001447341 000__ 03356cam\a2200517Ii\4500
001447341 001__ 1447341
001447341 003__ OCoLC
001447341 005__ 20230310004113.0
001447341 006__ m\\\\\o\\d\\\\\\\\
001447341 007__ cr\cn\nnnunnun
001447341 008__ 220608s2022\\\\sz\a\\\\o\\\\\000\0\eng\d
001447341 019__ $$a1325646560
001447341 020__ $$a9783031009716$$q(electronic bk.)
001447341 020__ $$a3031009711$$q(electronic bk.)
001447341 020__ $$z9783031009709
001447341 020__ $$z3031009703
001447341 0247_ $$a10.1007/978-3-031-00971-6$$2doi
001447341 035__ $$aSP(OCoLC)1327696715
001447341 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dYDX$$dEBLCP$$dOCLCF$$dOCLCQ
001447341 049__ $$aISEA
001447341 050_4 $$aLB85.I7
001447341 08204 $$a370.1$$223/eng/20220608
001447341 1001_ $$aMuir, James R.,$$eauthor.
001447341 24510 $$aIsocrates :$$bhistoriography, methodology, and the virtues of educators /$$cJames R. Muir.
001447341 264_1 $$aCham :$$bSpringer,$$c[2022]
001447341 264_4 $$c©2022
001447341 300__ $$a1 online resource (x, 134 pages) :$$billustrations.
001447341 336__ $$atext$$btxt$$2rdacontent
001447341 337__ $$acomputer$$bc$$2rdamedia
001447341 338__ $$aonline resource$$bcr$$2rdacarrier
001447341 4901_ $$aSpringerBriefs in education. SpringerBriefs on key thinkers in education,$$x2211-9388
001447341 5050_ $$aChapter 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.
001447341 506__ $$aAccess limited to authorized users.
001447341 520__ $$aIsocrates 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 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. .
001447341 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 8, 2022).
001447341 60000 $$aIsocrates.
001447341 650_0 $$aEducation$$xPhilosophy.
001447341 655_0 $$aElectronic books.
001447341 77608 $$iPrint version: $$z3031009703$$z9783031009709$$w(OCoLC)1305913918
001447341 830_0 $$aSpringerBriefs in education.$$pKey thinkers in education.$$x2211-9388
001447341 852__ $$bebk
001447341 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-00971-6$$zOnline Access$$91397441.1
001447341 909CO $$ooai:library.usi.edu:1447341$$pGLOBAL_SET
001447341 980__ $$aBIB
001447341 980__ $$aEBOOK
001447341 982__ $$aEbook
001447341 983__ $$aOnline
001447341 994__ $$a92$$bISE