A spouse to historic Education offers a chain of essays from prime experts within the box that symbolize the main updated scholarship when it comes to the increase and unfold of academic practices and theories within the old Greek and Roman worlds.
• displays the newest examine findings and provides new historic syntheses of the increase, unfold, and reasons of old schooling in historic Greece and Rome
• deals finished assurance of the most classes, crises, and advancements of old schooling besides historic sketches of varied academic equipment and the diffusion of schooling in the course of the old global
• Covers either liberal and intolerant (non-elite) schooling in the course of antiquity
• Addresses the cloth perform and fabric realities of schooling, and the first thinkers in the course of antiquity via to past due antiquity
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Extra resources for A Companion to Ancient Education (Blackwell Companions to the Ancient World)
Thus women’s ‘special qualities’ ensured that they composed at least a certain percentage of the teaching force. In addition, there was the whole question of the suitability of women as teachers of young children. 32 These merits were contradicted by the list of demerits, which were also firmly rooted in the idea of inherent womanly qualities. For example, although women were praised as full of love and kindness to children, at the same time they were criticised for their biased treatment of children.
In 1905, they constituted 81 per cent of the total number of tertiary education institutions, dropping to only 65 per cent by 1935. 12 Women did not have access as regular students to the imperial universities attended by men, nor were there any women’s colleges with the same status as men’s universities until after 1945. Thus, structurally the education system established in the Meiji period provided a measure of opportunity for girls, which in itself indicated a much increased interest on the part of the government in the useful role of women in society.
Lack of training and qualifications plagued women more than men. By 1912, of 43,414 women teachers only 18,965 were regular teachers and 13,436 were temporary teachers. 3 per cent of the women did not hold regular teaching certificates. 49 Temporary teachers did not Women primary school teachers and the state 29 receive monthly increases and received much less pay than regular teachers. 50 Inadequate qualifications among women teachers was in part the result of a continuing lack of tight controls on teacher certification, which continued to be undermined by the system of examination entrance and the low status of teacher training.
A Companion to Ancient Education (Blackwell Companions to the Ancient World)