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This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.
About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
Inhaltsverzeichnis
List of Figures
Series Introduction,
Megan J. Laverty and David T. HansenGeneral Editors' Acknowledgements
Volume Editor's Acknowledgements
Timeline
Introduction: A Story of Educational Philosophy in Antiquity,
Avi I. Mintz1. The Sophistic Movement and the Frenzy of a New Education,
M.R. Engler2. Plato: Philosophy As Education,
Yoshiaki Nakazawa3. Xenophon the Educator,
William H.F. Altman4. Isocrates: The Founding and Tradition of Liberal Education,
Bruce A. Kimball and Sarah M. Iler5. Educating for Living Life at Its Best: Aristotelian Thought and the Ideal
Polis,
Marianna Papastephanou6. Ancient Schools and the Challenge of Cynicism,
Ansgar Allen7. Roman Educational Philosophy: The Legacy of Cicero,
James R. Muir8. Seneca, Epictetus, and Marcus Aurelius: Education and the Philosophical Art of Living,
Annie Larivée9. St. Augustine's Pedagogy as the New Creation,
Yun Lee TooNotes on Contributors
Index
Über den Autor / die Autorin
Avi I. Mintz teaches in the Faculty of Liberal Studies at Humber College in Toronto, Canada.
Zusammenfassung
This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.
About A History of Western Philosophy of Education:
An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy’s vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
Zusatztext
[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy.
