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dc.contributor.advisorHellerstedt, Andreas
dc.date.accessioned2020-11-26T15:47:45Z
dc.date.available2020-11-26T15:47:45Z
dc.date.created2018
dc.identifier.isbn978 90 4853 510 1
dc.identifier.otherhttps://www.jstor.org/stable/j.ctv5npkbw
dc.identifier.urihttp://hdl.handle.net/20.500.12010/16070
dc.description.abstractIntroducing the theme of the volume, this chapter starts from the question posed in Plato’s Meno: can virtue be taught, and if so, how? It considers changing views on virtue from the ancient world to the Enlightenment and the role virtue, as a concept, played in social, political, and religious contexts. It highlights the differences between philosophical traditions, but stresses the relevance of the study of virtue ethics in its historical context for the understanding of societies in the premodern world. Furthermore, this chapter connects virtue ethics to other important fields of study, such as the history of emotion, gender, and social identities.spa
dc.format.extent335 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherAmsterdam University Pressspa
dc.subjectVirtue Ethicsspa
dc.subjectEducationspa
dc.titleVirtue ethics and education from late antiquity to the eighteenth centuryspa
dc.subject.lembÉticaspa
dc.subject.lembReligión y moralspa
dc.subject.lembBien y malspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.localAbierto (Texto Completo)spa
dc.identifier.doi10.5117/9789462984448
dc.type.coarhttp://purl.org/coar/resource_type/c_2f33spa
dc.rights.creativecommonshttp://creativecommons.org/licenses/by-nc-nd/3.0


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