Byzantine textbooks of the Palaeologan period
The present thesis is a study on Greek textbooks used by students and teachers in secondary education in Byzantium. The bulk of the source material belongs mainly to the thirteenth-fifteenth century and therefore the thesis concentrates on the Palaeologan period. It examines methods and techniques used by teachers to inculcate knowledge and the Hellenic tradition to the students, and in addition it explores aspects of composition and copying of textbooks by teachers and professional scribes. Though published sources have been used extensively in our research, the core of the thesis is based on unpublished material preserved in major libraries in Europe. The thesis comprises an Introduction, four Chapters (I-IV) and a Conclusion. The Introduction presents the aim and scope of the thesis, previous scholarship, the methodology adopted and the material investigated. Chapter I discusses the Hellenistic foundations of Byzantine education and examines in a comparative approach the evidence from the Byzantine period. It discusses the structure and content of Byzantine education, innovations and changes brought about as well as elements of continuity, placing emphasis on secondary education. Chapter 11 examines and
Nousia, Fevronia
Byzantine textbooks of the Palaeologan period. The present thesis is a study on Greek textbooks used by students and teachers in secondary education in Byzantium. The bulk of the source material belongs mainly to the thirteenth-fifteenth century and therefore the thesis concentrates on the Palaeologan period. It examines methods and techniques used by teachers to inculcate knowledge and the Hellenic tradition to the students, and in addition it explores aspects of composition and copying of textbooks by teachers and professional scribes. Though published sources have been used extensively in our research, the core of the thesis is based on unpublished material preserved in major libraries in Europe. The thesis comprises an Introduction, four Chapters (I-IV) and a Conclusion. The Introduction presents the aim and scope of the thesis, previous scholarship, the methodology adopted and the material investigated. Chapter I discusses the Hellenistic foundations of Byzantine education and examines in a comparative approach the evidence from the Byzantine period. It discusses the structure and content of Byzantine education, innovations and changes brought about as well as elements of continuity, placing emphasis on secondary education. Chapter 11 examines and
byzantine textbooks period present_study greek textbook use student_teacher secondary_education byzantium bulk source_material belongs mainly therefore concentrate period examines method_technique use teacher knowledge hellenic tradition student addition explores_aspects composition copying textbooks teacher professional scribe though publish_source use_extensively core base unpublished_material preserve major library europe comprises introduction conclusion introduction present_aim scope previous_scholarship adopt material investigate discus hellenistic foundation byzantine education examines comparative evidence byzantine_period discus structure_content byzantine education innovation change bring well element continuity place_emphasis secondary_education examines