Classical Learning in Britain, France, and the Dutch Republic, 1690-1750最新文献

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Sex and Scholarship 性与奖学金
Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Pub Date : 2020-06-11 DOI: 10.1093/oso/9780198861690.003.0003
Floris Verhaart
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引用次数: 0
Conclusion 结论
Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Pub Date : 2020-06-11 DOI: 10.1093/oso/9780198861690.003.0005
Floris Verhaart
{"title":"Conclusion","authors":"Floris Verhaart","doi":"10.1093/oso/9780198861690.003.0005","DOIUrl":"https://doi.org/10.1093/oso/9780198861690.003.0005","url":null,"abstract":"The final chapter summarizes the findings of the preceding chapters and offers an epilogue on how the tension between different approaches to classical literature has parallels in the nineteenth century. It is argued that the debates described in the monograph between the ‘Dutch School’ (philologia) focusing on textual problems and the ‘French School’ (philosophia) focusing on moral issues had no clear winners. Rather they led, on the one hand, to a more technical and professional approach to the study of ancient texts and, on the other hand, to the continued popularity of classical ideas and models of moral virtue in the eighteenth century thanks to more accessible works of ‘popular’ scholarship.","PeriodicalId":137053,"journal":{"name":"Classical Learning in Britain, France, and the Dutch Republic, 1690-1750","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117338851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Construction of Humanism 人文主义建设
Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Pub Date : 2020-06-11 DOI: 10.1093/oso/9780198861690.003.0002
Floris Verhaart
{"title":"The Construction of Humanism","authors":"Floris Verhaart","doi":"10.1093/oso/9780198861690.003.0002","DOIUrl":"https://doi.org/10.1093/oso/9780198861690.003.0002","url":null,"abstract":"This chapter starts with a very concise discussion of how the different approaches to classical literature debated in the seventeenth and eighteenth centuries can be traced back to the ancient world and the Middle Ages. The rest of the chapter demonstrates how scholars in the early eighteenth century reflected on the work of their predecessors from the sixteenth and seventeenth centuries based on their own scholarly concerns. The first example is Pieter Burman (1668–1741) and his Sylloge epistolarum (1724–7), the edition of unpublished writings by the French critic Henri Valois (1603–76; edition published in 1740), and the edition of George Buchanan (1506–82), published in 1725. In the Sylloge, for example, Burman focuses on letters that show how eminent scholars thought about the correct reading of classical texts, while a ‘popularizer’ like Justus Lipsius (1547–1606) is criticized. Valois’s work was used as a starting point to reflect on what Burman and his nephew Pieter Burman the Younger (1713–78) saw as the downfall of French textual criticism. Finally, Burman’s own interest in the stylistic and rhetorical aspects of texts also allowed him to avoid involvement in politically sensitive matters, as was the case for Buchanan’s views in contemporary Scotland. The final example discussed in this chapter is the prefatory material written by Jean Le Clerc (1657–1736) for the edition of Erasmus’ Opera omnia (1703–6), in which Le Clerc dwells on the relationship between the study of ancient literature and other academic disciplines such as philosophy and theology.","PeriodicalId":137053,"journal":{"name":"Classical Learning in Britain, France, and the Dutch Republic, 1690-1750","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128656877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Quest for Civic Virtue 追求公民美德
Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Pub Date : 2020-06-11 DOI: 10.1093/oso/9780198861690.003.0004
Floris Verhaart
{"title":"The Quest for Civic Virtue","authors":"Floris Verhaart","doi":"10.1093/oso/9780198861690.003.0004","DOIUrl":"https://doi.org/10.1093/oso/9780198861690.003.0004","url":null,"abstract":"This chapter focuses on those eighteenth-century students of ancient history and literature who were mainly interested in Latin and Greek writings as moral edification. Recent decades have witnessed a growing awareness of the role played by models drawn from classical antiquity in the advancement of the concept of politeness in the eighteenth century. Much less attention has been paid to the connection between the popularizing works on antiquity that were read by the social and intellectual elites to form a conception of these classical models and contemporary scholarly debates. In order to tackle this question, I will discuss two eighteenth-century bestsellers. The first of these was the History of the Life of Marcus Tullius Cicero by Conyers Middleton (1683–1750) and the second was the Histoire Romaine (1738–48) by the Jansenist Charles Rollin (1661–1741). Although these men had vastly different religious outlooks—Middleton was a deist and Rollin a Jansenist—they each made an important contribution to the popularization of classical culture in the eighteenth century. It will be demonstrated that the life and work of both men was deeply influenced by the moralizing and popularizing approach to classical texts (philosophia), and that they created a conception of antiquity that found its way into the works of some of the foremost philosophes of the eighteenth century, such as Voltaire and Montesquieu.","PeriodicalId":137053,"journal":{"name":"Classical Learning in Britain, France, and the Dutch Republic, 1690-1750","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132692802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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