Abstract
The themes of this chapter were first presented in the framework of a panel with a fascinating title – Socrates, Salamanca and Science: Historical and Humanist Motifs in Comparative Education 1 – that, I believe, poses extremely stimulating queries, pointing to a highly topical line of research. Understanding what relationship educational studies, and comparative education in primis, can forge with the tradition of humanistic studies; identifying the critical urgencies of this relationship and observing its limitations and its potential: nowadays all these issues go beyond a single disciplinary field to address a wider concept of culture and, inevitably, of the human being.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Borradori, G. (1988). Recoding metaphysics. The new Italian philosophy. Evanston, IL: Northwestern University Press.
Bergson, H. (2002). Good sense and classical studies. In K. Ansell–Pearson & Mullarkey, Key Writings (pp. 345–353). London: Continuum.
Bruni, L. (1912). De Studiis et Litteris. In W. H. Woodward (Ed.), Vittorino da Feltre and other humanist educators (pp. 119–133). Cambridge: Cambridge University Press.
Cowen R. (1996). Last Past the Post: Comparative education, modernity and perhaps post–modernity. Comparative Education 32(2), 151–170.
Cowen, R. (2010).Transfer, translation and transformation: Re–thinking a classic problem of comparative education. In A. R. Paolone (Ed.), Education between boundaries.Comparazione, etnografia, educazione (pp. 43–53). Padova: Imprimitur Editrice.
Descartes, R. (2009). Discourse on the method of rightly conducting the reason and seeking the truth in the sciences. In C. V. Eliot (Ed.), French and English philosophers: Descartes, Voltaire, Rousseau, Hobbes. New York, NY: Cosimo Classics – The Five Foot Shelf of Classics, Vol. XXXIV [1910].
Eyquem de Montaigne, M. (1603). The Essayes or Morall, Politike and Millitarie Discourses (Florio, I. trans). London: Val. Sims for Edward Blount dwelling in Paules churchyard.
Foglia, M. (2011). Montaigne, pédagogue du jugement. Paris: Classiques Garnier.
Fraser, S. (1964). Jullien’s plan for comparative education 1816–1817. New York, NY:Columbia University Press.
Fumaroli, M. (1999). Postface. In M. Fumaroli. (Ed.), Histoire de la rhétorique dans l’Europe moderne 1450–195 (1283–1296). Paris: Presses Universitaires de France.
Gargani, A. (1979).Crisi della ragione. Nuovi modelli nel rapporto tra sapere e attività umane. Milano: Einaudi.
Gentili, D. (2012). Italian Theory. Dall’operaismo alla biopolitica. Bologna: il Mulino – Istituto Italiano di Scienze Umane.
Goyet, F. (2012). Considération, Circonstances et Circonspection. In Berriot–Salvadore, C. Pascal C., F. Roudaut F. & T. Tran (Eds.), La Vertu de prudence entre Moyen Âge et âge classique (pp. 137–170). Paris: Classiques Garnier.
Gray, J. (2007). Enlightenment’s Wake. Politics and culture at the close of modern age. With an introduction by author. London and New York: Routledge Classic.
Guicciardini, F. (1999). Ricordi. Milano: Garzanti Editore.
Habermas, J. (1981). Modernity versus Postmodern. New German Critique 22, 3–14.
Habermas, J. (1983). Modernity – An Incomplete project. In H. Foster (Ed.), The Anti–Aesthetic. Essays on postmodern culture (pp. 3–15). Port Townsend: Bay Press.
Habermas, J. (2011). Zur Verfassung Europas. En Essay. Berlin: Suhrkamp [It. trans. Id. (2012). Questa Europa è in crisi. Roma–Bari: Laterza].
Habermas, J. (2012). Contribution pour une constitution démocratique de l’Europe. In Y. C. Zarka (Ed.), Refaire l’Europe. Avec Jürgen Habermas (pp. 53–70). Paris: Presses Universitaires de France.
Kaloyannaki, P. & Kazamias, A. M. (2009). The modernist beginnings of comparative education: The proto–scientific and the reformist–meliorist administrative motif. In R. Cowen & A. M. Kazamias (Ed.), International handbook of comparative education (pp. 11–36). Dordrecht–Heidelberg–London–New York: Springer.
Kant, I. (2003). An answer to the question: What is enlightenment? In H. S. Reiss (Ed.), Political Writings (pp. 54–60). Cambridge: Cambridge University Press.
Kazamias, A. M. (2009). Forgotten men, forgotten themes: the historical–philosophical–cultural and liberal humanist motif in comparative education. In R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative education (pp. 37–58). Dordrecht–Heidelberg–London–New York: Springer.
Leopardi, G. (2002). Thoughts. London: Hesperus Press – Hesperus Classics.
Lyotard, J–F. (1979). La condition postmoderne. Rapport sur le Savoir. Paris: Les Éditions de Minuit
Lyotard, J–F. (1993). Fable Postmoderne. In Id., Moralités postmodernes. Paris: Éditions Galilée.
MacIntyre, A. (1981). After Virtue. London: Duckworth.
MacIntyre, A. (1990). Three Rival Versions of Moral Inquiry: Encyclopaedia, Genealogy and Tradition. London: Duckworth.
Morin, E. (1973). Le paradigme perdu: la nature humaine. Paris: Edition du Seuil.
Morin, E. (2000). Les Sept Savoirs nécessaires à l’éducation du futur. Paris: Edition du Seuil.
Morin, E. (2011). La voie. Pour l’avenir de l’humanité. Paris: Fayard.
Nietzsche, F. (1967). The will to power. New York: Vintage Books Edition.
Palomba, D. (2011). Gli studi comparativi in educazione. Un’introduzione storico–critica. Educational, Cultural and Psychological Studies Journal (ECPS) 4, 29–45.
Perelman, C. (1979). The Philosophy of Pluralism and the New Rhetoric. In The New Rhetoric and the Humanities. Essays on Rhetoric and its Applications (pp. 62–72). London: D. Reidel Publishing Company.
Pico Della Mirandola, G. (1998).On the Dignity of Man. In On the Dignity of Man (pp. 1–34). Indianapolis: Hackett Publishing Company.
Pierpaolo, A. & Mussgnug, F. (2009).Postmodern Impegno. Ethics and commitment in contemporary Italian culture. Bern: Peter Lang.
Quondam, A. (2010). Le forme del vivere. L’etica del gentiluomo e i moralisti italiani. Bologna: il Mulino.
Raimondi, E. (2002). La retorica d’oggi. Bologna: il Mulino.
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton: Princeton University Press.
Rossi, P. (2009). Paragone degli ingegni moderni e postmoderni. Bologna: il Mulino.
Steiner, G. (2001). Grammars of creation. New Haven: Yale University Press.
Toulmin, S. (1990). Cosmopolis. The hidden agenda of modernity. Chicago: The University of Chicago Press.
Toulmin, S. (2001). Return to Reason. Cambridge: Harvard University Press.
Verdi, G. (2006). Autobiografia dalle lettere. Milano: Biblioteca Universale Rizzoli.
Vico, G. (1990). De nostri temporis studiorum ratione. In Id., Opere (pp. 87–215). Milano: Arnoldo Mondadori Editore.
Vickers, B. (1988). In Defence of Rhetoric. Oxford: Oxford University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Cappa, C. (2014). Complexity of History–Complexity of the Human Being. Education, Comparative Education, and Early Modernity. In: Vega, L. (eds) Empires, Post-Coloniality and Interculturality. The CESE Series. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-731-5_3
Download citation
DOI: https://doi.org/10.1007/978-94-6209-731-5_3
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-731-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)