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Record Nr. |
UNINA9910574054703321 |
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Autore |
Muir James R. |
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Titolo |
Isocrates [[electronic resource] ] : Historiography, Methodology, and the Virtues of Educators / / by James R. Muir |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
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ISBN |
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9783031009716 |
9783031009709 |
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Edizione |
[1st ed. 2022.] |
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Descrizione fisica |
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1 online resource (142 pages) |
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Collana |
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SpringerBriefs on Key Thinkers in Education, , 2211-9388 |
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Disciplina |
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Soggetti |
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Education - Philosophy |
Education - History |
Philosophy |
Educational Philosophy |
Philosophy of Education |
History of Education |
Filosofia de l'educació |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Chapter 1. Isocrates and the History of Educational Ideas: Deficiencies of Educationist Historiography -- Chapter 2. First Philosophy in Educational Thought: The Four Questions and Two Methods -- Chapter 3. Against the Sophists: the First Virtues of the Educator and the Limits of Education. |
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Sommario/riassunto |
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Isocrates is one of the most remarkable and influential figures in the history of human thought. The influence of his ideas in the history of historical writing, rhetoric, the visual arts, music, religion and theology, political science, philosophy and, above all, educational philosophy and practice in Europe, Australia, North America, North Africa, and the Middle East are well established and widely known. This book argues careful study of the educational philosophy of Isocrates and its legacy can contribute to an improved understanding of the historiography of educational thought, his distinctive normative methodology in both |
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political and educational philosophy, and his arguments about the primary importance of the virtues of self-knowledge and realistic self-appraisal for educational philosophers and practitioners. At a time when educational philosophy has an increasingly precarious academic existence and educationists are actively seeking new historiographical and methodological approaches to the philosophical study of education, there is much to be gained by recovering and reevaluating the historiography and normative methodology of Isocrates and the role they play in educational discourse and practice today. . |
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