TY  - BOOK
AU  - Bommel,Bas van
TI  - Classical Humanism and the Challenge of Modernity: Debates on Classical Education in 19th-century Germany 
T2  - Philologus. Supplemente / Philologus. Supplementary Volumes : Zeitschrift für antike Literatur und ihre Rezeption ,
SN  - 9783110365436
AV  - LB1564.G5 
U1  - 370.13094309034 22/ger
PY  - 2015///]
CY  - Berlin, Boston : 
PB  - De Gruyter, 
KW  - Classical literature
KW  - History and criticism
KW  - Influence
KW  - Education
KW  - Germany
KW  - 19th century
KW  - Education, Higher
KW  - Philosophy
KW  - Humanism
KW  - Geschichte der Pädagogik
KW  - Humanismus
KW  - Humanistische Bildung
KW  - HISTORY / Europe / Germany
KW  - bisacsh
KW  - Classical humanism
KW  - German Gymnasium
KW  - history of education
N1  - Frontmatter --; Contents --; Preface --; Abbreviations --; Introduction --; Part I: The Persistence of Classical Humanism --; 19th-century classical humanism: the case of Karl Gottfried Siebelis (1769–1843) --; Part II: The Adaptability of Classical Humanism --; Introduction --; 1. The Challenge of Science --; 2. The Challenge of the Bürgerschule --; 3. The Challenge of Christianity --; Conclusion --; Bibliography --; Index; restricted access; Issued also in print
N2  - In scholarship, classical (Renaissance) humanism is usually strictly distinguished from 'neo-humanism', which, especially in Germany, flourished at the beginning of the 19th century. While most classical humanists focused on the practical imitation of Latin stylistic models, 'neohumanism' is commonly believed to have been mainly inspired by typically modern values, such as authenticity and historicity. Bas van Bommel shows that whereas 'neohumanism' was mainly adhered to at the German universities, at the Gymnasien a much more traditional educational ideal prevailed, which is best described as 'classical humanism.' This ideal involved the prioritisation of the Romans above the Greeks, as well as the belief that imitation of Roman and Greek models brings about man's aesthetic and moral elevation. Van Bommel makes clear that 19th century classical humanism dynamically related to modern society. On the one hand, classical humanists explained the value of classical education in typically modern terms. On the other hand, competitors of the classical Gymnasium laid claim to values that were ultimately derived from classical humanism. 19th century classical humanism should therefore not be seen as a dried-out remnant of a dying past, but as the continuation of a living tradition
UR  - https://doi.org/10.1515/9783110365931
UR  - https://www.degruyter.com/isbn/9783110365931
UR  - https://www.degruyter.com/document/cover/isbn/9783110365931/original
ER  -