Language was the Italian humanists' stock-in-trade, rhetoric their core discipline. In this volume Professor Monfasani collects together his most important articles on these subjects. One group of these, including two review essays, focuses specifically on the humanist Lorenzo Valla and on his philosophy of language. The third section of the book opens out the coverage of Italian Renaissance cultural history and includes studies of several new texts - among them a description of the decoration of the Sistine Chapel, and a call for press censorship - and of the religious culture of mid-15th-century Rome. Le langage était l'instrumet de base des humanistes italiens, la rhétorique leur discipline de fond. Dans ce volume, le professeur Monfasani rassemble ses articles les plus importants sur le sujet . Un groupe d'entre eux, comprenant deux comptesrendus, se concentre spécifiquement sur l'humaniste Lorenzo Valla et sur sa philosophie du langage. La troisième section du recueil élargit le champ de connaissance de l'histoire culturelle de la Renaissance italienne et inclus des études de plusieurs textes nouveaus - parmi ceux-ci, une description de la décoration intérieure de la chapelle Sixtine et un appel à la censure de la presse -, ainsi que de la culture religieuse romaine au milieu du 15e siècle.

This book offers a new view of Italian Renaissance intellectual life, linking philosophy and literature as expressed in both Latin and Italian.

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.

The twelve essays in this new collection by John Monfasani examine how, in particular cases, Greek émigrés, Italian humanists, and Latin scholastics reacted with each other in surprising and important ways. After an opening assessment of Greek migration to Renaissance Italy, the essays range from the Averroism of John Argyropoulos and the capacity of Nicholas of Cusa to translate Greek, to Marsilio Ficino's position in the Plato-Aristotle controversy and the absence of Ockhamists in Renaissance Italy. Theodore Gaza receives special attention in his roles as translator, teacher, and philosopher, as does Lorenzo Valla for his philosophy, theology, and historical ideas. Finally, the life and writings of a protégé of Cardinal Bessarion, the Dominican friar Giovanni Gatti, come in for their first extensive study.

The concept of God's two kingdoms was foundational to Luther and subsequent Lutheran theology. Since the middle of the nineteenth century, that concept has been understood primarily as a political concept. But is a political reading of the two kingdoms a perversion of Luther's teaching? Leading Reformation scholar William Wright contends that those who read Luther politically and see in Luther a compartmentalized approach to Christian life are misreading the Reformer. Wright reassesses the original breadth of Luther's theology of the two kingdoms and the cultural contexts from which it emerged. He argues that Luther's two-kingdom worldview was not a justification for living irresponsibly on planet earth.

Language was the Italian humanists’ stock-in-trade, rhetoric their core discipline. In this volume Professor Monfasani collects together his most important articles on these subjects. One group of these, including two review essays, focuses specifically on the humanist Lorenzo Valla and on his philosophy of language. The third section of the book opens out the coverage of Italian Renaissance cultural history and includes studies of several new texts - among them a description of the decoration of the Sistine Chapel, and a call for press censorship - and of the religious culture of mid-15th-century Rome. Le langage était l’instrumet de base des humanistes italiens, la rhétorique leur discipline de fond. Dans ce volume, le professeur Monfasani rassemble ses articles les plus importants sur le sujet . Un groupe d’entre eux, comprenant deux comptesrendus, se concentre spécifiquement sur l’humaniste Lorenzo Valla et sur sa philosophie du langage. La troisième section du recueil élargit le champ de connaissance de l’histoire culturelle de la Renaissance italienne et inclus des études de plusieurs textes nouveaus - parmi ceux-ci, une description de la décoration intérieure de la chapelle Sixtine et un appel à la censure de la presse -, ainsi que de la culture religieuse romaine au milieu du 15e siècle.

Few eras took education so seriously or were so innovative in their approaches to schools and universities as the Renaissance. At the same time, religious and political concerns strongly influenced educational developments. This third volume of articles by Paul F. Grendler explores the close connections between education, religion, and politics at several levels and in different contexts. It combines detailed research into various kinds of schools with broad overviews of European and especially Italian education. The lead article compares Italian and German universities and assesses the impact of the Protestant Reformation on the latter. Even Erasmus, the great critic of university theologians, felt the need to acquire a doctorate in theology and did so. In Italy, the new schools of the Jesuits and the Piarists taught boys and young men gratis, but not without opposition. Two articles deal with students, the consumers of education. While teachers and students were most directly involved in schools and universities, ecclesiastical and political authorities, including the leaders of the Republic of Venice, the subject of the final study, kept a watchful eye on them.

From Giotto’s artistic revolution at the dawn of the fourteenth century to the scientific discoveries of Galileo in the early seventeenth, this book explores the cultural developments of one of the most remarkable and vibrant periods of history—the Italian Renaissance. What makes the period all the more amazing is that this flowering of the visual arts, literature, and philosophy occurred against a turbulent backdrop of civic factionalism, foreign invasions, war, and pestilence. The fifteen chapters move briskly from the Fall of the Roman Empire in the West through the growth of the Italian city-states, where, in the crucible of pandemic disease and social unrest, a new approach to learning known as humanism was forged, political and religious certainties challenged. Traversing the entire Italian Peninsula— Florence, Rome, Milan, Venice, Naples and Sicily—this book examines the rich regional diversity of Renaissance cultural experience and considers men’s and women’s lives, their changing social attitudes and beliefs across three centuries. This second edition has been updated throughout; it now contains dozens of color images and timelines, as well as links to the author's new companion book of primary sources, Voices from the Italian Renaissance. Readers will need no preliminary background on the subject matter, as the story is told in a lively, readable narrative. Interdisciplinary in nature, its characters are merchants, bankers, artists, saints, soldiers of fortune, poets, popes, and courtesans. With brief literary excerpts, first-hand accounts, maps, and illustrations that help bring the era to life, this is an ideal text for students in a college survey course, as well as for the interested general reader or traveler to Italy who is curious to learn more about the extraordinary heritage of the Renaissance.

It is common wisdom that language is culturally embedded. Cultural change is often accompanied by a change in idiom, in language or in ideas about language. No period serves as a better example of the formative influence of language on culture than the Renaissance. With the advent of humanism new modes of speaking and writing arose. But not only did classical Latin become the paradigm of clear and elegant writing, it also gave rise to new ideas about language and the teaching of it. Some scholars have argued that the cultural paradigm shift from scholasticism to humanism was causally determined by the rediscovery, study and emulation of the classical language, for learning a new language opens up new possibilities for exploring and describing one's perceptions, thoughts and beliefs. However, the vernacular traditions too rose to prominence and vied with Latin for cultural prestige. This volume, number XXIV in the series Groningen Studies in Cultural Change, offers the papers presented at a workshop on language and cultural change held in Groningen in February 2004. Ten specialists explore the multifarious ways in which language contributed to the shaping of Renaissance culture. They discuss themes such as the relationship between medieval and classical Latin, between Latin and the vernacular, between humanist and scholastic conceptions of language and grammar, translation from Latin into the vernacular, Jewish ideas about different kinds of Hebrew, and shifting ideas on the power and limits of language in the articulation of truth and divine wisdom. There are essays on major thinkers such as Nicholas of Cusa and Leonardo Bruni, but also on less well-known figures and texts. The volume as a whole hopes to contribute to a deeper understanding of the highly complex interplay between language and culture in the transition period between the fourteenth and sixteenth centuries.

The aim of this Companion volume is to provide scholars and advanced graduate students with a comprehensive and authoritative state-of-the-art review of current research work on Anglo-Italian Renaissance studies. Written by a team of international scholars and experts in the field, the chapters are grouped into two large areas of influence and intertextuality, corresponding to the dual way in which early modern England looked upon the Italian world from the English perspective – Part 1: "Italian literature and culture" and Part 2: "Appropriations and ideologies". In the first part, prominent Italian authors, artists, and thinkers are examined as a direct source of inspiration, imitation, and divergence. The variegated English response to the cultural, ideological, and political implications of pervasive Italian intertextuality, in interrelated aspects of artistic and generic production, is dealt with in the second part. Constructed on the basis of a largely interdisciplinary approach, the volume offers an in-depth and wide-ranging treatment of the multifaceted ways in which Italy’s material world and its iconologies are represented, appropriated, and exploited in the literary and cultural domain of early modern England. For this reason, contributors were asked to write essays that not only reflect current thinking but also point to directions for future research and scholarship, while a purposefully conceived bibliography of primary and secondary sources and a detailed index round off the volume.