Professor Jan Stenger
- MacDowell Chair of Greek (Classics)
- Greek lyric poetry, especially choral lyric
- Epistolography in antiquity
- Greek literature and culture in late antiquity
- Ancient Christianity
|2015–2016||EURIAS Senior Fellow, Helsinki Collegium for Advanced Studies|
|2015||Senior Fellow, Cluster of Excellence TOPOI, Humboldt University Berlin|
|2014||Senior Fellow, Cluster of Excellence TOPOI, Humboldt University Berlin|
|since 2012||MacDowell Professor of Greek, University of Glasgow|
|2012||Visiting Professor, Classics, LMU München|
|2009–2010||Visiting Professor, Classics, Universität zu Köln|
|2008–2012||Junior Professor, Classics, Freie Universität Berlin|
|2000–2008||Assistant Professor, Christian-Albrechts-Universität Kiel|
Stenger, J. (2004) Poetische Argumentation: Die Funktion der Gnomik in den Epinikien des Bakchylides. Series: Untersuchungen zur antiken Literatur und Geschichte (69). de Gruyter: Berlin. ISBN 9783110181272
Stenger, J. (2009) Hellenische Identitaet in der Spaetantike: Pagane Autoren und ihr Unbehagen an der eigenen Zeit. Series: Untersuchungen zur antiken Literatur und Geschichte, 97. de Gruyter: Berlin, Germany. ISBN 9783110213287
Stenger, J. (2012) Libanios und die öffentliche Meinung in Antiochia. In: Kuhn, C.T. (ed.) Politische Kommunikation und öffentliche Meinung in der antiken Welt. Series: Alte Geschichte (Stuttgart, Germany). Franz Steiner: Stuttgart, pp. 231-254. ISBN 9783515100762
- 2003: Dissertation award of Dr.-Helmut-und-Hannelore-Greve-Stiftung für Wissenschaften und Kultur, Hamburg
- 2009: Publication Grant for the monograph "Hellenische Identität in der Spätantike", Johanna und Fritz Buch Gedächtnisstiftung
- 2009: Research grant, Project "Localisation in ancient Greek and Syriac" (Principal Investigator), Cluster of Excellence TOPOI
- 2009–12: Research grant, Project "Antioch: Ideal and reality" (Principal Investigator), Cluster of Excellence TOPOI
- 2009–12: Research grant, Project "Prosody and theory of affect in the 18th century" (Co-Investigator), Cluster of Excellence Languages of Emotion
- 2011: Conference grant for the international conference "Notions of Literature in Late Antiquity", Fritz Thyssen Foundation
- 2012: Conference grant for the international conference "Cityscaping", Cluster of Excellence TOPOI (together with Therese Fuhrer and Felix Mundt)
- 2013: Arts & Humanities Award (workshop), Royal Society of Edinburgh
- 2014: Conference grant for the international conference "Semantiken der Stadt in der Spätantike", Cluster of Excellence TOPOI (together with Claudia Tiersch)
- 2014: Senior Fellowship, Cluster of Excellence TOPOI, Berlin
- 2015: Senior Fellowship, Cluster of Excellence TOPOI, Berlin
- 2015: Publication Grant for the edited volume "Late Antique Conceptions of Literature", Fritz Thyssen Foundation
- 2015–16: EURIAS Senior Fellowship, Project "Gaza: Tradition and Leadership in an Ancient Learning City"
- 2016-19: Leverhulme Major Research Fellowship, Project "The Age of the Pedagogue: Late Antiquity and the Metamorphosis of Education"
- 2016: Conference grant for the international symposium "Being Pagan, Being Christian in Late Antiquity and the Early Middle Ages", Helsinki Collegium for Advanced Studies (co-organisers: Maijastina Kahlos, Katja Ritari, William Van Andringa)
- Greek lyric poetry
- Ancient letters
- Greek rhetoric
- Late antiquity
Current research students
- Sarah Graham, PhD project "Classical Elements in Early Christian Depictions of the Underworld" (first supervisor)
- Joel Leslie, PhD project "Valentinian I, His Sons and Decline in the West" (first supervisor)
- James McDonald, PhD project "Athens or Jerusalem: Education and Identity in the Poetry of Gregory of Nazianzus" (first supervisor)
- Classical Civilisation 1A and 2A, lectures and seminars
- Greek 2A, 2B and 2C
- Greek Epic (Honours level)
- Greek Education in Late Antiquity (Honours level)
- Greek unprepared translation
- Latin 2B and 2D
- I have also taught Greek lyric poetry, Greek epic, Greek historians, the Attic orators and other topics in the Universities of Kiel, Berlin, Cologne and Munich.
Gaza: Tradition and Leadership in a Learning City
Gaza in Palestine underwent, in common with other cities, a profound transformation during the sixth century AD in society, economy and religion. What is significant about Gaza is its thriving culture, as documented by ample literary and material evidence. The key questions of this project are: how did major figures of religious and secular life create educational authority in the urban context and attempt to shape through their leadership Gaza as a ‘learning city’? To what extent did these attempts respond to the challenges of change? The investigation focuses on the strategies through which cultural visions were disseminated across the civic community and relates them to modern uses of learning for the promotion of urban regeneration. The objective of this pilot study is to gain insight into the situational nature of learning across times and cultures.
For this project I received funding from the Royal Society of Edinburgh (RSE Arts & Humanities Research Workshops 2014) and the EURIAS Fellowship Programme (Senior Fellowship 2015/16 at the Helsinki Collegium for Advanced Studies).
The Age of the Pedagogue: Late Antiquity and the Metamorphosis of Education
This study addresses the controversy over education in the late Roman Empire from 300 to 600 CE. It proposes that the main driver behind the radical reconfiguration of classical teaching was the conviction that instruction can operate as a force for social change. Analysing texts and practices, it explores the ascent of pedagogy to a pervasive category of thought over that period, as well as examining the values and functions assigned to education, both formal and informal. Finally, it argues that the characteristically late-antique answers to the problem have influenced their medieval and modern counterparts up to the twenty-first century.
How can teachers and schools enable students to be successful individuals, and contribute to building healthy communities? This central problem has been addressed by education departments, academics, practitioners and the wider public for considerable time now. A modern observer cannot help but be struck by the fact that similar controversies occupied the Roman mindset during late antiquity (c. 300 to 600 CE); stakeholders in ancient schooling developed competing ideas on how to prepare young people for life in an unstable world. This project aims to produce a monograph that, for the first time, makes sense of the centrality of pedagogic theory and practice at the turn from antiquity to the Middle Ages; it intends to revalue a key moment in the intellectual history of Europe, for the benefit of the modern debate on education.
This three-year project (2016-19) is funded by the Leverhulme Trust (Leverhulme Major Research Fellowship MRF-2015-062)
- Member of the Mommsen-Gesellschaft
- Member of the Cluster of Excellence TOPOI, Berlin (http://www.topoi.org/person/stenger-jan/)
- Convener of the study programme "Ancient Languages and Texts", Berlin Graduate School of Ancient Studies (2011-12)