the incorporation of girls in the educat

7/24/2019 The Incorporation of Girls in the Educat

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4thINTERNATIONAL CONFERENCE

CHILDHOOD AND

EDUCATION:A VIEW FROM THE PAST

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Pr"#eGG"r g"GtaG M"untadiG an Pr"#eGG"r g"GtaG

e"riaG jUnierGit! "# Pel"$"nneGek% The 9inetic

acti!ities of children during religious cere(onies and

rituals and their social role in archaic and classical &parta

&^Z+,(&^Z4, Pr"#eGG"r Ste$hen H"dinG"n jUnierGit! "#N"ttinha*k% &o(e recent contro!ersies in the

education of &partan boys

&^Z4,(&)Z,, Dr AnnaliGa ParaiG" jUnierGit! "# aGiliatak anDr Chr!Ganthi all"u jUnierGit! "# N"ttinha*k%Thie!es *cade(y: 6earning ho' to beco(e a thief and acheater in ancient &parta

3D54463D574 8o9ee/'ea rea;

&)Z+,(&)Z4, Dr a*eG R"! jUnierGit! "# N"ttinha*k% Education

in classical *r9adia

&)Z4,(+,Z,, Dr g"nGtantin"G MantaG jHelleni MiniGtr! "#Euati"nk% -ro( &appho to &t# Macrina and Hypatia:The changing patterns of 'o(ens education inpostclassical antiuity

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ASTRACTS


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Dr ChriGtina Aa*"nt jHelleni MiniGtr! "# Euati"n T"uriG*k%

8hildren as acolytes in .ycenaean c?lt

The aim of this paper is to examine the participation of children in

Mycenaean cult. The depiction of children in Mycenaean art in scenes ofa cultic character seems to suggest that children may have had an

active role in the performance of cult practices, perhaps as acolytes. In

addition, it is plausible that this participation of children in cult aimed at

training them as future priests and priestesses.

Dr Sall! Crac#"r jUnierGit! "# O#"r; *+inning yarns and

weaGing )?t?res: Heale and J?Genile s+aces in early @nglo6

*aKon settleents

The use of space within early Anglo-Saxon settlements is relatively little

understood. In this paper, distributions of artefacts associated with

weaving and spinning in excavated settlements will be discussed, and a

case will be made that these areas may also be associated, through the

archaeological evidence, with the presence of children and infants who

were learning textile-maing sills in and around textile-maing areas.

Dr Mer"uri"G e"riaiG jUnierGit! "# N"ttinha* O$en

UnierGit! "# C!$ruGk% 8hild b?rials in *o?thern ,reece d?ring

the .esolithic and Leolithic +eriods

This paper aims at presenting the role of children during the Mesolithic

and !eolithic periods through the burial practices. They provide useful

information from various contexts in southern "reece on how local

societies treated their children. #or that reason a presentation of

cemeteries according to the di$erent chronological phases will be made.

This allows a synchronous comparison between sites and an

understanding of the social conditions of each period. Thus, the

development of the beliefs and treatments towards children will become

apparent. In this analysis the practices of adult burials will be compared


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and contrasted to the child ones, in order to highlight their signi%cance

in their local societies. The role of children seems to have an important

social and symbolic role in the Mesolithic and !eolithic southern "reece.

Pr"#eGG"r Ste$hen H"dinG"n jUnierGit! "# N"ttinha*k% *oe

recent controGersies in the ed?cation o) *+artan boys

The predominant modern image of the upbringing of Spartan boys

envisages a publicly organised educational system, uni&ue within the

classical "ree world, dedicated primarily to military training. 'ver the

last () years this image has come under increasing challenge in

specialist wors, perhaps not well-nown outside the %eld of Spartan

studies, which have &uestioned both the extent of state control over a

boy*s upbringing and its military orientation. These new interpretations

have been grounded in a more critical approach to the nature and

&uality of the ancient evidence and in a greater appreciation of how

standard academic accounts of Spartan education have been in+uenced

by the modern intellectual and political climate. !ot unsurprisingly, these

revisionist arguments have not gone unchallenged by proponents of the

more traditional views and the revisionists themselves far from

unanimous on certain crucial &uestions. My paper will outline the main

issues involved in current controversies and assess the current state of

debates about the character of the education of Spartan boys.

Dr g"nGtantin"G MantaG jHelleni MiniGtr! "# Euati"nk% Hro

*a++ho and Fiotia to *t .acrina and y+atia: 'he changing

+atterns in woen-s ed?cation in +ostclassical antiM?ity

The ancient sources are silent on women in general and on women*s

education in particular. It is well nown that there was perhaps a ind of

liberal education for the daughters of the aristocratic oi9oi in some

archaic city-states the fragments of Sappho*s poetry are testimony to

such a hypothesis. Also, we have some ambiguous sources referring to


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the education of the Spartan women. All these are well nown topoi in

the historiography of women*s education in anti&uity. !evertheless, the

"ree world changed drastically in the ellenistic era and even more in

the /oman Imperial period. The city-states were transformed politically,socially and economically, due to the 0globali1ation2 brought about by

the establishment of the /oman 3mpire. All these political and

economical changes a$ected the position of women in the emerging

0"raeco-/oman2 world. A series of inscriptions of ellenistic date,

present us with the information that the citi1ens* daughters in some

cities of Asia Minor were enrolled in the local schools, albeit in the lower

grades. 'ther inscriptions, of both ellenistic and /oman date, praise

women who excelled in poetry, music or, generally, in the liberal arts. All

these sources are focused on female members of the social elite. 4e can

deduce that, at least, some religious posts which were open to women,

re&uired that their incumbents were well versed in literature and music.

There is also the problem of girls* participation in athletics. I have

analysed this topic in an earlier article of mine and I concluded that

although girls participated in some athletic games, the fact that there

were female gymnasiarchs does not prove that women were accepted in

the gymnasium. /ecent wor by other researchers made me to,

somehow, reconsider my then conclusions. In /ome itself girls attended

school up to the age of twelve after that age they were married o$, so

their further education was left in the hands of their husbands. In all

probability, the same was true for "ree women, too. There were some

exceptions, a few women were given an education similar to that of men.

In most cases, they were members of families well -nown for their long

tradition in the pursuit of 5nowledge. Most of the female doctors of the

/oman era, seem to have belonged to this category. Sometimes, girls

were given vocational education, they were trained as midwives,

secretaries, copyists, but their status was low, they were slaves or

freedwomen. #inally, the women of the 6ate Anti&uity do not seem to

di$er radically on their educational pro%le compared to their sisters of

earlier historical eras. The epigraphical and literary sources present us


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with the picture of some well educated ladies of the elite, but the

emergence of 7hristianity changed the syllabus which was considered

appropriate for women The omeric poetry, tragedies and comedies

were thought of as too sexually explicit for girls, so a St. Macrina couldhave been well 8versed in the 9ible but not in the wor of the 0pagan2

authors. In the )th century, ypatia seems to had been a really

exceptional woman.

Dr Mar! Clare Martin jUnierGit! "# reencihk%,irls- ed?cation

in *an HranciscoN 3==63D74: 8lassN iigrationN ethnicity and

PeKtendedQ school )acilities

4hile the gloomy picture of girls* education in 3urope and America has

been partially revised, little has been written maing cross-cultural as

well as cross-class comparisons in the context of immigration and ethnic

di$erence. This micro-study of San #rancisco, initially part of Mexico,

from the (::;s to the (, Spanish missionaries wored to change the lifestyle, religion

and training of the 'hlone !ative Americans, by the (?);s, Spanish had

become a minority language in the emergent public school system.

!evertheless, the importance of bilingualism was recognised to the

extent that in the (?


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"erman day school teacher in 9altimore. 9y the (?


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Metaia Pa$a$"Gt"l"u% Dr PanteliG g"nGtantinad"G% Pr"#eGG"r

g"GtaG M"untadiG an Pr"#eGG"r g"GtaG e"riaiG jUnierGit! "#

Pel"$"nneGek% 'he ;inetic actiGities o) children d?ring religio?s

cereonies and rit?als and their social role in archaic andclassical *+arta

All ancient "ree city-states held religious festivals and imitation rites

with inetic activities Cdance, athletic contestsD which contributed to the

socialisation of the youth in Sparta such activites were more fre&uent

and more public. Through such activities, the Spartan society reached

the highest level of social cohesion. In Sparta the rise in the higher rans

of society was accomplished through competition and performance in

ineticEathletic activities. "lory that was achieved through victory in the

athletic events of local and Fanhellenic character was a powerful

criterion for the Spartan citi1en*s appointment to high public oGces.

Dr AnnaliGa ParaiG" jUnierGit! "# aGiliatak an Dr Chr!Ganthi

all"u jUnierGit! "# N"ttinha*k% 'hieGes- @cadey: >earning

how to becoe a thie) and a cheater in ancient *+arta

'ne of the most famous stories we have inherited from ancient Sparta is

the tale of a Spartan boy who was eaten alive by a fox-cub while he was

hiding it under its cloa and refused to reveal the theft. This anecdote

alludes to one of, if not, the strangest and most diGcult to explain,

educational practices in ancient "reece the fact that during their

education Spartan boys were compelled to cheat and steal. In this paper

we aim to re-assess the earlier research on cheating and theft in ancient

Spartan education and to suggest that the sources related to this

peculiar Spartan custom deserve further examination. The meaning of

the practice may be examined in the context of the politicalEsocial rather

than the military training of the Spartanpaides.


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Dr a*eG R"! jUnierGit! "# N"ttinha*k% Rd?cation in classical

@rcadia

4hile there is evidence for highly educated individuals, both men and

women in classical Aradia Calthough some scholars have seen theregion as bacwardD, evidence for education generally in Aradia is

patchy and scarce except as regards training in music and dancing to

music. "rees generally valued music and dancing, but in Aradia they

were held in particular esteem and practised intensively. Training was

reinforced by public occasions for performance. Music was held to

promote moral character, and in addition songs were sung to

commemorate local traditions. It is however possible to see that

Aradian taste in music evolved over time.

Dai S*ith jUnierGit! "# Lier$""lk% (econciling identities in

li)e and death: 'he &social- child in the Rarly elladic

Eelo+onnese

7hildhood is a well-recognised compromise between individual

physiological development and the cultural recognition of this

development as mared by certain socio-cultural actions or access to

previously restricted cultural behaviours. owever, the Hchild* in the 3arly

elladic Feloponnese is recognised only in death there are no written

records, no categories of cultural obect that are unambiguously those of

the child, and no examples of 3arly elladic Hart* that might be

une&uivocally identi%ed as the wor of a sub-adult hand. Instead we

recognise the Hchild* only within a problematic dataset of regularly

disturbed, and often sparsely furnished, burials. !evertheless, children

arerepresented within this context and even pre- and neo-natal fatalities

appear to have formed a legitimate focus for communal funerary

behaviour. This paper addresses the social importance of 3arly elladic

children in life by examining their manipulation in death, and how inter-

site and inter-regional variation in the treatment of sub-adult dead might


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be understood to re+ect di$erences in the degree to which they were

Hsocialised* by those communities in which they lived, however brie+y.

the incorporation of girls in the educat

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