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4thINTERNATIONAL CONFERENCE
CHILDHOOD AND
EDUCATION:A VIEW FROM THE PAST
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@)ternoon *essionAB!"%#C1 "!2$#
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Pr"#eGG"r g"GtaG M"untadiG an Pr"#eGG"r g"GtaG
e"riaG jUnierGit! "# Pel"$"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$hen H"dinG"n jUnierGit! "#N"ttinha*k% &o(e recent contro!ersies in the
education of &partan boys
&^Z4,(&)Z,, Dr AnnaliGa ParaiG" jUnierGit! "# aGiliatak anDr Chr!Ganthi all"u jUnierGit! "# N"ttinha*k%Thie!es *cade(y: 6earning ho' to beco(e a thief and acheater in ancient &parta
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&)Z+,(&)Z4, Dr a*eG R"! jUnierGit! "# N"ttinha*k% Education
in classical *r9adia
&)Z4,(+,Z,, Dr g"nGtantin"G MantaG jHelleni MiniGtr! "#Euati"nk% -ro( &appho to &t# Macrina and Hypatia:The changing patterns of 'o(ens education inpostclassical antiuity
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ASTRACTS
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Dr ChriGtina Aa*"nt jHelleni MiniGtr! "# Euati"n T"uriG*k%
8hildren as acolytes in .ycenaean c?lt
The aim of this paper is to examine the participation of children in
Mycenaean cult. The depiction of children in Mycenaean art in scenes ofa cultic character seems to suggest that children may have had an
active role in the performance of cult practices, perhaps as acolytes. In
addition, it is plausible that this participation of children in cult aimed at
training them as future priests and priestesses.
Dr Sall! Crac#"r jUnierGit! "# O#"r; *+inning yarns and
weaGing )?t?res: Heale and J?Genile s+aces in early @nglo6
*aKon settleents
The use of space within early Anglo-Saxon settlements is relatively little
understood. In this paper, distributions of artefacts associated with
weaving and spinning in excavated settlements will be discussed, and a
case will be made that these areas may also be associated, through the
archaeological evidence, with the presence of children and infants who
were learning textile-maing sills in and around textile-maing areas.
Dr Mer"uri"G e"riaiG jUnierGit! "# N"ttinha* O$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.