Studies in the History of Educational Theory. Vol. 1: Artifice and Nature, 1350-1765.

From the library of Prof. Wolfgang Haase, long-time editor of ANRW and the International Journal of the Classical Tradition (IJCT). - Spine of jacket bleached, otherwise very good and clean. / Umschlagr�cken verblichen, sonst sehr gut und sauber. - Contents: Introduction -- PART ONE. THE HUMANISTS: �WORDS� -- 1. �A Chattering Flock�: the Humanist Experience -- 2. �Fashioned not Born�: Erasmus -- 3. �A Graceful and Nonchalant Spontaneity�: Castiglione -- 4. �The Governor�: Sir Thomas Elyot -- 5. �A Knowledge of Nature�: Vives -- 6. �Que Syais-je?�: Montaigne -- PART TWO. THE EMPIRICS: �THINGS� -- 7. �Heaven Here�: the Coming of Science -- 8. �Knowledge is Power�: Francis Bacon -- 9. �Celestial Agriculture�: Comenius -- 10. �The Under-labourer� in Courtly Clothes: Locke -- 11. �The Disenchantment of the European Mind�: the Enlightenment -- 12. �The Mountain Goat, not the Ballet Dancer�: Rousseau -- Conclusion -- Short Biographies of the Main Theorists -- Select Bibliography -- Index. - The aim of this book is not to provide a conventional Cook�s Tour to educational theorising through the centuries, but to examine certain key theorists in depth so as to afford some insight into cultural change as reflected particularly in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of �artifice� and �nature�. It is clear, for instance, that the injunction voiced by practically every seventeenth century writer on education, �Things, not Words� reflects a profound cultural reorientation; and the exploration of the significance of the phrase leads back into the stylistic and rhetorical concerns of the humanists and forward into the new empirical and scientific concern for the material world. This change is also witnessed in a subtle readjustment of the relationship between the allied notions of�artifice�and �nature�, a theme which is fully explored in the book, and which gives it its title. Thus the essays on the various theorists - Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau - can be read separately; but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. This volume concludes with Rousseau who, in the words of the author, forms �both an end and a beginning�. A further volume will bring the material down to the present day. The fundamental aim of the work will be not only to chronicle a historical development but, in the process of doing so, reveal much that may deepen our understanding of contemporary educational dilemmas. This literature of theorising has been for too long neglected in the United Kingdom, for it forms an essential propaedeutic to any serious study of education in our own times. The author here reveals it not as an arid catalogue of views but in all its cultural richness. The author is himself well known as an educational theorist who has published many books and articles in the field during the last thirty years as well as a good deal of literary criticism. The breadth of his interests ensures the comprehensiveness of the treatment, which affiliates educational theory to the main stream of intellectual and cultural history. It should be of interest to all students of and lecturers in education in colleges and universities, and at the same time appeal to all those interested in the development of European culture. ISBN 0043700926