Abstract

This article investigates some of the didactic aspects of Leibniz’s encyclopedic project by asking how it could contribute to the development of a new intellectual ethos. Most commentators acknowledge that the encyclopedia was intimately linked to educational concerns. But they do not take sufficiently into account the implications this has for the concrete exposition of the encyclopedia, but subordinate the didactic aspect to the demonstrative one. I argue how the encyclopedic order was not just demonstrative, but also conceived so as to facilitate learning and stimulate further research by helping intellectuals acquire good scientific habits.

pdf

Additional Information

ISSN
1086-3222
Print ISSN
0022-5037
Pages
pp. 237-259
Launched on MUSE
2014-05-07
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.