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Journal articles on the topic 'Civic humanism'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Jurdjevic, Mark. "Civic Humanism and the Rise of the Medici*." Renaissance Quarterly 52, no. 4 (1999): 994–1020. http://dx.doi.org/10.2307/2901833.

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This article analyzes the intellectual content of civic humanism in the specific context of Medici power, asking the question: what ideological role did civic humanism play in Medicean Florence? It argues that there is no contradiction between the ideals of civic humanism and support for the Medici regime. On the contrary, civic humanism could be used to justify and legitimate Medici power. The article analyzes the writings of principal humanists such as Leonardo Bruni, Poggio Bracciolini, and Francesco Filelfo, showing that Hans Baron's republican “civic humanism “ was compatible with differe

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2

Nelson, Eric. "Utopia through Italian Eyes: Thomas More and the Critics of Civic Humanism*." Renaissance Quarterly 59, no. 4 (2006): 1029–57. http://dx.doi.org/10.1353/ren.2008.0532.

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Thomas More'sUtopiahas long been regarded as the great Northern European expression of Italian civic humanist ideals. This article argues, in contrast, that More's treatise constitutes an emphatic rejection of those values. In support of this claim, the article chronicles the reception ofUtopiain Italy; it demonstrates that More's text was taken up, not by the civic humanists, but by their fiercest critics. These early Italian readers recognized inUtopiaa repudiation of active citizenship, an assault on private property, a rejection of the Roman cult of glory, and a polemic against Ciceronian

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3

McNair, Bruce G. "Cristoforo Landino and Coluccio Salutati on the Best Life." Renaissance Quarterly 47, no. 4 (1994): 747–69. http://dx.doi.org/10.2307/2863215.

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An Important Issue in the study of fifteenth-century Florentine humanism is whether or not later Quattrocento humanists advocate a withdrawal from public life and abandon the “civic” humanism of Salutati, Bruni, and the early Quattrocento humanists. There is no lack of studies on this question using the categories of vita activa and vita contemplativa. In broad terms, the early fifteenthcentury Florentine humanists, reacting against the medieval scholastic world view, are seen as advocating the supremacy of the vita activa though still valuing the vita contemplativa, while the midfifteenth- ce

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4

Hankins, James. "Machiavelli, Civic Humanism, and the Humanist Politics of Virtue." Italian Culture 32, no. 2 (2014): 98–109. http://dx.doi.org/10.1179/0161462214z.00000000026.

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5

Zerba, Michelle. "The Frauds of Humanism: Cicero, Machiavelli, and the Rhetoric of Imposture." Rhetorica 22, no. 3 (2004): 215–40. http://dx.doi.org/10.1525/rh.2004.22.3.215.

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Abstract Machiavelli's advocacy of force and fraud in the conduct of politics is the key teaching that has secured his reputation as “Machiavellian” and that has led to the conception of The Prince as the first document in the Western tradition to lay bare the dark, demonic underside of civic humanism. But this interpretation overlooks the degree to which a politics of intense competition and personal rivalry inhabits the humanist vision from antiquity, producing an ethics of expediency and a rhetoric of imposture that seeks to mask its alertness to advantage behind the guise of integrity and

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6

Wiens, John R. "Educational Leadership as Civic Humanism." Teachers College Record: The Voice of Scholarship in Education 108, no. 13 (2006): 199–225. http://dx.doi.org/10.1177/016146810610801310.

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7

wiens, john r. "Educational Leadership as Civic Humanism." Yearbook of the National Society for the Study of Education 105, no. 1 (2006): 199–225. http://dx.doi.org/10.1111/j.1744-7984.2006.00069.x.

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8

ALAN ORR, D. "PROTESTANT MILITARY HUMANISM IN EARLY STUART IRELAND." Historical Journal 62, no. 1 (2018): 77–99. http://dx.doi.org/10.1017/s0018246x17000541.

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AbstractThis article addresses the role of Protestant military humanism in early Stuart Ireland. The central argument is that Protestant military humanism as embodied in the works of such authors as Geoffrey Gates (fl. 1566–80) and Barnabe Rich (1541–1617) played a vital role in the Jacobean plantation of Ulster. These authors combined a strong commitment to the Protestant religion with the conviction that martial virtue was essential for the preservation of the commonwealth against the threats of domestic rebellion and foreign domination. The example of the soldier-planter Sir Thomas Phillips

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9

Petruk, Natalia. "Ideas on Moral and Civil Upbringing of Personality in Italian and Ukrainian Pedagogy During the Renaissance." Comparative Professional Pedagogy 5, no. 4 (2015): 22–26. http://dx.doi.org/10.1515/rpp-2015-0060.

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Abstract Important aspects of moral and civic upbringing of personality based on studying the experience of humanist pedagogy establishment in the Italian Renaissance in XIV-XV centuries and the Ukrainian Renaissance in XVI-XVII centuries have been reviewed in the article. It has been found out that under the influence of Renaissance in XVI-XVII centuries Ukrainian pedagogy progressed not only in the Orthodox Christian paradigm of thinking, but was greatly enriched by the humanistic ideas of European origin as well and the matter of a person, a bright personality, endowed with unique personali

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10

Bogomaz, K. Yu, and K. M. Gevel. "HUMANIZATION OF HIGHER EDUCATION OF UKRAINE IN CONTEXT CIVIC EDUCATION." Educational Dimension 23 (December 15, 2008): 11–16. http://dx.doi.org/10.31812/educdim.6830.

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In the article the importance of process of civil education of the young generation is considered for alteration of the democratic legal state. The basic tasks of humanism education of students of higher educational establishments are considered and importance of humanism orientation of educational process is marked. Civil education, education, humanism, culture, humanism education, selfeducation, national self-determination, tehnocratizm, continuous education.

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11

Kleer, Richard A. "The Decay of Trade: The Politics of Economic Theory In Eighteenth-Century Britain." Journal of the History of Economic Thought 18, no. 2 (1996): 319–46. http://dx.doi.org/10.1017/s105383720000331x.

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In the last decade or so, intellectual historians have tried to alter and enhance our understanding of the Scottish Enlightenment by situating the classic writings in the context of contemporary political debates and intellectual traditions. Two main approaches have emerged to date, tied to the themes of natural jurisprudence and civic humanism respectively. While both have much to offer to historians of economic thought, the present paper seeks to evaluate only the latter. It focuses in particular on civic humanist interpretations of the economic theories of David Hume and Adam Smith.

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12

McClure, George, and James Hankins. "Renaissance Civic Humanism: Reappraisals and Reflections." American Historical Review 106, no. 4 (2001): 1490. http://dx.doi.org/10.2307/2693143.

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13

Wegemer, Gerard B. "The Civic Humanism of Thomas More." Ben Jonson Journal 7, no. 1 (2000): 187–98. http://dx.doi.org/10.3366/bjj.2000.7.1.10.

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14

Kuehn, Thomas, and James Hankins. "Renaissance Civic Humanism: Reappraisals and Reflections." Sixteenth Century Journal 32, no. 3 (2001): 816. http://dx.doi.org/10.2307/2671537.

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15

Gerulaitis, Leonardas Vytautas. "Renaissance Civic Humanism: Reappraisals and Reflections." History: Reviews of New Books 29, no. 1 (2000): 33. http://dx.doi.org/10.1080/03612759.2000.10525688.

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16

Dunbabin, Jean. "Guido Vernani of Rimini's Commentary on Aristotle's ‘Politics’." Traditio 44 (1988): 373–88. http://dx.doi.org/10.1017/s0362152900007108.

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In the past three decades, the origins of Renaissance humanism have received much sensitive scholarly analysis. Although the novelty of humanism is still rightly stressed, the real contribution of medieval thinkers to its evolution has been brought into sharp focus. In no sphere has so high a claim been made for intellectual continuity as in political ideas, with Walter Ullman's assertion that Renaissance civic humanism owed its shape to its medieval antecedents. It is not my purpose to judge how far such a claim is justified. But since almost all historians would now agree that scholastic pol

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17

Stanton, Domna C. "The Humanities in Human Rights: Critique, Language, Politics." PMLA/Publications of the Modern Language Association of America 121, no. 5 (2006): 1518–25. http://dx.doi.org/10.1632/s0030812900099818.

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IN THE BEGINNING WAS THE AND. WHEN JUDITH BUTLER AND I DEcided to cochair a conference called “Human Rights and the Humanities,” we aimed to create a connection between two apparently disparate fields and to leave its nature general enough to allow participants to probe different types of relations. I say “apparently” because connections between the humanities and human rights have existed historically and conceptually in the West through the mediation of humanism. Even though in Renaissance Italy umanista, the teacher of classical languages and literatures, was contrasted with legista, the te

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18

Smith, Peter J. "Civic Humanism vs. Liberalism - Fitting the Loyalists In." Journal of Canadian Studies 26, no. 2 (1991): 25–43. http://dx.doi.org/10.3138/jcs.26.2.25.

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19

Hatmaker, Elizabeth, Scott Herstad, Margaret R. Nugent, Lisa Prothers, Ronald Strickland, and Jason Swarts. "Postmodern pedagogies and the death of civic humanism." Social Epistemology 11, no. 3-4 (1997): 339–48. http://dx.doi.org/10.1080/02691729708578852.

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20

Black, R. "Renaissance Civic Humanism: Reappraisals and Reflections, James Hankins." English Historical Review 116, no. 467 (2001): 715–16. http://dx.doi.org/10.1093/ehr/116.467.715.

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21

Black, Robert. "Renaissance Civic Humanism: Reappraisals and Reflections, James Hankins." English Historical Review 116, no. 467 (2001): 715–16. http://dx.doi.org/10.1093/enghis/116.467.715.

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22

Gaggero, Christopher. "Civic Humanism and Gender Politics in Jonson's Catiline." SEL Studies in English Literature 1500-1900 45, no. 2 (2005): 401–24. http://dx.doi.org/10.1353/sel.2005.0016.

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23

Baker (book editor), Nicholas Scott, Brian Jeffrey Maxson (book editor), and Michael Sherberg (review author). "After Civic Humanism: Learning and Politics in Renaissance Italy." Quaderni d'italianistica 37, no. 1 (2017): 167–69. http://dx.doi.org/10.33137/q.i..v37i1.28287.

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24

Baker (book editor), Nicolas Scott, Brian Jeffrey Maxson (book editor), and Ronald G. Witt (review author). "After Civic Humanism: Learning and Politics in Renaissance Italy." Renaissance and Reformation 39, no. 2 (2016): 177–80. http://dx.doi.org/10.33137/rr.v39i2.26862.

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25

WILLIAMSON, A. H. "A Patriot Nobility? Calvinism, Kin-Ties and Civic Humanism." Scottish Historical Review 72, no. 1 (1993): 1–21. http://dx.doi.org/10.3366/shr.1993.72.1.1.

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26

Arthos, John. "A Hermeneutic Interpretation of Civic Humanism and Liberal Education." Philosophy & Rhetoric 40, no. 2 (2007): 189–200. http://dx.doi.org/10.2307/25655267.

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27

Arthos, John. "A Hermeneutic Interpretation of Civic Humanism and Liberal Education." Philosophy & Rhetoric 40, no. 2 (2007): 189–200. http://dx.doi.org/10.5325/philrhet.40.2.0189.

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28

Witt, R. G. "Civic Humanism And The Rebirth of The Ciceronian Oration*." Modern Language Quarterly 51, no. 2 (1990): 167–84. http://dx.doi.org/10.1215/00267929-51-2-167.

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29

Wild, Min. "“Prodigious wisdom”:civic humanism in frances brooke's old maid." Women's Writing 5, no. 3 (1998): 421–36. http://dx.doi.org/10.1080/09699089800200068.

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30

YORAN, HANAN. "FLORENTINE CIVIC HUMANISM AND THE EMERGENCE OF MODERN IDEOLOGY." History and Theory 46, no. 3 (2007): 326–44. http://dx.doi.org/10.1111/j.1468-2303.2007.00413.x.

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31

Arthos, John. "A Hermeneutic Interpretation of Civic Humanism and Liberal Education." Philosophy and Rhetoric 40, no. 2 (2007): 189–200. http://dx.doi.org/10.1353/par.2007.0019.

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32

Alijevs, Roman, Zoja Chehlova, Ingrida Kevisa, and Mihail Chehlovs. "THE CIVIC SELF-CONSCIOUSNESS OF CONTEMPORARY SECONDARY SCHOOL STUDENTS IN THE ASPECT OF THE HUMANISTIC PARADIGM OF EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 43. http://dx.doi.org/10.17770/sie2020vol3.4855.

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Civic self-consciousness is a topical issue in present-day Latvia. After regaining of independence and joining the European Union, there appeared an opportunity to ensure real freedom and genuine democracy for all inhabitants in Latvia. Thus, new conditions were created for the development of civic self-consciousness in senior secondary school students. New guidelines are developed in the European system of education according to the new understanding of humanism. The key reference-point is the understanding that the main goal of education is to support the development of personality that will

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33

TAKEDA, JUNKO THÉRÈSE. "FRENCH ABSOLUTISM, MARSEILLAIS CIVIC HUMANISM, AND THE LANGUAGES OF PUBLIC GOOD." Historical Journal 49, no. 3 (2006): 707–34. http://dx.doi.org/10.1017/s0018246x06005486.

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This article contributes to current historical knowledge on the relationship between Crown and local municipal power in Old Regime France. In particular, it examines the political language of bien public mobilized by Marseillais elites and royal administrators between 1660 and 1700 in the context of French commercial expansion. Traditionally, ‘public good’ could be understood in two distinct ways. Derived from royal absolutist doctrine, public good was what the king willed to preserve the state, a collection of diverse, corporate bodies held together by royal justice and reason. Derived from c

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34

Elfond, I. Ya. "Leonardo Bruni, the Ethics of Civic Humanism and Greek Heritage." Series History. International Relations 16, no. 4 (2016): 425–32. http://dx.doi.org/10.18500/1819-4907-2016-16-4-425-432.

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35

Cox, Virginia. "Rhetoric and Humanism in Quattrocento Venice." Renaissance Quarterly 56, no. 3 (2003): 652–94. http://dx.doi.org/10.2307/1261610.

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AbstractThis essay examines the development of humanistic rhetoric in fifteenth-century Venice, taking as its starting point a remark of Ermolao Barbaro's on the inadequacy of academic rhetorical instruction as a preparation for the practical oratorical skills necessary to Venetian civic life. It is argued that the context of Barbaro's remark is a series of humanistic polemics on rhetoric that took place in Venice and Padua in the latter decades of the Quattrocento, culminating in the famous debate of the 1490s on the authenticity of theRhetorica ad Herennium. As the essay shows, a considerati

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36

김창대. "The Relationship between Civic Humanism and Calvin’s View of the State." Korea Presbyterian Journal of Theology 49, no. 3 (2017): 113–35. http://dx.doi.org/10.15757/kpjt.2017.49.3.005.

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37

Angosto Ferrández, Luis Fernando. "Anthropology, humanism and civic responsibilities: a conversation with Thomas Hylland Eriksen." AIBR. Revista de Antropología Iberoamericana 08, no. 02 (2013): 01–20. http://dx.doi.org/10.11156/aibr.080202e.

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38

Nederman, Cary J. "Humanism and Empire: Aeneas Sylvius Piccolomini, Cicero and the imperial ideal." Historical Journal 36, no. 3 (1993): 499–515. http://dx.doi.org/10.1017/s0018246x0001428x.

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ABSTRACTThe paper argues that the De ortu et auctoritate imperii Romani of Aeneas Sylvius Piccolomini (1446) has been unjustifiably ignored by historians of quattrocento humanist political thought simply because of its adherence to the ideal of universal imperial government. At present, when De ortu is addressed at all, it is considered merely as an anachronistic product of a ‘medieval’ mentality. It is shown, however, that Aeneas, by working within a demonstrably Ciceronian framework, actually articulates a philosophically coherent defence of a single universal empire by exploiting a conceptu

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39

Zmora, Arie S. "Schooling in Renaissance Pistoia: Community and Civic Humanism in Small-Town Tuscany." Sixteenth Century Journal 34, no. 3 (2003): 761. http://dx.doi.org/10.2307/20061533.

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40

Watts, Michael. "Economic Policy and the Lives of Contemplation, Civic Humanism, Collectivism and Individualism." International Journal of Social Economics 12, no. 6/7 (1985): 54–67. http://dx.doi.org/10.1108/eb013995.

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41

Loboda, Dmytro. "CIVIC HUMANISM VERSUS POPULISM: THOMAS ELIOT ON THE EDUCATION OF «IDEAL GOVERNOR»." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 40 (2019): 203–11. http://dx.doi.org/10.31376/2410-0897-2019-2-40-203-211.

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42

GILLEARD, CHRIS. "Renaissance treatises on ‘successful ageing’." Ageing and Society 33, no. 2 (2011): 189–215. http://dx.doi.org/10.1017/s0144686x11001127.

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ABSTRACTNumerous treatises on ‘successful ageing’ were published during the late Renaissance. Zerbi'sGerontocomiaand Cornaro'sTrattato della Vita Sobria, in particular, have been considered as early precursors of modern gerontology. In this paper I revisit these two treatises, outline their content and common themes, and set them in the context of other literature written about ageing in this period. The rise of civic humanism, increased access to classical texts on health and hygiene, and the emergence of environmental and public health concerns, particularly in the Italian city states, are s

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43

Hart, David K., and Nancy K. Grant. "A Partnership in Virtue among All Citizens: The Public Service and Civic Humanism." Public Administration Review 49, no. 2 (1989): 101. http://dx.doi.org/10.2307/977328.

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44

Crews, Daniel A. "Juan de Valdes and the Comunero Revolt: An Essay on Spanish Civic Humanism." Sixteenth Century Journal 22, no. 2 (1991): 233. http://dx.doi.org/10.2307/2542734.

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45

HOD, B., and N. HOD. "THE GREAT FIGURE OF EUROPEAN PEDAGOGY: SPANISH MENTOR AND HUMANIST H. L. VIVES (1492-1540 YEARS)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 57–62. http://dx.doi.org/10.33989/2075-146x.2017.20.209632.

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The article presents the historical and pedagogical portrait of the prominent figure of the European Renaissance, the Spanish humanist and the teacher H. L. Owesa The author discloses the contents of the main provisions of the pedagogical concept of the Renaissance mentor, presents the vision of Kh. L. Vivese structure, content, principles and methods of school education, his understanding of the nature of the relationship between educator and pupil, ways of implementing an individual approach. It was emphasized that Kh. L. Vivese gave exceptional importance to the development of such personal

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46

Gilyazova, O. S., and A. N. Zamoshchanskaya. "MEANING OF SOFT-SKILLS IN THE CONTEXT OF HUMANISTIC, CIVIC AND UTILITARIAL OBJECTIVES OF HIGHER EDUCATION." Современная высшая школа инновационный аспект, no. 4 (2022): 87–92. http://dx.doi.org/10.7442/2071-9620-2022-14-4-87-92.

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The meaning of soft skills for the three objectives of higher education – humanistic, civic and utilitarian – is discussed in terms of historical and philosophical analysis. It is found that soft skills facilitate mutual strengthening of the objectives and help the competence approach in overcoming the tensions between them. It is demonstrated that the issue of ambivalence of these values is updated due to soft skills. It is proved that particularly soft skills become a new challenger for the integrator role providing integrality and balance of the intellectual, integral and existential develo

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47

Cooper, Barry. "Comment: What Liberalism and Civic Humanism Have in Common — The Distortion of Classical Thought." Journal of Canadian Studies 26, no. 2 (1991): 44–45. http://dx.doi.org/10.3138/jcs.26.2.44.

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48

Wander, Philip, and Dennis Jaehne. "From Cassandra to Gaia: The limits of civic humanism in a post‐ecological world." Social Epistemology 8, no. 3 (1994): 243–59. http://dx.doi.org/10.1080/02691729408578750.

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49

Galkienė, Alvyra, and Ieva Bunikytė. "Humanism: Ideology and Reality Conflict." Pedagogika 111, no. 2 (2013): 152–61. http://dx.doi.org/10.15823/p.2013.1801.

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Meilė Lukšienė’s perception of school is filed with values of humanism, national and civic culture, and the imperative of a harmonious combination of high level of education, critical mind and free will. However, the insightful researcher foresaw and claimed that “it is rare that there should be no gap between an idea and its realization” and she warned at the same time that “… another wave is rolling, levelling all the people and disturbing the revival of their dignity; it is the power of money, the power of commercialism, growing constantly stronger. It manipulates the lowest human instincts

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50

Хмельницкая, Е. С., та Л. В. Ткаченко. "Гуманистические ценности в педагогической концепции Василия Сухомлинского: опыт и ориентиры". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 41, № 1 (2019): 75–83. http://dx.doi.org/10.46727/jshs.2019.v41.i1.p75-83.

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In the article the ideas of humanism and innovative pedagogic of V. Sukhomlynsky, grounded him pedagogical conception which has common to all mankind character. The peculiarities of becoming a teacher-educator in the pedagogical heritage of V. Sukhomlynsky through the disclosure of the components of the pedagogical profession are explored. The article highlights the relevant competencies that a modern teacher should possess: high civic, professional and personal qualities, their balance, harmony of manifestation, confirmed by confidence in their own knowledge, attitude to children, respect for

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