 |
|
|
Item Details
| Title:
|
THE CAMBRIDGE TRANSLATIONS OF MEDIEVAL PHILOSOPHICAL TEXTS
VOLUME 2, ETHICS AND POLITICAL PHILOSOPHY |
| By: |
Arthur Stephen McGrade (Editor), John Kilcullen (Editor), Matthew Kempshall (Editor) |
| Format: |
Hardback |
| List price:
|
£82.00 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
0521236258 |
| ISBN 13: |
9780521236256 |
| Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
| Pub. date: |
30 October, 2000 |
| Series: |
The Cambridge Translations of Medieval Philosophical Texts |
| Pages: |
678 |
| Translated from: |
Latin |
| Description: |
The long-awaited second volume, contains seventeen major texts in ethics and political thought. |
| Synopsis: |
The eagerly-awaited second volume of The Cambridge Translations of Medieval Philosophical Texts will allow scholars and students access for the first time in English to major texts in ethics and political thought from one of the most fruitful periods of speculation and analysis in the history of western thought. Beginning with Albert the Great, who introduced the Latin west to the challenging moral philosophy and natural science of Aristotle, and concluding with the first substantial presentation in English of the revolutionary ideas on property and political power of John Wyclif, the seventeen texts in this anthology offer late medieval treatments of fundamental issues in human conduct that are both conceptually subtle and of direct practical import. Special features of this volume include copious editorial introductions, an analytical index, and suggestions for further reading. This is an important resource for scholars and students of medieval philosophy, history, political science, theology and literature. |
| Illustrations: |
index, further reading |
| Publication: |
UK |
| Imprint: |
Cambridge University Press |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|