Book contents
- The Cambridge Companion to Constantinople
- The Cambridge Companion to Constantinople
- Copyright page
- Dedication
- Contents
- Figures
- Notes on Contributors
- Acknowledgments
- Abbreviations
- Introduction
- Part I The Place and Its People
- Part II Practical Matters
- Part III Urban Experiences
- Part IV Institutions and Activities
- 14: The Administration of Constantinople
- 15: Philanthropic Institutions
- 16: Schools and Learning
- 17: Entertainment
- Part V Encountering Constantinople
- Bibliography
- Index
- Cambridge Companions to the Ancient World
- References
16: - Schools and Learning
from Part IV - Institutions and Activities
Published online by Cambridge University Press: 17 March 2022
By
Edited by
Book contents
- The Cambridge Companion to Constantinople
- The Cambridge Companion to Constantinople
- Copyright page
- Dedication
- Contents
- Figures
- Notes on Contributors
- Acknowledgments
- Abbreviations
- Introduction
- Part I The Place and Its People
- Part II Practical Matters
- Part III Urban Experiences
- Part IV Institutions and Activities
- 14: The Administration of Constantinople
- 15: Philanthropic Institutions
- 16: Schools and Learning
- 17: Entertainment
- Part V Encountering Constantinople
- Bibliography
- Index
- Cambridge Companions to the Ancient World
- References
Summary
Chapter 16, “Schools and Learning,” offers an overview of Constantinople as an educational center. It considers the city’s role as an imperial center in attracting scholars, outlines the organization of the educational system, and examines the types of opportunities available to students.
- Type
- Chapter
- Information
- The Cambridge Companion to Constantinople , pp. 263 - 276Publisher: Cambridge University PressPrint publication year: 2022
References
Further Reading
Agapitos, P. A., ‘Teachers, Pupils and Imperial Power in Eleventh-Century Byzantium’, in Pedagogy and Power: Rhetorics of Classical Learning, ed. Too, Y. L and Livingstone, N. (Cambridge, 1998), 170–91.Google Scholar
Agapitos, P. A., ‘“Middle-Class” Ideology of Education and Language, and the ‘Book-ish’ Identity of John Tzetzes’, in Ideologies and Identities in the Medieval Byzantine World, ed. Stouraitis, Y. (Edinburgh, forthcoming).Google Scholar
Bernard, F., ‘Educational Networks in the Letters of Michael Psellos’, in The Letters of Psellos, ed. Lauxtermann, M. and Jeffreys, M. (Oxford, 2017), 13–41.Google Scholar
Lemerle, P., ‘Le gouvernement de philosophes’, in Cinq études sur le XIe siècle byzantine, Lemerle, P (Paris, 1977), 193–248.Google Scholar
Markopoulos, A., ‘Education’, in The Oxford Handbook of Byzantine Studies, ed. Jeffrey, E., Haldon, J. and Cormack, R. (Oxford, 2008), 785–95.Google Scholar
Schlange-Schöningen, H., Kaisertum und Bildungswesen im spätantiken Konstantinopel (Stuttgart, 1995).Google Scholar
Steckel, S., Gaul, N. and Grünbart, M. (eds), Networks of Learning: Perspectives on Scholars in Byzantine East and Latin West, c. 1000–1200 (Berlin, 2015), 235–80.Google Scholar