Hypatia 4 (1):9-27 (1989)

Abstract
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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DOI 10.1111/j.1527-2001.1989.tb00865.x
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References found in this work BETA

The Development of Logic.W. C. Kneale - 1962 - Oxford University Press.
A History of Formal Logic.I. M. Bocheński & Ivo Thomas - 1961 - Science and Society 27 (4):492-494.
Epistemology of the Sciences.Nicholas Jardine - 1988 - In Charles B. Schmitt, Quentin Skinner & Eckhard Kessler (eds.), The Cambridge History of Renaissance Philosophy. Cambridge University Press. pp. 685--711.
A History of Formal Logic.Józef M. Bocheński - 1961 - Notre Dame, Ind., University of Notre Dame Press.

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