Graduate studies at Western
|Abstract||In twelfth-century Europe schools flourished in many centres. There were schools in monasteries and cathedrals, primarily for the education of monks and priests but often open also to laymen. In Italian towns, especially, there were lay schools teaching law and commercial skills to fee-paying students. In France, especially, also in England and other countries, there were schools for feepaying students of the liberal arts. The traditional list of the liberal arts included seven: grammar, logic and rhetoric (the "trivium"), and arithmetic, geometry, astronomy and music (the "quadrivium"): most of the schools we're talking about taught the trivium, grammar, logic and rhetoric. These three disciplines in one way or other taught language skills; they were sometimes called the artes sermocinales. Students who had completed these "trivial" studies sometimes moved on to theology, or sometimes set up as teachers themselves of grammar, logic and rhetoric. Some students travelled from country to country looking for a good school, and sometimes made their living for a while by teaching before becoming students again.|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Only published papers are available at libraries|
Similar books and articles
Fee-Alexandra Haase, Peirce's Law of Triviality: The Implementation of the Trivium of Logic, Rhetoric, and Grammar; Basic Categories for Linguistics and Literature Studies From a Universal Semiotic Theory.
Nancy Slonneger Hancock (2006). Logic for the LSAT. Teaching Philosophy 29 (2):125-155.
Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell (2007). Cheating During the College Years: How Do Business School Students Compare? [REVIEW] Journal of Business Ethics 72 (2):197 - 206.
Freddy Mortier (1995). Separate Values Education and Moral Development in Flemish Secondary Schools. Journal of Moral Education 24 (4):409-426.
Karin Høst, Daniel Brugman, Louis Tavecchio & Leo Beem (1998). Students' Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere. Journal of Moral Education 27 (1):47-70.
E. D. Hirsch (2006). The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Houghton Mifflin.
Trevor Gale (2001). Under What Conditions? Including Students with Learning Disabilities Within Australian Classrooms. Journal of Moral Education 30 (3):261-272.
James R. Maxeiner, More Than Just Law School: Global Perspectives on the Place of the Practical in Legal Education.
Michael Hand & Joanne Pearce (2009). Patriotism in British Schools: Principles, Practices and Press Hysteria. Educational Philosophy and Theory 41 (4):453-465.
Debbie Whittaker (2008). Philosophy in Schools. Questions 8:2-2.
Amy T. Campbell (2012). Teaching Law in Medical Schools: First, Reflect. Journal of Law, Medicine and Ethics 40 (2):301-310.
S. R. Premeaux (2005). Undergraduate Student Perceptions Regarding Cheating: Tier 1 Versus Tier 2 AACSB Accredited Business Schools. [REVIEW] Journal of Business Ethics 62 (4):407 - 418.
Maralee Harrell (2012). Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy. Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
Added to index2010-12-22
Total downloads2 ( #246,545 of 739,346 )
Recent downloads (6 months)1 ( #61,538 of 739,346 )
How can I increase my downloads?