Library Catalog
Amazon cover image
Image from Amazon.com

Classical Humanism and the Challenge of Modernity : Debates on Classical Education in 19th-century Germany / Bas van Bommel.

By: Material type: TextTextSeries: Philologus. Supplemente / Philologus. Supplementary Volumes : Zeitschrift für antike Literatur und ihre Rezeption ; 1Publisher: Berlin ; Boston : De Gruyter, [2015]Copyright date: ©2015Description: 1 online resource (234 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9783110365436
  • 9783110391404
  • 9783110365931
Subject(s): DDC classification:
  • 370.13094309034 22/ger
LOC classification:
  • LB1564.G5
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9783110365931

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)