David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
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
W. C. Kneale (1962). The Development of Logic. Oxford University Press.
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.
Walter J. Ong (1981). Fighting for Life: Contest, Sexuality, and Consciousness. University of Massachusetts Press.
Cesare Vasoli (1988). The Renaissance Concept of Philosophy. In Charles B. Schmitt, Quentin Skinner & Eckhard Kessler (eds.), The Cambridge History of Renaissance Philosophy. Cambridge University Press 60--61.
Jerrold E. Seigel (1968). Rhetoric and Philosophy in Renaissance Humanism. Princeton, N.J.,Princeton University Press.
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