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Humanism and Education in Medieval and Renaissance Italy

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Humanism and Education in Medieval and Renaissance Italy Cover

 

Synopses & Reviews

Publisher Comments:

Based on the study of over 500 surviving manuscript school books, this original and comprehensive 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, characterise 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.

Synopsis:

The traditional claim that Renaissance humanists introduced a revolution in Italian classrooms is refuted in this masterly survey. Robert Black finds that classical learning in schools peaked in the twelfth century, and that it was not until the later fifteenth century that humanists had a significant impact on Italian schools.

Synopsis:

Original and comprehensive study of the curriculum of school education in medieval and Renaissance Italy.

Synopsis:

The claim, central to many interpretations of the Renaissance, that humanists introduced a revolution in the classroom is refuted in Robert Black's masterly survey, based on over 500 manuscript school books. He shows that the study of classical texts in schools reached a high point in the twelfth century, followed by a collapse in the thirteenth as universities rose in influence. It was not until the later 1400s that humanism had a significant impact in the schoolroom, as Italian teaching, particularly at elementary levels, remained strongly traditional throughout the fifteenth century.

About the Author

Robert Black is Reader in Renaissance History at the University of Leeds.

Table of Contents

1. Italian Renaissance education: an historical perspective; 2. The elementary school curriculum in medieval and Renaissance Italy: traditional methods and developing texts; 3. The secondary grammar curriculum; 4. Latin authors in medieval and Renaissance Italian schools: the story of a canon; 5. Reading Latin authors in medieval and Renaissance Italian schools; 6. Rhetoric and style in the school syllabus.

Product Details

ISBN:
9780511037290
Publisher:
Cambridge University Press
Subject:
Ancient Languages - Classical Greek
Author:
Black, Robert
Subject:
Europe - General
Subject:
History-Europe - General
Subject:
Foreign Language Study-Ancient Languages - Classical Greek
Subject:
Foreign Language Study : Ancient Languages - Classical Greek
Subject:
History : Europe - General
Subject:
Foreign Language Study : Ancient Languages - General
Publication Date:
September 1997
Binding:
eBooks
Language:
English

Related Subjects

Fiction and Poetry » Classics » General
History and Social Science » World History » European History General

Humanism and Education in Medieval and Renaissance Italy
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Product details pages Cambridge University Press - English 9780511037290 Reviews:
"Synopsis" by , The traditional claim that Renaissance humanists introduced a revolution in Italian classrooms is refuted in this masterly survey. Robert Black finds that classical learning in schools peaked in the twelfth century, and that it was not until the later fifteenth century that humanists had a significant impact on Italian schools.
"Synopsis" by , Original and comprehensive study of the curriculum of school education in medieval and Renaissance Italy.
"Synopsis" by , The claim, central to many interpretations of the Renaissance, that humanists introduced a revolution in the classroom is refuted in Robert Black's masterly survey, based on over 500 manuscript school books. He shows that the study of classical texts in schools reached a high point in the twelfth century, followed by a collapse in the thirteenth as universities rose in influence. It was not until the later 1400s that humanism had a significant impact in the schoolroom, as Italian teaching, particularly at elementary levels, remained strongly traditional throughout the fifteenth century.
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