Education Materialised最新文献

{"title":"Teaching in Old Babylonian Nippur, Learning in Old Assyrian Aššur?","authors":"Wiebke Beyer","doi":"10.1515/9783110741124-003","DOIUrl":"https://doi.org/10.1515/9783110741124-003","url":null,"abstract":"Archaeologists have excavated thousands of clay tablets containing school texts from Old Babylonian Nippur, which has helped researchers to reconstruct the curriculum of scribal students and given them insights into educational practices in the first half of the second millennium. Even though literary texts describe particular school buildings and teachers, professional scribes and scholars presumably taught the art of writing in their own homes during the Old Babylonian period, mainly to their own children and other willing apprentices. Almost nothing is known about this from the Old Assyrian period at the beginning of the second millennium BC, even though literacy was presumably widespread by then. In this paper, a new approach to the subject is introduced, which is based on palaeographic studies and can reveal new insights about the Assyrians’ educational practices. In modern literature, a Sumerian riddle is often quoted when talking about schools in ancient Mesopotamia. The second part of it goes like this: ‘One with eyes not opened has entered it; one with open eyes has come out of it’. The answer is: a school. While contemporary buildings and educational structures are certainly not comparable with the respective ancient institutions, the subject of this riddle reveals that places for learning and teaching already existed 4,000 years ago in Mesopotamia. Most of the written evidence about teaching and schools was found in the city of Nippur and is dated to the Old Babylonian period (the first half of the second millennium BC). The curriculum of that time and place has been able to be reconstructed in some detail from the content of thousands of school tablets that have survived the passage of time. It consisted of an elementary and an advanced phase. In the first phase, pupils mainly copied lexical lists to learn cuneiform || 1 See Sjöberg 1976, 159 for the full text. 2 More details can be found in Tinney 1999, Veldhuis 1997, Robson 2001 and Proust 2007, for example.","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115533444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Annotating Aristotle’s Organon in the Byzantine Age: Some Remarks on the Manuscripts Princeton MS 173 and Leuven, FDWM 1","authors":"S. Valente","doi":"10.1515/9783110741124-011","DOIUrl":"https://doi.org/10.1515/9783110741124-011","url":null,"abstract":"In the Byzantine world, the activity of annotating the Organon – the collection of six treatises on logic written by Aristotle – was quite a customary practice in learning and teaching activities of educated people since logic was a constitutive part of the standard scholastic curriculum. Byzantine scribes and scholars used to fill the blank spaces in a manuscript with short glosses and excerpts mostly taken from pre-existing commentaries by Late Antique and Byzantine authors. Each manuscript that transmits Aristotle’s texts along with annotations reflects the scholarly activities carried out on those texts over centuries. The manuscript Princeton MS 173 of the Princeton University Library is analysed here as a case study. It was produced towards the end of the thirteenth century by a single scribe who copied Aristotle’s treatises as well as some commentaries on them placed in the margins. In the fourteenth and fifteenth century, the manuscript was in the possession of scholars who judiciously augmented the exegetical apparatus by inserting glosses and further commentaries. In the present paper, the exegetic activity on Posterior Analytics in this manuscript will be scrutinised and some exemplary passages from Book 2 selected. The interactions between this manuscript and another one now kept in Leuven (KU Leuven Libraries, Special Collections, FDWM 1) will be also investigated.","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128327875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tamil Ilakkaṇam (‘Grammar’) and the Interplay between Syllabi, Corpora and Manuscripts","authors":"Giovanni Ciotti","doi":"10.1515/9783110741124-016","DOIUrl":"https://doi.org/10.1515/9783110741124-016","url":null,"abstract":": The field of traditional Tamil grammar ( ilakkaṇam ) offers an ideal case for studying the interplay between syllabi, corpora and manuscripts. The former two categories are reflected in the internal organisation of certain Tamil gram- matical texts or listed in a number of Tamil (and Latin) literary sources as sub- jects of learning and teaching. In turn, manuscripts, in particular multiple-text manuscripts the content of which is pertinent to the field in question, are not just the mere material instantiation of syllabi and corpora, but represent their concrete realisation in educational settings, where abstract lists may be actual- ised or, quite often, rather approximated. Then said Ægir: ‘In how many ways are the terms of skaldship variously phrased, or how many are the essential elements of the skaldic art?’ Then Bragi answered: ‘The elements into which all poesy is divided are two.’ two?’ said: and Skáldskaparmál","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130222196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Law Syllabi and Text Production among Šāfi‘ite Ethiopian Muslims: A Short Note on Some Manuscripts of al-Nawawī’s Minhāǧ al-ṭālibīn","authors":"A. Gori","doi":"10.1515/9783110741124-017","DOIUrl":"https://doi.org/10.1515/9783110741124-017","url":null,"abstract":"One of the most powerful factors triggering the production and diffusion of manuscripts among the Ethiopian Muslim communities is the necessity of providing teachers and students with texts to be studied at the traditional learning institutions. In the present paper I will exemplify this connection by analysing the way the Minhāǧ al-ṭālibīn by Nawawī (d. 1277), a renowned handbook used in the Ethiopian syllabus for advanced students of Islamic law, is copied and circulated. Differently from what happens in other areas of the Muslim world, in Ethiopia the text is mostly distributed into four codices, each of which corresponds to a branch of the law, which is studied at different stages of the local curriculum.  Preliminary remarks: the school of al-Šāfi‘ī and the Horn of Africa The legal school of al-Šāfi‘ī (Ar. al-maḏhab al-šāfi‘ī/al-šāfi‘iyya) is one of four legal schools (maḏhab) unanimously regarded by all Sunni Muslims as giving an equally acceptable interpretation of Islamic law.1 Initiated by Muḥammad b. Idrīs al-Šāfi‘ī (d. 820), a former disciple of Mālik b. Anas (the founder of the eponymous Mālikite school) and of Muḥammad b. Ḥasan al-Šaybanī (a student of Abū  1 I have tried to avoid the word ‘orthodox’ here as it is extremely problematic to define an Islamic interpretative ‘orthodoxy’. Despite their being at variance on many important issues, Šāfi‘ism and the three other schools (the Ḥanafī, the Mālikī and the Ḥanbalī) all recognise each other as fully legitimate ways of expounding the sources of law and make up the bulk of traditional Islamic Sunnite jurisprudence. For a general description of Islamic law and its four Sunni schools, see the handbook by Hallaq published in 2009.   Alessandro Gori Ḥanīfa’s, the founder of the Ḥanafī school), it is considered to be the third most widespread school of law in the Sunni world; it is well established in Egypt, Palestine, Lebanon, Syria, the Kurdish regions of the Middle East, Dagestan, Chechenia and Ingushetia, Hijaz, Yemen, the Horn of Africa, the whole Swahili coast, the Maldives, coastal areas of India and Sri Lanka, Myanmar, Thailand, Singapore, Malaysia, Indonesia, Brunei and the Philippines. As for the Ethiopian region, it can be reasonably hypothesised that since at least the second half of the eighteenth century, the law school of al-Šāfi‘ī has been overwhelmingly strong in the hinterland of central, eastern and southern Ethiopia. Nowadays it is possibly the most widespread maḏhab in the country, representing the absolute majority in the southern and eastern regions and sharing Islamic law instruction and practice with the Ḥanafite school in the central and northern areas. The history of the arrival and diffusion of Šāfi‘ism in the Horn of Africa is still practically unknown. The overall picture that has been gleaned so far from the few scattered sources that are available is that the Šāfi‘ites eventually managed to impose themselves at the expense of the school named after Ab","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123485850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction: Material Evidence for Exegetical Practices and Intellectual Engagement with Texts","authors":"S. Valente","doi":"10.1515/9783110741124-010","DOIUrl":"https://doi.org/10.1515/9783110741124-010","url":null,"abstract":"Exegetical practices usually originate in learning contexts. Manuscripts containing annotations often represent an instantiation of an educational and/or scholarly engagement with a given text in a given time and place as well as through the centuries and in different places. So, such written artefacts may offer evidence for uncovering teaching and learning contexts as they were used to store knowledge and guide readers in approaching the commented text(s) they preserve. The educational and scholarly practice of explaining a text originates from various cultural needs by different users within or outside given institutions. The manuscriptological and textual study of such annotations is therefore telling for the material, cultural and social environments in which they were produced and used. In studying this, it is also important to distinguish between individual achievements and widely attested patterns within the transmitted exegeses. Hosting annotations of different kinds and for different purposes written by one or more scribes, manuscripts mediate between tradition and individuals. They may preserve traditional exegetic materials that have been modified and can also be further modified, updated, and adapted for the different needs of user(s) in different times and contexts. Orality should also be taken into account when dealing with exegetical practices, and manuscripts may also offer evidence for oral modes of teaching. In those cultures in which teaching and learning practices were performed","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114184395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Study of the Bible in the Cathedral Schools of Twelfth-Century France: A Case Study of Robert Amiclas and Peter Comestor","authors":"Simon Whedbee","doi":"10.1515/9783110741124-005","DOIUrl":"https://doi.org/10.1515/9783110741124-005","url":null,"abstract":": This article explores some of the surviving evidence from twelfth-century France regarding how the Latin Bible was taught in the cathedral schools of Northern Europe. In addition to raising the question of the genre status of these manuscripts, which survive in the thousands, the article also clarifies what this material evidence can teach modern scholars about the practice of sacra pagina , or biblical exegesis, as was undertook specifically in the ‘classroom’. While the manu- scripts discussed claim to be straightforward students’ reports of a master’s oral lectures on a single canonical text (in this case those of Peter Comestor on the Gospel of Luke), the ‘reports’ themselves significantly challenge our understanding of late twelfth-century teaching practice, manuscript culture, and conception of biblical studies and theology more broadly.","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122212222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction: Reconstructing Agents, Places, and Methods through Manuscripts","authors":"Stefanie Brinkmann","doi":"10.1515/9783110741124-002","DOIUrl":"https://doi.org/10.1515/9783110741124-002","url":null,"abstract":"","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122178070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notker the Stammerer’s Compendium for his Pupils","authors":"Till Hennings","doi":"10.1515/9783110741124-004","DOIUrl":"https://doi.org/10.1515/9783110741124-004","url":null,"abstract":"","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123323914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Treasure of Alexander – Stories of Discovery and Authorship","authors":"Lucia Raggetti","doi":"10.1515/9783110741124-015","DOIUrl":"https://doi.org/10.1515/9783110741124-015","url":null,"abstract":"In modern times, the author has acquired a role and a connotation that deeply influence our perception of the ways in which texts were produced and circulated in different historical contexts. Authorship of mediaeval texts worked differently, and this peculiarity is even more evident in the case of pseudoauthorship. The case of Alexander the Great as the alleged author of technical treatises is an example of the emergence of a new syllabus by means of the attribution of a specific corpus to an authoritative, though fictional, author. The materials ascribed to Alexander found their way into many different texts dealing with technical and scientific topics. This paper explores the contents of The Treasure of Alexander, and attempts to delineate the complex dialogue between The Treasure and other works. The known manuscript and new witnesses are brought together and become objects of a comprehensive philological analysis, in order to reconstruct the textual history of The Treasure. In the appendices to this paper, I offer a new edition and English translation of the Fundlegende, which serves as frame tale for the technical syllabus, along with its table of contents. 1 The Treasure of Alexander The Treasure of Alexander (Kitāb ḏaḫīrat al-Iskandar) is a compilation of technical materials, collected from widely different sources. It is arranged into ten sections, the contents of which range from alchemy to the engraving of astrological talismans and the useful properties of animals. The Treasure of Alexander has already || This paper was presented for the first time in October 2014, during the conference Prophets, Viziers and Philosophers, held at the Freie Universität Berlin. I want to thank Regula Forster for all her work on this text and her precious advice and constructive suggestions. This publication is part of the research project Alchemy in the Making: From Ancient Babylonia via Graeco-Roman Egypt into the Byzantine, Syriac, and Arabic Traditions, acronym AlchemEast. The AlchemEast project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (G.A. 724914). 280 | Lucia Raggetti been the object of scholarly and non-scholarly attention. Julius Ruska, in 1926, included it in his anthology of early alchemical materials in Arabic. He studied the manuscript copy kept in what was, then, the ‘Preußische Staatsbibliothek’, namely Berlin, Staatsbibliothek – Preußischer Kulturbesitz, Wetzstein II 1209, hereafter referred as ‘B’. Manfred Ullmann in his repertory of Arabo-Islamic natural and occult sciences mentions the work in the section on magical texts. Together with the Berlin manuscript, Ullmann mentions several other copies, and I was able to acquire the reproduction of two of them: the manuscript from the British Library, in the collection of the India Office (London, BL, India Office, 673) hereafter referred as ‘I’, and the one kept in the Escorial (El Escorial, Real ","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129785641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frontmatter","authors":"","doi":"10.1515/9783110741124-fm","DOIUrl":"https://doi.org/10.1515/9783110741124-fm","url":null,"abstract":"","PeriodicalId":103492,"journal":{"name":"Education Materialised","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133403759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}