholars identified a space or site as monastic within the Egyptian landscape and how such identifications impacted perceptions of monasticism. Brooks Hedstrom then provides an ecohistory of Egypt's tripartite landscape to offer a reorientation of the perception of the physical landscape. She analyzes late-antique documentary evidence, early monastic literature, and ecclesiastical history before turning to the extensive archaeological evidence of Christian monastic settlements. In doing so, she illustrates the stark differences between idealized monastic landscape and the actual monastic landscape that was urbanized through monastic constructions. Drawing upon critical theories in landscape studies, materiality and phenomenology, Brooks Hedstrom looks at domestic settlements of non-monastic and monastic settlements to posit what features makes monastic settlements unique, thus offering a new history of monasticism in Egypt.

Education in the Graeco-Roman world was a hallmark of the polis. Yet the complex ways in which pedagogical theory and practice intersected with their local environments has not been much explored in recent scholarship. Learning Cities in Late Antiquity suggests a new explanatory model that helps to understand better how conditions in the cities shaped learning and teaching, and how, in turn, education had an impact on its urban context. Drawing inspiration from the modern idea of ‘learning cities’, the chapters explore the interplay of teachers, learners, political leaders, communities and institutions in the Mediterranean polis, with a focus on the well-documented city of Gaza in the sixth century CE. They demonstrate in detail that formal and informal teaching, as well as educational thinking, not only responded to specifically local needs, but also exerted considerable influence on local society. With its interdisciplinary and comparatist approach, the volume aims to contextualise ancient education, in order to stimulate further research on ancient learning cities. It also highlights the benefits of historical research to theory and practice in modern education.

Social Studies of the sciences have long analyzed and exposed the constructed nature of knowledge. Pioneering studies of knowledge production in laboratories (e.g., Latour/Woolgar 1979; Knorr-Cetina 1981) have identified factors that affect processes that lead to the generation of scientific data and their subsequent interpretation, such as money, training and curriculum, location and infrastructure, biography-based knowledge and talent, and chance. More recent theories of knowledge construction have further identified different forms of knowledge, such as tacit, intuitive, explicit, personal, and social knowledge. These theoretical frameworks and critical terms can help reveal and clarify the processes that led to ancient data gathering, information and knowledge production. The contributors use late-antique hermeneutical associations as means to explore intuitive or even tacit knowledge; they appreciate mistakes as a platform to study the value of personal knowledge and its premises; they think about rows and tables, letter exchanges, and schools as platforms of distributed cognition; they consider walls as venues for social knowledge production; and rethink the value of social knowledge in scholarly genealogies—then and now.

As the major writer and thinker of the Anglo-Saxon period, the Venerable Bede is a key figure in the study of the literature and thought of this time. This Companion, written by an international team of specialists, is a key introductory guide to Bede, his writings, and his world. The first part of the volume focuses on Bede's cultural and intellectual milieu, covering his life, the secular-political contexts of his day, the foundations of the Latin learning he inherited and sought to perpetuate, the ecclesiastical and monastic setting of early Northumbria, and the foundation of his home institution, Wearmouth-Jarrow. The book then considers Bede's writing in detail, treating his educational, exegetical and historical works. Concluding with a detailed assessment of Bede's influence and reception from the time of his death up to the modern age, the Companion enables the reader to view Bede's writings within a wider cultural context.