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The author turns from his earlier preoccupation with tracing the reception, and influence upon dialectic teaching of Rudolph Agricola's De inventione dialectica , to a consideration of the circumstances which led to its achieving its quite remarkable curricular centrality. He remains convinced of the intrinsic originality and brilliance of the De inventione dialectica as a contribution to an emerging logic of plausibility. The question the author explores is: what is the actual relationship between such praise, and the detailed development in the early sixteenth century of a curricular programme for humanist education in Europe - a transforming of humanism into a liberal arts 'discipline' - one of whose figureheads Agricola became? The author argues that in the somewhat haphazard process of 'disciplining' humanism, Rudolph Agricola's position as a landmark figure for sixteenth-century pedagogy is in part at least a historical accident. Keywords: De inventione dialectica ; Europe humanist education; Rudolph Agricola influence
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