Reason and Rhetoric in the Philosophy of Hobbes by Quentin Skinner

By Quentin Skinner

This significant paintings from Quentin Skinner offers a primary reappraisal of the political concept of Hobbes. utilizing, for the 1st time, the total diversity of manuscript in addition to published resources, it records a wholly new view of Hobbes' highbrow improvement, and reexamines the shift from a humanist to a systematic tradition in ecu ethical and political inspiration. by way of analyzing Hobbes' philosophy opposed to the heritage of his humanist schooling, Professor Skinner rescues this such a lot tough and difficult of political philosophers from the highbrow isolation within which he's so frequently mentioned.

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For their influence on education see McConica 1965, pp. 76-105; Simon 1979, pp. 63-73, 102-14; Grafton and Jardine 1986, pp. 136-57. For humanism in school curricula see Dowling 1986, pp. 112-39. For the date of this text see McGregor 1978, p. 662, and for a full analysis see Chomarat 1981, pp. 406-17. On the founding of St Paul's School see Lupton 1909, pp. 154-77, and Simon ! 979> PP- 73~8o. On Erasmus and Colet see Baldwin 1944, 1, pp. 118-33. Colet's statutes are printed in Lupton, 1909, appendix 1, pp.

By contrast, 'the infelicity of our time and country' is such that we have no alternative but to begin as early as possible to learn the classical languages. Without acquiring these preliminary skills, we can never hope to enter the house of humane learning and thereby 'attain to wisdom and gravity'. If the humanists genuinely regretted this difficulty, it might be wondered why they did not devote more energy to translating the wisdom of the ancients into modern English. 53 But they also managed to persuade themselves at an early stage that the study of Latin and Greek provides an incomparable training for the mind, a view destined to enjoy an extraordinary longevity in English educational thought.

2, fo. I4V. Vives 1913, p . 4 8 . A s c h a m 1970b, p . 293. A s c h a m 1970b, p . 213. 32 The study of rhetoric the needs of Elizabethan schoolmasters and their charges. According to all the other educational theorists we have cited, the list of classical writings on the ars rhetorica suitable for use in schools is almost exclusively a list of Roman texts. 123 The range of these set books is liable to strike a modern reader as impossibly demanding. 124 It is important to remember, however, that the humanists drew a sharp distinction between a schoolmaster's duty to read to his pupils and his pupils' duty to read for themselves.

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