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101 0 $aeng
135   $aur|n|---|||||
181   $2rdacontent
182   $2rdamedia
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200 10$aEthical education in Plutarch $emoralising agents and contexts /$fSophia Xenophontos
210  1$aBerlin, [Germany] :$cDe Gruyter,$d2016.
210  4$d©2016
215   $a1 online resource (276 p.)
225 1 $aBeitra?ge zur Altertumskunde,$vBand 349
300   $aDescription based upon print version of record.
311   $a3-11-035036-X 
320   $aIncludes bibliographical references and indexes.
327   $tFrontmatter --$tContents --$tPreface --$tEditions, abbreviations, and other conventions --$tSymbols, orthography, and transliteration of Greek terms --$tIntroduction --$tChapter 1. Character change and character development in Plutarch: the significance of education in a range of settings --$tChapter 2. Moral education between parents and children --$tChapter 3. Moral training in the classroom --$tChapter 4. The marital chamber as a school for well-ordered comportment: women?s education --$tChapter 5. Politics as a site of moral education --$tChapter 6. Moralising in the military field: Plutarch and the ethics of generalship --$tChapter 7. Educating over wine: moral pedagogy in Plutarch?s Table Talk --$tConclusion --$tBibliography --$tIndex of names and topics --$tIndex of Plutarchan passages --$tIndex of passages in other authors
330   $aIn addition to being the author of the Parallel Lives of noble Greeks and Romans, Plutarch of Chaeronea (AD c.46-c.120) is widely known for his rich ethical theory, which has ensured him a reputation as one of the most profound moralists in antiquity and beyond. Previous studies have considered Plutarch's moralism in the light of specific works or group of works, so that an exploration of his overall concept of ethical education remains a desideratum. Bringing together a wide range of texts from both the Parallel Lives and the Moralia, this study puts the moralising agents that Plutarch considers important for ethical development at the heart of its interpretation. These agents operate in different educational settings, and perform distinct moralising roles, dictated by the special features of the type of moral education they are expected to enact. Ethical education in Plutarch becomes a distinctive manifestation of paideia vis-à-vis the intellectual trends of the Imperial period, especially in contexts of cultural identity and power. By reappraising Plutarch's ethical authority and the significance of his didactic spirit, this book will appeal not only to scholars and students of Plutarch, but to anyone interested in the history of moral education and the development of Greek ethics.
410  0$aBeitra?ge zur Altertumskunde ;$vBand 349.
606   $aEthics
606   $aMoral education
606   $aHISTORY / Ancient / Greece$2bisacsh
610   $aAncient ethics.
610   $aImperial period.
610   $aPlutarch.
610   $amoral education.
615  0$aEthics.
615  0$aMoral education.
615  7$aHISTORY / Ancient / Greece.
676   $a888.0108
700   $aXenophontos$b Sophia$01158401
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910798350003321
996   $aEthical education in Plutarch$92705512
997   $aUNINA