Resumen de Actions speak louder than words: an application of intentionality to educational history 2
This essay completes the third of a mini-series of articles published in this journal, designed to elucidate the methodology of Quentin Skinner and its application to the history of education. We have previously described the methodological framework that underpins our work and, subsequently, the first part of Skinner's 'prescription' which concerns itself with understanding the convergence (or not) of an author's terminological usage with contemporary literature which Skinner refers to as locutionary meaning.
