Based on the study of over 500 surviving manuscript school books, this comprehensive 2001 study of the curriculum of school education in medieval and Renaissance Italy contains some surprising conclusions. Robert Black's analysis finds that continuity and conservatism, not innovation, characterize medieval and Renaissance teaching. The study of classical texts in medieval Italian schools reached its height in the twelfth century; this was followed by a collapse in the thirteenth century, an effect on school teaching of the growth of university education. This collapse was only gradually reversed in the two centuries that followed: it was not until the later 1400s that humanists began to have a significant impact on education. Scholars of European history, of Renaissance studies, and of the history of education will find that this deeply researched and broad-ranging book challenges much inherited wisdom about education, humanism and the history of ideas.

Authored by some of the most preeminent Renaissance scholars active today, the essays of this volume give fresh and illuminating analyses of important aspects of Renaissance humanism, such as the time and causes of its origin, its connection to the papal court and medieval traditions, its classical learning, its religious and literary dimensions, and its dramatis personae. Their interpretations are varied to the point of being contradictory. The essays bear the imprint of the work of the eminent scholars of the second half of the twentieth century, especially Kristeller’s, and demonstrate an awareness of the various modes of critical inquiry that have prevailed in recent years. As such they are an important exemplar of current scholarship on Renaissance humanism and are, therefore, indispensable to the scholar who wishes to explore this pivotal cultural movement. Contributors include: Robert Black, Alison Brown, Riccardo Fubini, Paul F. Grendler, James Hankins, Eckhard Kessler, Arthur F. Kinney, Angelo Mazzocco, Giuseppe Mazzotta, Massimo Miglio, John Monfasani, Charles G. Nauert, and Ronald G. Witt.

A compelling examination of how a religious brotherhood administered charity in its local community and acted as mediator between provincial elites and the early modern state. Civic Christianity in Renaissance Italy explores the often subtle and sometimes harsh realities of life on the Venetian mainland. Focusing on the confraternity of Santa Maria dei Battuti and its Ospedale, the book addressesa number of well-established and newly articulated historiographical questions: the governance of territorial states, the civic and religious role of confraternities, the status of women and marginalized groups, and popular religious devotion. Adapting the objectives and methods of microhistory, D'Andrea has written neither a traditional history of political subjugation nor a straightforward survey of poor relief. Instead, thematic chapters survey the activities of a powerful religious brotherhood [Santa Maria dei Battuti] and document the interconnected local, regional, and international factors that fashioned the social world of Venetian subjects. Grounded in previously unexplored archival material, the book is an innovative study of the nexus between local religion and Venetian territorial power, providing scholars with this first scholarly monograph of the city that served as the keystone of Venice's mainland empire. This original approach to the critical relationship between provincial powers and the central government also contributes to other important areas of historical inquiry, including the history of popular religion, poor relief, medicine, and education. David D'Andrea is Associate Professor of History at Oklahoma State University.

The updated second edition of a highly readable synthesis of the major determining features of the Renaissance.

In recent decades, scholars have vigorously revised Jacob Burckhardt's notion that the free, untrammeled, and essentially modern Western individual emerged in Renaissance Italy. Douglas Biow does not deny the strong cultural and historical constraints that placed limits on identity formation in the early modern period. Still, as he contends in this witty, reflective, and generously illustrated book, the category of the individual was important and highly complex for a variety of men in this particular time and place, for both those who belonged to the elite and those who aspired to be part of it. Biow explores the individual in light of early modern Italy's new patronage systems, educational programs, and work opportunities in the context of an increased investment in professionalization, the changing status of artisans and artists, and shifting attitudes about the ideology of work, fashion, and etiquette. He turns his attention to figures familiar (Benvenuto Cellini, Baldassare Castiglione, Niccolò Machiavelli, Jacopo Tintoretto, Giorgio Vasari) and somewhat less so (the surgeon-physician Leonardo Fioravanti, the metallurgist Vannoccio Biringuccio). One could excel as an individual, he demonstrates, by possessing an indefinable nescio quid, by acquiring, theorizing, and putting into practice a distinct body of professional knowledge, or by displaying the exclusively male adornment of impressively designed facial hair. Focusing on these and other matters, he reveals how we significantly impoverish our understanding of the past if we dismiss the notion of the individual from our narratives of the Italian and the broader European Renaissance.

"The Oxford Handbook of Humanism aims to cover the history, the philosophical development, and the influence humanist thought and culture. As a system of thought that values human needs and experiences over supernatural concerns, humanism has gained greater attention amid the rapidly shifting demographics of religious communities, especially in Europe and North America. This outlook on the world has taken on global dimensions as well, with activists, artists, and thinkers forming a humanistic response not only to traditional religion, but to the pressing social and political issues of the 21st century. To address these areas, the chapters in this volume discuss humanism as a global phenomenon-an approach that has often been neglected in more Western-focused works. The Handbook will also approach humanism as both an opponent to traditional religion as well as a philosophy that some religions have explicitly adopted. Sections are divided into regional studies, intellectual histories, humanist organizations and movements, the impact on culture, humanism in the public arena, and influence of humanism on social issues. Keywords: Humanism, atheism, unbelief, free-thought, secularism, philosophy, religious studies, sociology, history"--

In Italian Readers of Ovid from the Origins to Petrarch, Julie Van Peteghem examines Ovid’s influence on Italian poetry from its beginnings, through Dante, to Petrarch, situating it within the history of reading Ovid in medieval and early modern Italy.

An authoritative account of the intellectual and educational history of the late Italian Renaissance. Twenty essays on major themes, institutions, and persons of the Italian Renaissance by one of its most distinguished living historians.

This volume is the first attempt to assess the impact of both humanism and Protestantism on the education offered to a wide range of adolescents in the hundreds of grammar schools operating in England between the Reformation and the Enlightenment. By placing that education in the context of Lutheran, Calvinist and Jesuit education abroad, it offers an overview of the uses to which Latin and Greek were put in English schools, and identifies the strategies devised by clergy and laity in England for coping with the tensions between classical studies and Protestant doctrine. It also offers a reassessment of the role of the 'godly' in English education, and demonstrates the many ways in which a classical education came to be combined with close support for the English Crown and established church. One of the major sources used is the school textbooks which were incorporated into the 'English Stock' set up by leading members of the Stationers' Company of London and reproduced in hundreds of thousands of copies during the seventeenth and eighteenth centuries. Although the core of classical education remained essentially the same for two centuries, there was a growing gulf between the methods by which classics were taught in elite institutions such as Winchester and Westminster and in the many town and country grammar schools in which translations or bilingual versions of many classical texts were given to weaker students. The success of these new translations probably encouraged editors and publishers to offer those adults who had received little or no classical education new versions of works by Aesop, Cicero, Ovid, Virgil, Seneca and Caesar. This fascination with ancient Greece and Rome left its mark not only on the lifestyle and literary tastes of the educated elite, but also reinforced the strongly moralistic outlook of many of the English laity who equated virtue and good works with pleasing God and meriting salvation.

The sixteenth century witnessed some of the most abrupt and traumatic transformations ever seen in European society and culture. Population growth strained the old fabric of community and economic relations. New supplies of precious metals from east and west re-wrote the rules of finance and commerce. Politics was dominated first by the gladiatorial struggle of two great Renaissance monarchs, then by the bitter and bloody entanglement of religion and politics. Society became more disciplined but also more fragmented. Yet this was also the age when the Renaissance became a European rather than just an Italian phenomenon, an age of art, architecture, and literature, of unprecedented reflection on the thinking person's role in government and civic life. It was the era of the Reformation and Catholic reform, when the ideals and priorities of the life of faith were examined and reshaped in the light of new readings of Scripture. For the first time Europeans not only learned more about the world beyond their continent; they reached out and grasped huge new overseas empires. Six leading scholars in their respective fields have here contributed their insights into the challenging and tumultuous sixteenth century. The economy, politics, society, and secular and religious thought all receive careful thematic treatment and analysis. A detailed picture also emerges of how Europeans made and managed their overseas empires. The volume challenges, tests, and revises the received wisdom of past accounts in the light of the most modern scholarship. The diverse experiences of regions of Europe often ignored, including the East and the Mediterranean, receive particular attention where their destinies were different from the more better-known experiences of France and Germany. Many clichés of textbook history, from the multiple 'revolutions' to the rise of the nation-states, emerge transformed from this account.