Et cum theologo bella poeta gerit: The Conflict between Humanists and Scholastics Revisited
Some modern historians see the humanist-scholastic debate as episodic and as "personal feuds, intellectual tournaments, or rhetorical exercises"; others see the distaste of German humanists for scholasticism as one of their "chief characteristics." Both interpretations can be acc...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sixteenth Century Journal Publishers, Inc.
1992
|
| In: |
The sixteenth century journal
Year: 1992, Volume: 23, Issue: 4, Pages: 713-726 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
Non-electronic |
| Summary: | Some modern historians see the humanist-scholastic debate as episodic and as "personal feuds, intellectual tournaments, or rhetorical exercises"; others see the distaste of German humanists for scholasticism as one of their "chief characteristics." Both interpretations can be accomodated by periodizing the conflict and distinguishing between its phases. In its first phase centered in fifteenth-century Italy, the debate was largely epideictic; in the early sixteenth century it was taken up at German universities and began to revolve around the issues of professional competence and ranking of disciplines. Another shift occurred when the humanist-scholastic debate was swept up in the Reformation and questions of magisterium and orthodoxy came to the foreground. The debate, though modeled on classical paradigms, was informed in the Renaissance by traditionalism; consequently, New Learning was rejected because of fear of pagan contamination through the classical authors and by the belief that rhetorical splendor did not accord with Christian humility. The flames of the debate were also kindled by professional jealousy and the desire of both University and Church to preserve the status quo. Polemics between defenders of the traditional curriculum and method of inquiry and advocates of the New Learning spanned more than a century and attest to the intensity of the debate and its significance for the intellectual history of the Renaissance. |
|---|---|
| ISSN: | 2326-0726 |
| Contains: | Enthalten in: The sixteenth century journal
|
| Persistent identifiers: | DOI: 10.2307/2541729 |