Hadrian and the Neoi of Pergamum (I. Pergamon 273, 274)
Abstract
The aim of this paper is to study the letters that the Emperor Hadrian sent to the neoi of Pergamum, one of which contains the complete text and is preserved in two copies, and another of which only fragments have come down to us and whose recipients I suggest here were the neoi. These letters allow us to gain further insights into the emperor’s attitude towards the Greek gymnasiums and poleis. Hadrian strengthened the ties that Trajan had established with the Greek cities during the Parthian War, understanding that he could win over their living forces by supporting their gymnasiums. This was a step further in converting the civic oligarchies of the East into some of the most staunch supporters of imperial power. A number of individuals who acted as mediators were prime movers in the process of forging links between these cities and the emperor. With firm roots in their poleis, they were people who, due to some or other particular circumstance, had direct access to the emperor. One of the most outstanding was Aulus Julius Quadratus, the promoter of the second imperial cult temple at Pergamum. He also collaborated in the enlargement and adornment of the gymnasium of the neoi and was behind this association’s links to the emperor. Another key figure was Polemo of Smyrna. After having convinced the emperor to build a splendid gymnasium at Smyrna, he also promoted its counterpart at Pergamum, where he settled at the end of his life. Through the gymnasiums, Hadrian and the Greek aristocrats discovered a sphere of fruitful social and political collaboration that allowed the emperor to make himself felt at the very heart of civic life.
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van Heumen, L., & Schippers, A. (2016). Quality of life for young adults with intellectual disability following individualised support: Individual and family responses. Journal of Intellectual & Developmental Disability, 41(4), 299-310. https://doi.org/10.3109/13668250.2016.1213797
Asociación Americana de Discapacidades Intelectuales, & Verdugo, M. A. (traductor). (2011). Discapacidad intelectual: definición, clasificación y ... (SID). Madrid: Alianza Editorial S.A. Recuperado de http://sid.usal.es/25985/8-1
Beadle-Brown, J., Mansell, J., & Kozma, A. (2007). Deinstitutionalization in intellectual disabilities. Current Opinion in Psychiatry, 20(5), 437-442. https://doi.org/10.1097/YCO.0b013e32827b14ab
Cordova, V. del P. V., Río, C. J., Robaina, N. F., Ortiz, M. C., & Quesen, M. L. M. (2013). Servicios residenciales para personas con discapacidad intelectual en Chile. Avanzando hacia las buenas prácticas. REVISTA ESPAÑOLA DE DISCAPACIDAD, 1(1), 139-157-157.
Crepeau, E., Cohn, E., & Shell, B. (2011). Willard & Spackman Terapia Ocupacional (11.a ed.). Philadelphia: Lippincott Williams & Wilkins.
Denzin, N., & Lincoln, Y. (2005). The sage handbook of Qualitative Research. Thousand Oaks, London, New Delhi: Sage Publications.
Díaz-Bórquez, D., Contreras-Shats, N., & Bozo-Carrillo, N. S. (2017). Participación infantil como aproximación a la democracia: desafíos de la experiencia chilena. RLCSNJ, 16(1), 101-113.
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Feldman, M. A., Owen, F., Andrews, A., Hamelin, J., Barber, R., & Griffiths, D. (2012). Health self-advocacy training for persons with intellectual disabilities. Journal of Intellectual Disability Research: JIDR, 56(11), 1110-1121. https://doi.org/10.1111/j.1365-2788.2012.01626.x
Frielink, N., Schuengel, C., & Embregts, P. J. C. M. (2017). Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model. American Journal on Intellectual and Developmental Disabilities, 123(1), 33-49. https://doi.org/10.1352/1944-7558-123.1.33
García Iriarte, E., O’Brien, P., McConkey, R., Wolfe, M., & O’Doherty, S. (2014). Identifying the key concerns of Irish persons with intellectual disability. Journal of Applied Research in Intellectual Disabilities: JARID, 27(6), 564-575. https://doi.org/10.1111/jar.12099
Goffman, E. (1961). Internados. Ensayos sobre la situación social de los enfermos mentales. (1.a ed.). Buenos Aires: Amorrortu Editores.
Haraway, D. (1991). Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Madrid: Ediciones Cátedra.
Hernández Sampieri, Roberto, Fernández- Collado, C., & Baptista, P. (2006). Metodología de la Investigación (4.a ed.). México.
Kaehne, A., & Beyer, S. (2014). Person-centred reviews as a mechanism for planning the post-school transition of young people with intellectual disability. Journal of Intellectual Disability Research, 58(7), 603-613. https://doi.org/10.1111/jir.12058
King, E., Okodogbe, T., Burke, E., McCarron, M., McCallion, P., & O’Donovan, M. A. (2017). Activities of daily living and transition to community living for adults with intellectual disabilities. Scandinavian Journal of Occupational Therapy, 24(5), 357-365. https://doi.org/10.1080/11038128.2016.1227369
Martínez, I., & Salanova, M. (2005). Obstáculos y facilitadores organizacionales y su relación con el burnout docente. Proformar, 7, 1-21.
Mayo-Wilson, E., Montgomery, P., & Dennis, J. (2008). Personal assistance for adults (19-64) with both physical and intellectual impairments. The Cochrane Database of Systematic Reviews, (2), CD006860. https://doi.org/10.1002/14651858.CD006860.pub2
McKenzie, K., Mayer, C., Whelan, K. J., McNall, A., Noone, S., & Chaplin, J. (2018). The views of carers about support for their family member with an intellectual disability: With a focus on positive behavioural approaches. Health & Social Care in the Community, 26(1), e56-e63. https://doi.org/10.1111/hsc.12475
Ministerio de Desarrollo Social. (2016). Estudio Nacional de Discapacidad 2015. Resultados Generales para Niños, Niñas y Adolescentes (2 a 17 años). Recuperado de file:///C:/Users/usuario/Downloads/REVISADA%20Resultados%20generales%20NNA%20poblaci%C3%B3n%202%20a%2017%20a%C3%B1os.pdf
Navas, P., Verdugo, M. Á., Martinez, S., Sainz, F., & Aza, A. (2018). Derechos y calidad de vida en personas con discapacidad intelectual y mayores necesidades de apoyo. Siglo Cero, 48(4), 7-66-66. https://doi.org/10.14201/scero2017484766
Neuman, R., & Reiter, S. (2017). Couple relationships as perceived by people with intellectual disability — implications for quality of life and self-concept. International Journal of Developmental Disabilities, 63(3), 138-147. https://doi.org/10.1080/20473869.2016.1173422
Organización Naciones Unidas, & (ONU). (2016). Observaciones finales sobre el informe inicial de Chile.
Overmars-Marx, T., Thomése, F., Verdonschot, M., & Meininger, H. (2014). Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature. Disability & Society, 29(2), 255-274. https://doi.org/10.1080/09687599.2013.800469
Palacios, A., & Romañach, J. (2007). El modelo de la diversidad: una visión de la bioética desde la perspectiva de las personas con diversidad funcional (discapacidad). Recuperado de http://www.diversocracia.org/docs/El_modelo_de_la_diversidad_una_vision_general.pdf
Prilleltensky, I. (2004). Prólogo. En Introducción a la Psicología Comunitaria. Desarrollo, conceptos y procesos. (1° Edición). Buenos Aires: Editorial Paidós.
Schalock, R. L. (2018). Seis ideas que están cambiando el campo de las discapacidades intelectuales y del desarrollo en todo el mundo. Siglo Cero, 49(1), 7-19-19. https://doi.org/10.14201/scero2018491719
SENAME. (2015). Misión y Objetivos Sename. Definiciones Estratégicas Año 2015. Recuperado de http://www.sename.cl/wsename/estructuras.php?name=Content&pa=showpage&pid=2
SENAME. (2017, abril 30). Base de Datos de Niños, Niñas y Adolescentes con discapacidad en SENAME. Vigente al 30 abril del 2017.
Simões, C., Santos, S., Biscaia, R., & Thompson, J. R. (2016). Understanding the Relationship between Quality of Life, Adaptive Behavior and Support Needs. Journal of Developmental and Physical Disabilities, 28(6), 849-870. https://doi.org/10.1007/s10882-016-9514-0
Tannous, C., Lehmann‐Monck, V., Magoffin, R., Jackson, O., & Llewellyn, G. (1999). Beyond good practice: Issues in working with people with intellectual disability and high support needs. Australian Occupational Therapy Journal, 46(1), 24-35. https://doi.org/10.1046/j.1440-1630.1999.00173.x
Thompson, J. R., Bradley, V., Buntinx, W., Schalock, R., Shogren, K., Snell, M., … Yeager, M. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and development disabilities, 47(2), 135-146.
United Nation. (2006). Convention on the Rights of Persons with Disabilities (CRPD). Recuperado de https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
van Heumen, L., & Schippers, A. (2016). Quality of life for young adults with intellectual disability following individualised support: Individual and family responses. Journal of Intellectual & Developmental Disability, 41(4), 299-310. https://doi.org/10.3109/13668250.2016.1213797
Hadrian and the Neoi of Pergamum (I. Pergamon 273, 274). (2019). Studia Historica. Historia Antigua, 37, 131-160. https://doi.org/10.14201/shha201937131160
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