As the chorus of Aeschylus' Agamemnon reminds us through the maxim pathei mathos (“through suffering comes learning”), ancient notions of teaching and learning extend well beyond the walls of the classroom. Despite Aeschylus' concise formulation, the complex processes underlying learning have eluded scholars across disciplines for millennia. This collection explores texts related to learning, broadly construed: the kinds of knowledge that can be learned, the conditions under which learning occurs, and the teachers responsible for this learning. While submissions may focus on explicitly pedagogical or instructive texts from antiquity, they may also look to treatments of teaching and learning in other genres such as drama, history, and philosophy.
Submissions may address topics including but not limited to the following:
- Structure and aims of ancient curricula
- The instructive value of literature or history
- Rhetorical persuasion and philosophical inquiry understood as modes of teaching
- The impossibility or difficulty of acquiring types of knowledge
- Notions of childhood and maturation in ancient education
The special collection, edited by Charles McNamara (Columbia), is to be published in the Open Library of Humanities (ISSN 2056-6700). The OLH is an Andrew W. Mellon Foundation-funded open-access journal with a strong emphasis on quality peer review and a prestigious academic steering board. Unlike some open-access publications, the OLH has no author-facing charges and is instead financially supported by an international consortium of libraries.
Submissions should be made online at: https://submit.openlibhums.org/ in accordance with the author guidelines and clearly marking the entry as [TEACHING AND LEARNING IN ANTIQUITY SPECIAL COLLECTION]. Submissions will then undergo a double-blind peer-review process. Authors will be notified of the outcome as soon as reports are received.
To learn more about the OLH, visit: https://blog.openlibhums.org