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From humanism to the humanities : education and the liberal arts in fifteenth- and sixteenth-century Europe

著者: Anthony Grafton; Lisa Jardine
出版社: Cambridge, Mass. : Harvard University Press, ©1986.
エディション/フォーマット:   紙書籍 : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
Anthony Grafton is professor of history at Princeton University. Lisa Jardine is fellow of Jesus College and university lecturer in English, Cambridge University. This book is the result of a 10-year collaboration begun when both were visiting scholars at Cornell University and discovered they shared similar approaches to the history of education. [...] At the outset, the authors situate their enterprise within the  続きを読む
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ジャンル/形式: History
その他のフォーマット: Online version:
Grafton, Anthony.
From humanism to the humanities.
Cambridge, Mass. : Harvard University Press, 1986
(OCoLC)631641570
ドキュメントの種類 書籍
すべての著者/寄与者: Anthony Grafton; Lisa Jardine
ISBN: 0674324609 9780674324602
OCLC No.: 14214022
物理形態: xvi, 224 pages ; 24 cm
コンテンツ: Introduction ----
1. The school of Guarino ---
2. Women humanities ---
3. Humanism in the universities 1 ---
4. Humanities in the Universities ---
5. The new subject ---
6. Northern methodical humanism ---
7. Pragmatic humanism ----
Conclusion.
その他のタイトル: Education and the liberal arts in fifteenth- and sixteenth-century Europe
責任者: Anthony Grafton & Lisa Jardine.

概要:

Anthony Grafton is professor of history at Princeton University. Lisa Jardine is fellow of Jesus College and university lecturer in English, Cambridge University. This book is the result of a 10-year collaboration begun when both were visiting scholars at Cornell University and discovered they shared similar approaches to the history of education. [...] At the outset, the authors situate their enterprise within the broader movement of historians of education who reject the simpleminded notion that Renaissance humanists triumphed over medieval educational models by the sheer force of the intellectual freedom their ideas unleashed. Through case studies that examine leading early humanist teachers and representative classroom materials, Grafton and Jardine argue that humanist education triumphed neither because it was more creative than medieval education nor because it was better suited to the practical needs of fifteenth-century Europe. Rather, they argue, it triumphed because it better matched the new European society that was taking shape, which the authors characterize as more closed, hereditary, elitist, and in search of models of culture that would produce docility toward authority. -- from http://www.jstor.org/ (Jan. 15, 2016).

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