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Complete Draft Defenseversion DIDASKALOS: THE INVENTION OF THE TEACHER IN CLASSICAL ATHENS A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Lindsay Lauren Sears-Tam May 2013 © 2013 Lindsay Lauren Sears-Tam ALL RIGHTS RESERVED DIDASKALOS: THE INVENTION OF THE TEACHER IN CLASSICAL ATHENS Lindsay Lauren Sears-Tam, Ph. D. Cornell University 2013 This dissertation deals with the role of the teacher in fifth- and fourth-century Athens through an examination of the scope of the Greek word didaskalos. The first part of this investigation consists of an analysis of the various types of educational figures whose roles overlapped to some extent that of the didaskalos, beginning with the legendary educators Cheiron, Phoenix, and Mentor, and touching upon the characters of the erastês, the paidagôgos, and the Sophist. The second part is a study of the mechanism and process for teaching as described in the literary sources, focusing in particular on the importance of imitation in the student-teacher relationship. The third part approaches the aims and effects of teaching as described by Greek authors, especially the various ways that physis can be influenced by ones teacher, especially for the worse. The final part deals with the figure of Socrates, in particular, the way he is portrayed as a didaskalos in the texts of Aristophanes, Plato, and Xenophon. All in all, the pattern of Greek authors’ usage of the word didaskalos suggests a strong societal belief in the potential power of the teacher - both inside and outside of the schoolroom - to improve or harm the polis. iii BIOGRAPHICAL SKETCH Lindsay Sears-Tam began studying Latin as a Junior at Cony High School in Augusta, Maine in 2001. In the fall of 2003, she matriculated at Smith College, where she endeavored to read as much Greek and Latin literature as possible. In 2007, she completed an honors thesis on etymological wordplay in Ovid’s Fasti, and graduated magna cum laude, earning an A.B. with high honors in Classics. In the fall of that year, she began graduate studies in Classics at Cornell University, focusing on comparative linguistics, etymology and aetiology, and textual transmission. In the spring of 2010, she began working with Professor Jeff Rusten on ancient education. This collaboration led to her writing a dissertation on the development of the teacher figure in ancient Greek literature. She received a Ph.D. from Cornell in May 2013 and joined the faculty at Greenwich Academy as an Upper School Latin teacher starting in the 2013-14 school year. iv For Claire, with the utmost love and appreciation for your endless patience. And for my mom: the most inspiring teacher I know. v ACKNOWLEDGEMENTS !My gratitude goes, above all, to my wife Claire for her support through the seemingly endless cycle of dissertation-induced depression and elation, punctuated by alternating periods of procrastination and manic productivity. It could not have been pleasant to witness. !My sincerest thanks are owed to Jeff Rusten for helping to raise this brainchild from its conception through to adulthood. Without his constant guidance and incisive- yet-encouraging feedback, this dissertation would certainly never have been finished. !A huge thank-you goes to Courtney Roby for always being available to offer a sympathetic ear or a pep talk as needed, and for providing useful, specific, and timely comments on my countless drafts. !I owe a special debt of gratitude to Hayden Pelliccia for convincing me in my second year to stick it out and get the Ph.D., even if I only planned to use it to teach high school. I also would like to thank all of the other faculty, staff, and graduate students who helped me get to this point, whether by aiding specifically in my work or by offering support when I needed it, especially Raffaella Cribiore, Charles Brittain, Mike Fontaine, Tad Brennan, Hunter Rawlings, Eric Rebillard, Antonia Ruppel, Katrina Neff, Linda Brown, Allie Boex, John McDonald, Erik Kenyon, Erica Bexley, Katie Kearns, and Sam Kurland. !Finally, my deepest love and thanks go to my parents, Cathy and Stephen Sears, for seeing me through this often gut-wrenching and tedious process with equanimity and patience. I couldn’t have done it without them. vi TABLE OF CONTENTS BIOGRAPHICAL SKETCH.......................................................................................!iii DEDICATION............................................................................................................iv ACKNOWLEDGEMENTS.........................................................................................v PREFACE.................................................................................................................vii INTRODUCTION......................................................................................................1 !Ancient Education Too Broadly and Too Narrowly Conceived!! ! !Studying Ancient Greek Education Through a Didaskalic Lens!! !An Initial Sketch of the Athenian Schoolteacher !The Structure of This Study CHAPTER 1: TUTORS, MENTORS, AND SAGES..................................................23 !The First Educators !Pedagogical Pederasty? !The Sophists as Educators ! Didaskaloi and Non-Didaskaloi CHAPTER 2: THE PROCESS OF EDUCATION......................................................90 !Athens versus Sparta !Internal Athenian Curriculum Debate ! Didaskaloi and Didaskalia Beyond the Classroom ! CHAPTER 3: THE TEACHER’S IMPACT.................................................................146 !Nature versus Nurture !Outcomes of Teaching !Character Formation and the Role of the Didaskalos CHAPTER 4: SOCRATES THE TEACHER..............................................................174 !The Real Problem of Socrates !Aristophanes’ Accusation: The Case of the Clouds ! Plato’s Response !Xenophon’s Response! !Socrates the Didaskalos EPILOGUE...............................................................................................................228 !Looking Back !Looking Forward BIBLIOGRAPHY.......................................................................................................242 !! vii A NOTE TO THE READER Unless otherwise marked, all translations of Greek text are my own. For author and work abbreviations, I follow the list in the Oxford Classical Dictionary, online edition. 1 INTRODUCTION As modern students, we have very specific expectations about what constitutes great teaching, and these expectations are deeply ingrained in us from childhood: we expect our teachers to be inspiring, compassionate, dynamic, and thorough. We can all tell the difference between a good teacher and a great one because as a society, we have established standards for great teaching and we know that our teachers have been systematically and uniformly trained to meet those standards. As a result, we expect that our teachers will all do their jobs equally effectively and as faithful representatives of our educational system. From time to time, we may have an especially memorable teacher, but on the whole, the specific educational practitioners are inseparable, and to a certain extent, indistinguishable from their institutional context. In Ancient Greece, on the other hand, the situation could not have been more different. Whereas modern education has been established as an institution, no such institution existed in antiquity prior to the Hellenistic period. Hence, for philosophers, historians, and poets from Homer to Aristotle, individual, private teachers were at the center of Greek education. What’s more, bad teachers were just as interesting for these writers as good teachers, and the unconventional or controversial teacher could be a polarizing figure. And yet, to date, no modern scholar has acknowledged the importance of the didaskalos in ancient Greek education. To understand why, we need to look deeper into the history of scholarship on Classical education. 2 1. Ancient Education Too Broadly and Too Narrowly Conceived 1.1 Beck and Marrou There have been relatively few comprehensive treatments of education in Classical Greece, especially in the latter half of the 20th century. As Frederick Beck notes in the introduction to his 1964 work, Greek Education 450-350 BC (7), generally speaking, education scholars lack either the training or the interest to deal with Classical texts in detail and Classicists tend not to care about issues of educational philosophy. Beck himself is, of course, an exception to this trend, as is Henri-Irénée Marrou, whose groundbreaking monograph A History of Education in Antiquity (1956) is still valuable for the study of ancient education.1 Indeed, after the temporally and thematically limited treatments of ancient education from the late 19th and early 20th centuries,2 these two scholars’ studies were viewed as extraordinarily thorough.3 1 There has been a recent update and re-reading of Marrou (Que reste-t-il de l’éducation classique? Relire << le Marrou >> Histoire de l’éducation dans l’Antiquité, eds. Jean-Marie Pailler and Pascal Payen) published by the University of Mirail Press in 2004 which details both the strengths and weaknesses of Marrou’s approach in each chapter. Rather than treat the entire work at present, I will cite and comment on various sections at the appropriate places below. 2 There were two general trends in ancient education scholarship during this period: The first was to treat all ancient education as a synchronic phenomenon and to discuss the
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