Though they have long been portrayed as arch rivals, Alan Perreiah here argues that humanists and scholastics were in fact working in complementary ways toward some of the same goals. After locating the two traditions within the early modern search for the perfect language, this study re-defines the lines of disagreement between them. For humanists the perfect language was a revived Classical Latin. For scholastics it was a practical logic adapted to the needs of education. Succeeding chapters examine the concepts of linguistic meaning and truth in Lorenzo Valla’s Dialectical Disputations and Juan Luis Vives’ De disciplinis. The third chapter offers a new interpretation of Vives’ Adversus pseudodialecticos as itself an exercise in scholastic sophistry. Against this humanistic background, the study takes up the concepts of meaning and truth in Paul of Venice’s Logica parva, a popular scholastic textbook in the Quattrocento. To advance recent research on language pedagogy in the Renaissance, it clarifies the connections between truth and translation and shows how scholastic logic performed an essential task in the early modern university: it was a translational language that enabled students who spoke mainly their regional vernaculars to learn the language of university discourse. A conclusion reviews some major themes of the study-e.g., linguistic determinism and relativity, vernacularity and translation, semantical vs. epistemic truth-and evaluates the achievements of humanism and scholasticism according to appropriate criteria for a perfect language.
The most widely read logic book in fifteenth-century Italy, Logica Parva was copied in more than 80 manuscripts and 25 editions. By transmitting Oxford logic to Italy it influenced the development of logic, science and philosophy in the Renaissance. This first critical edition from the manuscripts locates the Logica Parva within the tradition of late medieval logic and semantics. The Introduction gives an inventory of all manuscripts of the Logica Parva and an extensive Commentary analyzes the work's key terms and concepts.
In just the last twenty years there has arisen a strong interest, especially among teachers of logic at the universities, in teaching techniques of applied logical reasoning and critical thinking. Many universities are now stressing these skills at an introductory level, and to meet the need, informal logic has begun to form and grow as a discipline in its own right. Like all subjects, it helps us to understand it if we can situate it in a context of historical development. This collection of essays provides the readings required to understand the development of a subject whose historical origins have been so far little studied. Many of the chapters are written by scholars in philosophy and speech communication who are themselves leading contributors to the subject, and their contemporary views throw light on how these earlier writers have influenced their thinking. This dimension gives an added interest to the essays, and indicates the way informal logic is currently evolving and seeking out its ancient historical origins.
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