dc.contributor.advisor | Hellerstedt, Andreas | |
dc.date.accessioned | 2020-11-26T15:47:45Z | |
dc.date.available | 2020-11-26T15:47:45Z | |
dc.date.created | 2018 | |
dc.identifier.isbn | 978 90 4853 510 1 | |
dc.identifier.other | https://www.jstor.org/stable/j.ctv5npkbw | |
dc.identifier.uri | http://hdl.handle.net/20.500.12010/16070 | |
dc.description.abstract | Introducing 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.extent | 335 páginas | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.publisher | Amsterdam University Press | spa |
dc.subject | Virtue Ethics | spa |
dc.subject | Education | spa |
dc.title | Virtue ethics and education from late antiquity to the eighteenth century | spa |
dc.subject.lemb | Ética | spa |
dc.subject.lemb | Religión y moral | spa |
dc.subject.lemb | Bien y mal | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.local | Abierto (Texto Completo) | spa |
dc.identifier.doi | 10.5117/9789462984448 | |
dc.type.coar | http://purl.org/coar/resource_type/c_2f33 | spa |
dc.rights.creativecommons | http://creativecommons.org/licenses/by-nc-nd/3.0 | |