2020 Issue 4. Education of a warrior in Greece and Rome 💾(.*pdf)
The theme of the fourth issue is "Education of a warrior in Greece and Rome" (materials and proposals are accepted until March 11, 2020). In the Greek and Roman cultures, military prowess and military skills were viewed as decisive factors of what it meant to be a citizen and, in general, a Greek or a Roman. Military memorabilia and trophies were everywhere: on monuments and tombs, in the sculptural decoration of temples and even in the dining halls of private houses, where offensive and defensive weapons hung on the walls, and elegant dishes were decorated with military scenes. The military theme was present in the theater and at the popular assembly, in councils and courts, in markets and at funerals. Antique education always went hand in hand not only with physical education, but also with “literary education,” which implied the study of Homer and other poets who praised military prowess. It was the Latin word “virtus” that, along with the ancient Greek word “ἀρετή”, characterized a man and suggested civil and military service to the state. The fourth issue will be devoted to the pedagogical dimension of military conflicts, the themes of war and peace in the tragedies and comedies by mentors-playwrights (Aeschylus, Sophocles, Euripides, Aristophanes, Terence, etc.), as well as the specifics of the military leader and ephebe education, which is reflected in the material culture and a wide range of texts (Plato and Xenophon’s dialogues, Cicero’s speeches and letters, Herodotus and Thucydides’ writings, the texts by Varro, Onesandrus, Josephus, Vegetius, etc.).
The tourth issue is available in libraries receiving a compulsory copy through the Russian book chamber
, the library of the Higher School of Economics.
Preface (*.pdf)
Contents of the fourth issue (*.pdf)
D M et memoriae Vitaliy BEZROGOV (September 16, 1959 – November 14, 2019) (*.pdf)

Section 1. Traditions of educating and upbringing  of a warrior in Greece and Rome
Zoia А. Barzakh. Tyrtaeus, the king of Assyria: Xenophon’s “Cyropaedia” and education of warriors in Sparta [In Russian with English abstract] DOI: 10.32880/2587-7127-2019-4-4-25-40
Roman V. Svetlov. Training for courage — the version of Nicias [In Russian with English abstract] DOI: 10.32880/2587-7127-2019-4-4-41-56
Vladimir M. Tyulenev. Military education in ostrogothian Italy (at the turn of 5th – 6th centuries) [In Russian with English abstract] DOI: 10.32880/2587-7127-2019-4-4-57-73

Section 2. Combat training in ancient Greece
Steven Ross Murray. “Won by the Spear”: the importance of the Dory to the Ancient Greek warrior [In English] DOI: 10.32880/2587-7127-2019-4-4-74-88
Аlexander А. Kleymenov. “How the steel was tempered”: the system of training the Macedonian phalangites in the epoch of Philip II and Alexander the Great [In Russian with English abstract] DOI: 10.32880/2587-7127-2019-4-4-89-120

Section 3. Upbringing of a warrior from the perspective of archaeology, philology and history of pedagogy
Victoria K. Pichugina. The shield as pedagogical tool in Aeschylus’ Seven Against Thebes [In English] DOI:10.32880/2587-7127-2019-4-4-121-170
Andrej Yu. Mozhajsky. The myth of the War of the Seven and Pausanias’ educational topography [In English] DOI: 10.32880/2587-7127-2019-4-4-171-206

Translations of contemporary research papers
Xenophontos S. Military space and paideia in the Lives of Pyrrhus and Marius (trans. from English into Russian by Andrej Yu. Mozhajsky) DOI:10.32880/2587-7127-2019-4-4-207-223

Reviews
Book review. Anna S. Stepanova. “Marcus Tullius Cicero and his contemporary education: does a scholar’s paper blush?” [In Russian] DOI: 10.32880/2587-7127-2019-4-4-224-227

List of contributors (*.pdf)

2019 Issue 3.Education in Late Antiquity 💾(.*pdf) The theme of the third issue is "Education in Late Antiquity". The period of Late Antiquity was a time of rapid transformation of all spheres of social life, the emergence of new and the development of old cultural and religious traditions. In the era of the decline of the Roman Empire the traditions of ancient education experienced their last floutish, marked by activities of such outstanding mentors as Libanius and Choricius, Marius Victorinus and Themistius, Ausonius Hymerius, the functioning of such important educational centers as the schools Athens, Alexandria, Gaza, Burdigala, Beritus. We dedicate the third issue of "Hypothekai" to the studies of a wide range of factors that provided this socio-cultural phenomenon and the interaction of old and new elements of the education life of the Mediterranean world III - VII centuries.

The third issue is available in libraries receiving a compulsory copy through the Russian book chamber, as well as in the library of Martin Luter University of Halle-Wittenberg (Collegienstraße, 62a, Lutherstadt Wittenberg), library of University of Lisbonthe library of University of Coimbra (General Library of the University of Coimbra, Largo da Porta Férrea, 3000-447 Coimbra), the library of University of Porto (Reitoria da U.Porto, Praça Gomes Teixeira, 4099-002 Porto, Portugal), the library of University of Warsaw (Dobra 56/66, 00-312 Warszawa), the library of Siedlce University of Natural Sciences and Humanities (ul. Konarskiego 2, 08-110 Siedlce), the library of the Pedagogical Institute of  Jagiellonian University in Krakow (Romana Ingardena 3, Kraków), the library of the Yaroslav-the-Wise Novgorod State University, The library of Moscow Pedagogical State University, the library of the Herzen State Pedagogical University of Russia, the library of the Leo Tolstoy Tula State Pedagogical University, the library of the Kalmyk State Universitythe library of the Higher School of Economics, the Volgograd Regional Universal Scientific Library named after Maxim Gorky.

 

Preface (*.pdf)

Contents of the third issue (*.pdf)

Section 1. Educational practices of Late Antiquity

Michael A. Vedeshkin. The missing link of the «Golden Chain»: Aedesius and the neoplatonic school of Pergamon [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-13-59
Maya S. Petrova. Donatus’ Ars grammatica and educational practices of Late Antiquity: Sergius — Cledonius — Pompeius [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-60-86
Viktoria K. Pichugina. Homo Ineptus or Homo Sapiens: Joannes Stobaeus and his “universal knowledge” in the educational space of Late Antiquity [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-87-103
Nikolay N. Bolgov, Anna M. Bolgova. Priscian grammarian and his heritage [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-104-120
Attachment. Priscian. Fragments [trans. from Latin into Russian and notes by Nikolay N. Bolgov and Anna M. Bolgova] DOI:10.32880/2587-7127-2018-3-3-121-145

Section 2. Time and space of education in Late Antiquity 

Ivan A. Mirolyubov. On the education of the sons of Constantine the Great [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-146-160
Alexey V. Kargaltsev. African hagiography in the mid-3d century as pedagogical text. [In Russian with English abstractDOI:10.32880/2587-7127-2018-3-3-161-172
Evgenia S. Zaitseva. Education in a late roman senatorial family: classical canon and christian ideal [In Russian with English abstractDOI:10.32880/2587-7127-2018-3-3-121-173-199
Nadezhda P. Volkova. Philosophical education according to Plato and Plotinus [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-200-222


Section 3. Mentor schools and school mentors in Late Antiquity from the perspective of archaeology,philology and history of pedagogy
Vitaly G. Bezrogov. From white class walls to wax on tablets: image of school in Late Antique educational texts [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-223-249
Andrej Yu. Mozhajsky. Reflection of the educational space of Early Christian Boiotian Thebes (4–6 AD) in the material culture [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-250-277
Tatyana L. Aleksandrova. Educational policy of Theodosius II and the fate of Auditorium of Constantinople [In Russian with English abstract] DOI:10.32880/2587-7127-2018-3-3-278-300

Translations of contemporary research papers
Michael A. Vedeshkin. Edward Watts and modern research in Late Antiquity education [Сomment in Russian] DOI:10.32880/2587-7127-2018-3-3-301-305
Edward Watts. Speaking, Thinking, and Socializing: Education in Late Antiquity [trans. into Russian and notes by M. Vedeshkin] DOI:10.32880/2587-7127-2018-3-3-306-338

List of contributors (*.pdf)

 

2018 Issue 2. Teaching through the theater and in the theater: ancient pedagogy of the stage 💾(.*pdf)


The theme of the second issue is "Teaching through the theater and in the theater: ancient pedagogy of the stage". Ancient culture was marked by a love for theatrical performances which always found their audience and exerted educational influence on them through their scale, rituality, and the very opportunity to express oneself in public. For the first time in the history of pedagogy, in the works of ancient thinkers living in different periods of ancient history, it is emphasized that the theater was a school for adults and adolescents, where the audience were taught the correct understanding of events through the demonstration of the approved patterns of thinking and behavior. The works of ancient playwrights of different periods are not only a reflection of the poets’ critical views on the contemporary educational system, but they also represent attempts to visualize ideal educational practices. The second issue is available in libraries receiving a compulsory copy through the Russian book chamber, as well as in The Blegen Library of the American School of Classical Studies at Athens (54 Souidias Street, GR-106 76, Athens, Greece), The library of the Athens Department of the Deutsches Archäogisches Institut (Fidiou 1, 10678, Athens, Greece)The library of French School at Athens (École française d’Athènes) (6 Didotou Street, 10680 Athens, Greece), The library of the Rome Department of the Deutsches Archäogisches Institut (Via Valadier 37, 00193 Rom), The library at the Head Office of the Deutsches Archäologisches Institut (Bibliothek der Zentrale, Berlin Podbielskiallee, 69-71, 14195 Berlin, Deutschland)University Library of Humboldt-Universität zu Berlin (Dorotheenstraße 24, Hegelplatz 10117 Berlin)University Library of Freie Universitat Berlin (Kaiserswerther Str. 16-18, 14195 Berlin), Martin Luter University of Halle-Wittenberg (August-Bebel-Straße 13/50, 06108 Halle (Saale)), University Library of Free University of Bozen-Bolzano (Piazza Università, 1, 39100 Bolzano BZ), The library of Kozma Minin Nizhny Novgorod State Pedagogical University, The library of Lobachevsky University, The library of Moscow Pedagogical State University, the Volgograd Regional Universal Scientific Library named after Maxim Gorky.

(Preface) (.pdf*) 
Contents of the second issue (.pdf*)
Section 1. Theater as a School for the Mature and Maturing
Igor E. Surikov. What did Sophocles’ “Dilogy” about Oedipus teach? [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-17-33
Victoria K. Pichugina. Pedagogical Dreams of the Past in the Tragedies by Aeschylus, Euripides and Sophocles about Eteocles and Polyneices: Paradoxes of Brotherly Hatred [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-34-53
Tatyana A. Bobrovnikova. An exemplum Play by Plautus [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-54-63
Sophia Papaioannou. The Pedagogical Attraction of Terentian Dramaturgy [In English]. DOI:10.32880/2587-7127-2018-2-2-64-78


Section 2. Ancient Upbringing by Theatrical Performances in the Perspective of Acheology, Philosopy, Philology and History of Pedagogy
Andrej Yu. Mozhajsky. The rivers and the gates of Thebes in the tragedies of Aeschylus, Sophocles and Euripides, as the educational landscape of the city [In Russian with English abstract]  DOI:10.32880/2587-7127-2018-2-2-79-96
Marco Germani. The Theatre of Chaeronea and Rectilinear Koila [In English] DOI:10.32880/2587-7127-2018-2-2-97-105
Larisa B. Poplavskaya. Dionysus Chooses Aeschylus [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-106-130
Konstantin I. Dugar, Alexander A. Sanzhenakov. Helen of Troy in Euripides’ Tragedies [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-131-142
Maya S. Petrova. Symposium as a Theater. The Mise en Scène of “The Sarurnalia” [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-143-162


Section 3. The Multifaceted Nature of the Ancient Theatre: Retrospective and Prospective Approaches
Maria A. Polyakova. Pedagogy of the Scene and Theatricalization of the School: Two Sides of the Educational Process [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-163-173
Zinaida A. Lurie. Classical Theater and Christian School: the Theater of the German Humanists in the 15-16th Centuries [In Russian with English abstract]  DOI:10.32880/2587-7127-2018-2-2-174-183
Svetlana M. Mashevskaya. The Image of Antique Philosopher Diogenes in John Amos Comenius' Play for XVII Century School Theatre [In Russian with English abstract] DOI:10.32880/2587-7127-2018-2-2-184-201

Translated articles
Morgan T. J. Literate Education in Classical Athens [transl. into Russian by V. Pichugina] DOI:10.32880/2587-7127-2018-2-2-204-229
Cribiore R. The Grammarian's Choice: the Popularity of Euripides' Phoenissae in Hellenistic and Roman Education [transl. into Russian by V. Pichugina] DOI:10.32880/2587-7127-2018-2-2-231-250
Wiles D. Education for Citizenship: the Uses of Antigone [transl. into Russian by Ya. Volkova] DOI:10.32880/2587-7127-2018-2-2-252-259
Toliver H.M. The Terentian Doctrine of Education [transl. into Russian by Ya. Volkova, V. Pichugina] DOI:10.32880/2587-7127-2018-2-2-261-273

List of contributors (.pdf*)

2017 Issue 1. Mark Tullius Cicero’s concept of education through culture 💾(.*pdf)

The theme of the first issue is Mark Tullius Cicero’s concept of education through culture. Numerous sources reflecting Cicero’s life and career allow us to conclude that the general view of the Roman pedagogy formed in posterity is largely due to Cicero. Cicero’s vision of the educational ideal and the ways to achieve it were associated with the aspiration to “cultivate the soul” (“cultura animi”) and formed the basis for the Western pedagogical tradition of "educating through culture," thus defining the phrase "humane pedagogy" for many centuries ahead. Cicero understood education through culture not only as a kind of educational achievement, but also as a set of thinking and behavioral strategies developed by the mentor in the pupil, which will allow the latter to carry out educational design of himself in the future.

Despite the considerable amount of general and special works devoted to various aspects of Cicero's heritage, the question of whom he wrote them for and what he wanted to achieve by resorting to the form of presentation with a special arrangement of semantic emphasis is still open. Regardless of whom he was directly addressing (a friend, a companion, a representative of a particular philosophical school, the senate, the court or Roman people), Cicero often clothed his arguments in the form of precepts. He outlined ways and means not to lose, but to find oneself through education relevant to human nature, his humanitas. In all subsequent epochs, this kind of pedagogical reflection has been historically specific, but it has not lost its connection with the meaning found in Cicero’s writings. Identifying the heuristic and methodological potential of Cicero's heritage requires an interdisciplinary evaluation of that peculiar kind of dialogue which Cicero initiated with the ancient Greek tradition of intellectual and political education. The authors of this issue invite the reader not only to follow the logic of the formation, development and practical embodiment of Cicero’s educational ideal and its further manifestation in other epochs and cultures, but also to rethink some fundamental educational ideas in the history of pedagogical culture.

The issue presents the results of scientific research activities of researchers and teachers of higher and secondary educational institutions from Volgograd, Kaluga, Kamyshin, Moscow, Rostov-on-Don, Saratov, St. Petersburg, and two universities of USA. The first issue is available in libraries receiving a compulsory copy through the Russian book chamber, Central Scientific Library of the Ural Branch of the Russian Academy of Sciences, as well as in the Volgograd Regional Universal Scientific Library named after Maxim Gorky.
Preface (.pdf*)
Contents of the first issue (.pdf*)

Section 1. Mark Tullius Cicero on the education of decent
Victoria K. Pichugina. Greek Household Academies of the Roman Intellectual: the Pedagogical Dimension of Cicero's Letters [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-9-32
Tatyana A. Bobrovnikova. The image of an ideal speaker in Cicero [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-33-43
Yana A. Volkova. The subject of education of a citizen in the works of Cicero [In Russian, pdf*] DOI:10.32880/2587-7127-2017-1-1-44-58
Victoria K. Pichugina, Karina Vorobyeva. Self-education of poetry and theater in the works of Cicero [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-59-76

Section 2. The cultured concept of Cicero
Lyudmila N. Aksenovskaya. The nature of gods and the nature of people: the function of the ideal in the ethical-semantic program of ancient culture [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-77-105
Vladimir O. Nikishin. Place and role of the Hellenistic culture in the humanitarian concept of Cicero [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-106-128
Ekaterina A. Kozlovtseva. Ecophilosophical concept of education of Mark Tullius Cicero [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-129-142
Marina K. Vetoshkina. Education of the military and political leader in the ancient Greek and Roman realities: versions of Xenophon and Cicero [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-143-161

Section 3. Reception of pedagogical ideas of Cicero by subsequent epochs and cultures
Vitaly G. Bezrogov. Antique apprenticeship in the understanding of Cicero and his Christian interpreters [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-162-190
Maria A. Polyakova. Cicero's Treatise on Obligations and the Problem of its Reception in the  Pedagogical Heritage of the XVI Century [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-191-205
Alexander G. Bermus. To the problem of thinking and speech (on the example of the text of Cicero "On the Orator") [In Russian, .pdf*] DOI:10.32880/2587-7127-2017-1-1-206-229

Translations of contemporary research
J. Jackson Barlow. Education policy in the work of Cicero “On the State” [trans. into Russian by N.Lazareva, V. Pichugina, .pdf*] DOI:10.32880/2587-7127-2017-1-1-231-256
Walter J. Nikgorski. Cicero on education: humanizing sciences [trans. into Russian by Ya. Volkova, V. Pichugina, .pdf*] DOI:10.32880/2587-7127-2017-1-1-258-280

List of contributors (.pdf*)