Understanding many aspects of education in Israel during OT times and, to a lesser extent, into the NT period is extraordinarily difficult. Many studies draw quite specific conclusions based on very slender evidence and inferences drawn from supposed parallels with neighboring societies, inferences themselves beset by uncertainties. Therefore, conclusions are necessarily tentative at many points. Furthermore, it is reasonable to expect that things did not remain constant through history, and that what can be reliably discerned for one period may not accurately reflect the situation in other times.
Education encompasses several areas of life in the biblical world. Aside from academic education (relating to literacy and numeracy), there was moral and religious education, military education, and vocational training. These are not all distinct; those whose vocation lay in diplomatic circles or within the royal court as scribes would have received academic education, while those living in the country and working a farm would have had little opportunity to access such knowledge.
Old Testament
Settings for education. There were three primary arenas of education in OT times: home, school, and temple.
Home. The most important setting for education in OT times was the home (Deut. 4:9; 6:7; 11:19). Both parents were expected to play a role in a child’s education (Prov. 1:8; 6:20; 23:22; 31:1). Sons generally were trained in their father’s vocation, and such training took the form of an apprenticeship (1 Sam. 16:11; 2 Kings 4:18); girls learned from their mothers as they undertook their work on a daily basis (Exod. 35:25–26; 2 Sam. 13:8).
In part, the extent of home education is tied to the question of the extent of formal schooling in ancient Israel. As noted below, the nature and extent of schools is unclear, and if (as the evidence seems to suggest) schools were virtually nonexistent outside the royal court, then the home ultimately would have been the locus of any academic education received by children and the source of any widespread literacy and numeracy in the community. The frequent use of father/son language in Proverbs, however, need not imply an exclusively familial context for the instruction contained therein, as there is evidence from Egypt that such language was used between teacher and student.
School. The existence, nature, and extent of schools in OT times is extensively debated and ultimately uncertain. The first explicit reference to a school is found in the second century BC in Sir. 51:23. The virtual silence of the OT on the topic may reflect either that schools were absent in ancient Israel or that their existence was somehow of little interest and so warranted little reflection by biblical authors. In any case, it is likely that some form of school for scribes and those training to work in government existed in the vicinity of the royal court, as they did in Mesopotamia and Egypt. These did not form a comprehensive national schooling system for young children but were more specifically targeted to the few individuals who aimed to become scribes or advisers.
Outside the Bible there exist a number of inscriptions that could suggest the existence of schools in Israel prior to the exile. These include abecedaries (lists of the letters of the alphabet written out, usually as practice exercises or as examples), words written out several times, lists of month names, and possible exercises in reading foreign languages, among others.
There is also extensive evidence of schools in Egypt, Mesopotamia, and probably also Ugarit from an early date (cf. Acts 7:22). Whether their existence supports the existence of schools in Israel is unclear. Egypt and Mesopotamia had large and complex bureaucracies necessary to administer their kingdoms, and they employed writing systems far more difficult to master than Hebrew. In addition, mathematical texts reflect a concern with numeracy within the schools of these kingdoms, for which there is no clear evidence in ancient Israel.
The sages and scribes appear to be the primary source for the material supposedly employed in schools. Ecclesiastes 12:9 identifies one of the tasks of the sages as teaching the people, and some claim that Proverbs functioned as a textbook within a school setting. Indeed, Prov. 4:5; 17:16 speak of the “buying” (Heb. qanah) of knowledge, interpreted by some as a reference to teachers paid for providing tuition. Again, the context in which such tuition may have taken place is uncertain.
Temple. Priests were also involved in some teaching (1 Sam. 2:21, 26). According to 2 Chron. 17:7–9, King Jehoshaphat sent five officials, nine Levites, and two priests to teach the people of Judah from the Book of the Law, a point that stresses both the importance of the task and the probable failure of the home setting to adequately convey this instruction, at least by the late fifth century BC.
Types of education. In OT times four types of education can be discerned: moral and religious, academic, vocational, and military.
Moral and religious education. The Bible stresses the importance of moral and religious education above all other forms (Exod. 10:2; 12:26; 13:8; Deut. 4:9; 6:7, 20–21; 32:7, 46).
Academic education. The extent of literacy and numeracy in ancient Israel is difficult to ascertain. Rudimentary numeracy almost certainly was widespread and learned within the home and in the course of vocational training when necessary. Many among the population also appear to have been at least capable of reading and writing names or other simple texts (Deut. 6:9; 11:20; Judg. 8:14).
Vocational training. Most commonly, boys followed in their father’s vocation and thus learned through observation and participation. Under some circumstances, however, children served apprenticeships under the tutelage of others, such as was apparently the case for prophetic schools (2 Kings 2:7; 4:38; 6:1–2; Amos 7:14–15).
Military training. There are clear indications that kings recruited mercenaries to form the most important part of their army (e.g., 1 Sam. 22:2; 25:13). These mercenaries were paid and likely had received some formal training, but the nature of that training is nowhere explained. In addition to these elite forces, all able-bodied men apparently were considered eligible for military service when the need arose (2 Chron. 25:5). So, for example, the elite troops were responsible for staging the attack (2 Sam. 11:14–17; 12:26), while the remainder of the army served as reinforcements where necessary (2 Sam. 12:29). The use of chariots (under David and Solomon) would have required some training, as would the wielding of various weapons (swords, spears, bows, and slings). Ultimately, however, there are only allusions to such training (e.g., Judg. 3:2; 2 Sam. 22:35).
Educational methods. Throughout the ancient Near East there is evidence that corporal punishment played a significant role in education. There is a somewhat comical text from Mesopotamia that relates a day in the life of a student who receives physical punishment for virtually everything he does. Similarly, the book of Proverbs highlights the importance of discipline in raising and training children (e.g., 13:24; 22:15; 29:15, 17). Nonetheless, Proverbs uses “the rod” as a means to signify discipline as a whole without necessarily endorsing corporal punishment as the only or even the primary means of discipline. This is apparent because Proverbs contrasts the rod not with other, lesser forms of discipline but rather with no discipline at all. Thus, although there is evidence that corporal punishment was used extensively (and probably excessively [see Sir. 30]), Proverbs endorses a more nuanced approach to disciplining children.
Academic, religious, and moral education also involved the use of various techniques that facilitated learning. These included the use of poetry or poetic couplets (common in wisdom literature and in psalms), numerical sayings (e.g., Ps. 62:11; Prov. 6:16), and acrostics, as well as the celebration of feasts and memorials at various times throughout the year.
New Testament
Greco-Roman education. Greek education developed from about the fourth century BC and spread throughout the Mediterranean region, adopted with minor modification by the Romans. The curriculum was dominated by sports and a focus on literacy, with little place given to religious education (although philosophy was taught and did bear some religious traits). Education in the Greco-Roman world was expensive, and its provision was a parental responsibility, which tended to restrict formal education to the elite.
At about the age of fifteen, boys could move from elementary schooling to the gymnasium, where they received intellectual and physical training. Some in the Corinthian church may have received such an education, a possibility raised by Paul’s terminology in 1 Corinthians that reflects educational language: his claim to be father of the Corinthian household (4:14–21); sporting imagery (esp. 9:24–27); language of nursing and nature (3:1–4); agricultural imagery (3:5–9); his threat to come with a rod (4:21), which could be related to the rod of correction; the term grammateus (1:20), which may refer to the gymnasium instructor; reference to writing (4:6); and talk of removing the marks of circumcision (7:18).
Education in Israel. One Jewish tradition states that in AD 63 the high priest Joshua ben Gamla decreed that every town should appoint a schoolteacher for the education of children of six or seven years of age. This, together with the existence of Sirach’s school more than two centuries earlier, indicates that some form of schooling existed within Israel in the first century AD.
Although some Jews throughout the ancient world received a standard Hellenistic education, others reacted against the influence of Hellenism and sought to educate their children within the Scriptures and Jewish tradition. The DSS refer to the importance placed on study of the Torah (1QS 6:6–7). There were also rabbinic schools that focused on such teaching.
By NT times, synagogues were well established. Although determining precisely what took place within the synagogues is difficult, indications are that the focus on Scripture and its exposition played an important role in teaching both its importance and the appropriate way to interpret it. Teaching, however, was not confined to synagogues or the temple, as is amply demonstrated by the frequency with which Jesus is described as teaching in a variety of settings. Nonetheless, the temple itself did appear to serve as a center for religious education, as is reflected in the account of the twelve-year-old Jesus’ interactions with the teachers at the temple (Luke 2:41–51). Jesus’ own teaching was remarkable, however, in that it was delivered with authority (Matt. 7:29; Mark 1:22; Luke 4:32).
Education in the church. Paul highlights one of the prerequisites for being an overseer of a church as the ability to teach, stressing the importance of the NT church as a place of learning (1 Tim. 3:2; 2 Tim. 2:2, 24). This teaching involved a familiarity with right doctrine in order to avoid being led astray, an exemplary life that modeled godly behavior for all to see, and the maturity required to apply discipline when necessary.
