文艺复兴The Renaissance.ppt

Topic 6 The Renaissance 文艺复兴 Pan Hong潘红 School of Foreign Languages外国语学院 Overview Jacob Burckhardt (1818-1897) :The Civilization of the Renaissance in Italy arguing that the 14th and 15th centuries witnessed the birth of modern man. Rediscovery of the classical ideal of the fully developed human being whose character was formed by literary study and education The Renaissance View of Human Nature The Revival of Interest in the Classical World By the twelfth century, many scholars were familiar with the works of antiquity The good life is the life that is pleasing to the senses, intellect, and aesthetic capacities Humanism ran counter to many Christian teachings Seemed to reject the doctrine of original sin and natural human sinfulness Individuals could perform mighty deeds without divine assistance Humanistic Education and the “Gentleman” Italian humanists made up the first substantial body of secular scholars in Europe Little use for scholasticism Scholasticism had not taken root in the Italian Universities Humanists not welcomed in most northern universities Greek ideal of the well-rounded man was the heart of humanistic education Pattern of education Gentleman – man of refinement and self-control Baldassare Castiglione, The Courtier Educaiton in the Renaissance The Renaissance humanists believed that human beings could be dramatically changed by education Humanists believed that ‘liberal studies’ were the key to true freedom, enabling individuals to reach their full potentials. The purpose of a liberal education was t to produce individuals who followed a path of virtue and wisdom and possessed the rhetorical skills by which they could persuade others to do the same. Aim of education; the creation not of a great scholar but of a complete citizen. Iris Origo: ‘Not everyone is obliged to excel in philosophy, medicine or the law, nor are all equally favoured by nature; but all are destined to live in the society and to practice virtue.’ Individualism th