Isocrates: Historiography, Methodology, and the Virtues of Educators (SpringerBriefs on Key Thinkers in Education)

Acknowledgments
Contents
1 The Political Philosophy of Isocrates: Paideia, Discourse, and Justice
	1.1 Introduction
	1.2 Intention
	1.3 Historiography in Educational Studies
	1.4 Recent Isocrates Scholarship: Two Approaches to Hermeneutics and Historiography
	References
2 Isocrates and the History of Educational Ideas: Deficiencies of Educationist Historiography
	2.1 Isocrates and Non-educationist Historiography: The Evidence of Isocrates’ Importance
	2.2 Deficiencies of Educationist Historiography I: “Consensus” Replaced Historical Evidence
	2.3 Deficiencies of Educationist Historiography II: Defining History Replaced the Study of History
	2.4 Deficiencies of Educationist Historiography III: Hermeneutics and Isocrates
	2.5 The Result of the Deficiencies of Educationist Historiography: Hirst’s History of the Liberal Arts
	2.6 If We Ignore Everyone Else, Then Aristotle Must Have Been First
	2.7 How to Remain in the Dark About the Myth of “The Dark Ages”
	2.8 When Renaissance Educational Thinkers Said “Isocrates,” They Must Have Meant “Aristotle”
	2.9 Return to Condorcet: Recognizing and Admitting Error is a Precondition of Progress
	References
3 First Philosophy in Educational Thought: The Four Questions and Two Methods
	3.1 The Four Questions of Educational Philosophy
	3.2 Question 1: What Is the Logical Structure of Education?
	3.3 Question 2: What Is the Nature of Education?
	3.4 Questions 3 and 4: What Are the Normative Methods and Value of Education?
		3.4.1 Two Kinds of Political Doctrine: Empirical and Inductive Versus A Priori and Deductive
	3.5 Inductive-Empirical Versus Deductive-Rationalist Political Doctrines: The Problem of Individuality
	3.6 Abstract Agents, Abstract Reasoning and Coercion in Deductive-Rationalist Political Theory
	3.7 A Specific Example: From Kant’s Moderate Enlightenment to American Compulsory Liberalism
	3.8 Education and Academic Deductive-Rationalist Liberalism: Coercive Habituation
	3.9 Isocrates’ Alternative Method in Political Doctrine: Experience, History, and Induction
		3.9.1 Schematic 1: Inductive-Empirical Method
		3.9.2 Schematic 2: Formulating the Normative Axiom in IE Normative Method
	References
4 Against the Sophists: The First Virtues of the Educator and the Limits of Education
	4.1 What Educators Claim They Can Achieve Versus What Educators Actually Do Achieve
	4.2 From the Promise of Autonomous Virtue to the Demand for Submission to Authority
	4.3 Authoritarian Factions and the Erosion of Citizenship in Education
	4.4 Self-knowledge of the Educators and What Education Can Actually Achieve
	4.5 The Heart of Eristic Argument: Knowing Words but not What the Words Refer to
	4.6 Human Nature and the Limits of Education
	4.7 The Teachers of Political Discourse: Speaking Power to Truth
	4.8 Isocrates on the Good Educator: Self-knowledge and Moderation
	4.9 An Ending and a Beginning
	References