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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
出版商: Cambridge, Mass. : Harvard University Press, ©1986.
版本/格式:   Print book : 英语查看所有的版本和格式
数据库:WorldCat
提要:
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  再读一些...
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类型/形式: History
附加的形体格式: Online version:
Grafton, Anthony.
From humanism to the humanities.
Cambridge, Mass. : Harvard University Press, 1986
(OCoLC)631641570
文件类型:
所有的著者/提供者: Anthony Grafton; Lisa Jardine
ISBN: 0674324609 9780674324602
OCLC号码: 14214022
描述: xvi, 224 pages ; 24 cm
内容: 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.
其他题名: Education and the liberal arts in fifteenth- and sixteenth-century Europe
责任: Anthony Grafton & Lisa Jardine.

摘要:

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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