David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Hypatia 4 (1):9 - 27 (1989)
In the Renaissance, educating for philosophy was integrated with educating for an active role in society, and both were conditioned by the prevailing educational theories based on humanist revisions of the trivium. I argue that women's education in the Renaissance remained tied to grammar while the education of men was directed toward action through eloquence. This is both a result of and a condition for the greater restriction on the social opportunities for women.
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References found in this work BETA
E. Jennifer Ashworth (1988). Traditional Logic. In Charles B. Schmitt, Quentin Skinner & Eckhard Kessler (eds.), The Cambridge History of Renaissance Philosophy. Cambridge University Press. 143--72.
Józef M. Bocheński (1970). A History of Formal Logic. New York,Chelsea Pub. Co..
Lisa Jardine (1977). Lorenzo Valla and the Intellectual Origins of Humanist Dialectic. Journal of the History of Philosophy 15 (2):143-164.
Nicholas Jardine (1988). Epistemology of the Sciences. In Charles B. Schmitt, Quentin Skinner & Eckhard Kessler (eds.), The Cambridge History of Renaissance Philosophy. Cambridge University Press. 685--711.
W. C. Kneale (1962/1984). The Development of Logic. Oxford University Press.
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