Education is a wide-ranging topic concerning the variety of ways in which people acquire knowledge, skills, and behaviors. As a key facet of culture, one might expect education and instruction to appear frequently within the Hebrew Bible, yet biblical literature actually provides little direct evidence as to how the ancient Israelites learned. This is true both for traditional vocations, such as the production of pottery or soldiering, and for more scholastic pursuits, such as reading or accounting. Biblical scholarship has particularly focused on scribal education, with less attention to the broader questions of enculturation. Several passages, particularly Isaiah 28, Proverbs 22–23, and Ben Sira 51, refer to education and have engendered numerous discussions. Increasingly, though, scholars have turned to extra-biblical sources in order to understand scribal culture. Studies on scribalism in Mesopotamia, Egypt, and Ugarit feature prominently in many overviews of Hebrew learning. In some cases, scholars posit that these foreign scribal systems directly influenced Israelite scribes. The New Kingdom administration of Egypt left its vestiges on the Late Bronze Levant, and the empires of Assyria, Babylon, and Persia also had a lasting impact on scribal curriculum and tradition. These contextual studies can also be used for comparison, helping scholars model what a scribal community in Israel may have looked like. Epigraphic material from the Levant has supplemented this picture. Archaeologists have excavated a number of school texts and seals that attest to the exercises and extent of Israelite education. However, the interpretation of the biblical, comparative, and epigraphic material remains fiercely contested among scholars. Scribal education had an immediate impact on the composition of the biblical corpus, and inquiries into Hebrew education often become intertwined with theories regarding the history of biblical literature. Furthermore, discussions of scribal culture are often divorced from questions of how the society as a whole transmitted skills and knowledge. The ancient Israelite scribe is thus decontextualized from his original setting. In sum, many questions regarding education in ancient Israel remain unanswered, tantalizing, and crucial to the field as a whole.
‘She Made Herself up Provocatively for the Charming of the Eyes of Men’ (Jdt. 10.4): Cosmetics and Body Adornment in the Stories of Judith and Susanna
