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Most of the Tales and Sayings of the Desert Fathers (Apophthegms)
have survived in Greek and most of them are now available in
English, almost 2500 in number. A further six hundred items in six
languages have been available in French for some time, but often in
second- and even third-hand translations. These have now been newly
translated directly from the original languages by scholars skilled
in those languages and are presented, alongside an Introduction and
brief notes, to the English reader who wishes to know more of those
men and some women who rejected 'the world' and went to live in the
desert regions of Egypt and elsewhere in the fourth to seventh
centuries.
Colonial powers and Ethiopian frontiers 1880-1884 is the fourth
volume of Acta Aethiopica, a series that presents original
Ethiopian documents of nineteenth-century Ethiopian history with
English translations and scholarly notes. The documents have been
collected from dozens of archives in Africa and Europe to recover
and present the Ethiopian voice in the history of Ethiopia in the
nineteenth century. The present book, the first Acta Aethiopica
volume to appear from Lund University Press, deals with how
Ethiopian rulers related to colonial powers in their attempts to
open Ethiopia for trade and technological development while
preserving the integrity and independence of their country. In
addition to the correspondence and treatises with the rulers and
representatives of Italy, Egypt and Great Britain, the volume also
presents letters dealing with ecclesiastical issues, including the
Ethiopian community in Jerusalem. An electronic version of this
book is available under a creative commons licence:
www.manchesteropenhive.com/view/9789198469974/9789198469974.xml --
.
In re-examining the Christianization of the Roman Empire and
subsequent transformation of Graeco-Roman classical culture, this
volume challenges conventional ways of understanding both the
history of Christian monasticism and the history of education. The
chapters interrogate assumptions that have framed monastic practice
as pedagogically unprecedented, with few obvious precursors and/or
parallels. A number explore how both teaching and practice merge
classical pedagogical structures with Christian sources and
traditions. Others re-situate monasticism within a longer
trajectory of educational and institutional frameworks, elucidating
models that remain central to the preservation of both Greek and
Latin literary culture, and the skills of reading and writing.
Through re-examination of archaeological evidence and critical
re-reading of signature monastic texts, each documents the degree
to which monastic structures emerged in close alignment with urban,
literate society, and retain established affinity with classical
rhetorical and philosophical school traditions.
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