MARC Record from Marygrove College

LEADER: 04626cam a2200805 i 4500
001 ocm14214022
003 OCoLC
005 20191109071233.3
008 860822s1986 mau b 001 0 eng
010 $a 86022842
040 $aDLC$beng$erda$cDLC$dNLGGC$dBTCTA$dLVB$dYDXCP$dZWZ$dGBVCP$dOCLCO$dOCLCF$dOCLCQ$dOCLCO$dALAUL$dOCLCO$dTLE$dOCL$dOCLCO$dOCL$dOCLCQ$dCSJ$dDHA$dOCLCQ$dCCH$dOCLCA$dOCLCQ
019 $a492771688
020 $a0674324609$q(hbk.)
020 $a9780674324602$q(hbk.)
029 1 $aAU@$b000004851235
029 1 $aAU@$b000021768732
029 1 $aDEBSZ$b017596130
029 1 $aGBVCP$b021130973
029 1 $aHEBIS$b019796919
029 1 $aNZ1$b3278305
029 1 $aYDXCP$b535676
029 1 $aZWZ$b076031632
035 $a(OCoLC)14214022$z(OCoLC)492771688
043 $aew-----
050 00 $aLA106$b.G73 1986
082 00 $a370.11/2/094$219
084 $a15.70$2bcl
084 $a81.01$2bcl
049 $aMAIN
100 1 $aGrafton, Anthony,$eauthor.
245 10 $aFrom humanism to the humanities :$beducation and the liberal arts in fifteenth- and sixteenth-century Europe /$cAnthony Grafton & Lisa Jardine.
246 30 $aEducation and the liberal arts in fifteenth- and sixteenth-century Europe
264 1 $aCambridge, Mass. :$bHarvard University Press,$c©1986.
300 $axvi, 224 pages ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 0 $aIntroduction ---- 1. The school of Guarino --- 2. Women humanities --- 3. Humanism in the universities 1 --- 4. Humanities in the Universities --- 5. The new subject --- 6. Northern methodical humanism --- 7. Pragmatic humanism ---- Conclusion.
520 1 $aAnthony Grafton is professor of history at Princeton University. Lisa Jardine is fellow of Jesus College and university lecturer in English, Cambridge University. This book is the result of a 10-year collaboration begun when both were visiting scholars at Cornell University and discovered they shared similar approaches to the history of education. ... At the outset, the authors situate their enterprise within the broader movement of historians of education who reject the simpleminded notion that Renaissance humanists triumphed over medieval educational models by the sheer force of the intellectual freedom their ideas unleashed. Through case studies that examine leading early humanist teachers and representative classroom materials, Grafton and Jardine argue that humanist education triumphed neither because it was more creative than medieval education nor because it was better suited to the practical needs of fifteenth-century Europe. Rather, they argue, it triumphed because it better matched the new European society that was taking shape, which the authors characterize as more closed, hereditary, elitist, and in search of models of culture that would produce docility toward authority. -- from http://www.jstor.org/ (Jan. 15, 2016).
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aEducation, Humanistic$zEurope$xHistory.
650 0 $aEducation$zEurope$xHistory$y15th century.
650 0 $aEducation$zEurope$xHistory$y16th century.
650 0 $aHumanism$xHistory.
650 6 $aEducation humaniste$zEurope$xHistoire.
650 7 $aEducation.$2fast$0(OCoLC)fst00902499
650 7 $aEducation, Humanistic.$2fast$0(OCoLC)fst00903134
650 7 $aHumanism.$2fast$0(OCoLC)fst00963520
651 7 $aEurope.$2fast$0(OCoLC)fst01245064
650 17 $aHumanisme (cultuurgeschiedenis)$2gtt
650 17 $aArtes liberales.$2gtt
650 17 $aOnderwijs.$2gtt
650 7 $aArts libéraux$zEurope$y16e siècle.$2ram
650 7 $aArts libéraux$zEurope$y15e siècle.$2ram
650 7 $aHumanisme$zEurope$y16e siècle.$2ram
650 7 $aHumanisme$zEurope$y15e siècle.$2ram
650 7 $aÉducation humaniste$zEurope$xHistoire.$2ram
648 7 $a1400-1599$2fast
653 0 $aEducation, Humanistic$aEurope$aHistory
653 0 $aHumanism$aHistory
655 7 $aHistory.$2fast$0(OCoLC)fst01411628
700 1 $aJardine, Lisa,$eauthor.
776 08 $iOnline version:$aGrafton, Anthony.$tFrom humanism to the humanities.$dCambridge, Mass. : Harvard University Press, 1986$w(OCoLC)631641570
856 41 $3Table of contents$zhttp://193.52.215.193/cned2/PDF/grafton-jardine.pdf
938 $aBaker and Taylor$bBTCP$n86022842$c$27.50
938 $aYBP Library Services$bYANK$n535676
994 $a92$bERR
976 $a31927001022695