Pedagogy and Power: Rhetorics of Classical Learning (Ideas in Context)
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This book examines ideals of classical learning in order to make a significant and provocative contribution to current and past discussions on the role of education in society--why we teach and learn what we do. Essays by classicists, historians, philosophers and literary scholars argue for seeing the history of ancient education as an aspect of political theory and history, the figure of the teacher and of the student being inevitably implicated in various structures of intellectual, social and political authority.
an obscure writer on agriculture. Morshead has also checked in the dictionary, but chooses to demonstrate his learning by having the 'looker-out' investigate the word on the spot. This formal role of 'dictionary monitor' reflects the important part played by the Greek and Latin dictionaries in the life of this sixth-form classroom, in which pupils were assumed to have mastered the elements of grammar and syntax and to be on the verge of serious scholarship (in the photograph [Plate 1], the
remained the exception rather than the rule. Until 1896 women could attend university lectures in Prussia only with the special permission of the Minister for Education; after 1896 they might apply directly to the university authorities.54 They were not allowed to be matriculated for degrees, although in Berlin Helene Lange and her associates were already running privately-funded courses to prepare women for school-leaving examinations (often taken in Switzerland) that would enable them to study
English Renaissance came to share a political and intellectual and stylistic self-concept, rather than the limited military one of the armed knight. . . . The combative chivalric ideology of moralized force was altered by new cooperative pressures of nationally centralized life; problems of power once solved by force were now submitted to a rule of words, of laws and principles that often seemed to the old order to be effete fraud and trickery. . . . English adoption of these ideas aroused a
the consensus drawn out by Whigham about the effects of education provides a convenient axis of cultural differentiation for the plotting of 3 4 5 For instances of both the strengths and the limitations of the former kind of work see The Varieties of British Political Thought, ijoo-1800, eds. J. G. A. Pocock, G. J . Schochet and L. G. Schwoerer (Cambridge, 1993). For the latter kind of work see K. Sharpe, Criticism and Complement: the Politics of Literature in the England of Charles
political spaces between Oxford and the court. So much is implied, in fact, in the opening acts of the play itself, where the confrontation between Wolsey and Buckingham Ibid., in. 2. 431-48; p. 203. Ibid., 1. 1. 120, 122-3, l3&- For Cranmer's prophecy see v. 4. 14-75. The college at Ipswich was a college of secular canons with a school attached, founded in 1528 by the appropriation of local churches and the suppression of local monasteries - acts approved both by Pope Clement and Henry vm. It