At the time of its publication in 1923, Charles Homer Haskins' The Rise of Universities was considered remarkable for its erudition, succinctness, and balance. The his-torian Theodor Mommsen described it as "a work which has remained unsurpassed in the conciseness and vividness of its account." Eight decades after its appearance, it remains fresh and informative. It has not been surpassed, and is as invaluable as ever.Haskins traces the rise of the mediaeval university as one phase of the intellectual awakening in Europe in the late Middle Ages, in an effort to broaden our understanding of "the ancient and universal company of scholars." In the depth and breadth of its analysis, there is no better portrait of universities during their infancy in the Middle Ages. With great detail and preci-sion, Haskins describes the university's curriculum, teaching, teachers, and students. Drawing deeply on his knowledge as one of the leading mediaeval scholars of his day, he provides an exceptionally vivid picture of student life of tht time, through his analysis of their manuals, letters, and poetry. The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. At the same time, one cannot read Haskins without seeing the influences of the mediaeval university on contemporary institutions of higher learning. The Rise of Universities reminds us that the univer-sity has not only been a crucible fostering intellectual inquiry and creativity, but continues after eight hundred years to be a center of teaching and learning.In his new introduction, Lionel S. Lewis develops Haskins' passing observation that "the university of the twentieth cen-tury is the lineal descendant of mediaeval Paris and Bologna," and considers the question of why universities came into being at the particular time in history when they did. The Rise of the Universiti
Twenty-seven authors approach the diverse areas of the cultural, religious, and social life of the twelfth century. These essays form a basic resource for all interested in this pivotal century. A reprint of the first edition first published in 1982.
Reproduction of the original. The publishing house Megali specialises in reproducing historical works in large print to make reading easier for people with impaired vision.
This volume, the third by Charles Burnett in the Variorum series, brings together articles on the different numeral forms used in the Middle Ages, and their use in mathematical and other contexts. Some pieces study the introduction of Hindu-Arabic numerals into Western Europe, documenting, in more detail than anywhere else, the different forms in which they are found, before they acquired the standard shapes with which we are familiar today. Others deal with experiments with other forms of numeration within Latin script: e.g., using the first nine Roman numerals as symbols with place value, abbreviating the Roman numerals, and using the Latin letters as numerals. The author discusses how different types of numerals are used for different purposes, and the application of numerals to the abacus, and to calculation with pen and ink. The studies include the critical edition of several Latin texts.
This new textbook provides students with a highly readable synthesis of the major determining features of the European Renaissance, one of the most influential cultural revolutions in history. Professor Nauert's approach is broader than the traditional focus on Italy, and tackles the themes in the wider European context. He traces the origins of the humanist 'movement' and connects it to the social and political environments in which it developed. In a tour-de-force of lucid exposition over six wide-ranging chapters, Nauert charts the key intellectual, social, educational and philosophical concerns of this humanist revolution, using art and biographical sketches of key figures to illuminate the discussion. The study also traces subsequent transformations of humanism and its solvent effect on intellectual developments in the late Renaissance.
The 11th and 12th centuries witnessed a transformation of European culture, from architecture and the visual arts to history, philosophy, theology and even law.
This study of the foremost patristic scholar in 15th-century Florence is based almost exclusively on manuscript letters and incunabula in Greek, Latin, and Italian. The influence of the revival of patristic studies on the meaning and purpose of Renaissance learning emerges as one of the original considerations in this book which should be of interest to humanists, generally, but also to art historians, intellectual history researchers, theologians, and philosophers.
President of the University of Washington from 1958 to 1973, a time of tremendous change, Charles Odegaard has written an absorbing memoir of his personal and institutional background and his development as a scholar and university administrator. President Richard L. McCormick and Professor of Biomedical Ethics Keith R. Benson further discuss Odegaard’s lasting contributions to the University of Washington. Beginning with his own undergraduate experience, Odegaard came to recognize the importance of the humanities as the vital center of the university tradition. Throughout his career he emphasized that education concerned with the quality of life should be foremost in the minds of university administrators and faculty. After retirement he continued this mission in his book Dear Doctor: A Personal Letter to a Physician, focusing on the need to train physicians in the humanities in order to strengthen the doctor-patient relationship. Growing up in Chicago, Odegaard attended Dartmouth College and then Harvard University, where he studied medieval history and received his doctorate in 1937. He then joined the history department faculty at the University of Illinois. A four-year tour of duty as an officer in the U.S. Navy during World War II deeply influenced his comprehension of how people are motivated to work toward a common goal under difficult conditions. In 1948 he was persuaded to move to Washington, D.C., to head the American Council of Learned Societies. In 1952 he accepted the position of Dean of Arts and Sciences at the University of Michigan, and he moved to the presidency of the University of Washington in the fall of 1958. Under Odegaard’s strong leadership the University of Washington grew into a major institution of higher learning and research. Among his primary concerns were finding superior academic administrators, accommodating rapid growth in enrollment, encouraging interdisciplinary cooperation, fostering greater communication between students and faculty, working to establish a realistic system linking state universities and colleges, and dealing with student discontent during the Vietnam War years and the periods of minority student protests. In A Pilgrimage through Universities, Charles Odegaard conveys his perspective on the role a major university should play in the modern world.
How does the Church function in the world? What is it called to do, and what does it actually do? Charles E. Curran explores the social mission of the U.S. Catholic Church from a theological perspective, analyzing and assessing four aspects: the importance of social mission, who carries it out, how it is carried out, and the roles that the Church and individual Catholics play in supporting these efforts. In the early and mid-twentieth century the Catholic Church in the United States tended to focus its social mission on its own charities, hospitals, and schools. But the Second Vatican Council called the Church to a new understanding of social mission, deepening its involvement in and commitment to civic, social, and political life in the United States and abroad. Curran devotes particular attention to three issues that have reflected the Church's strong sense of social mission since that time: abortion, war and peace, and labor. The Social Mission of the U.S. Catholic Church describes the proper role of bishops, institutions, and movements in the Church, but insists that the primary role belongs to all the baptized members of the Church as they live out the social mission in their daily lives.
This collection of Charles Burnett's articles on the transmission of Arabic learning to Europe concentrates on the identity of the Latin translators and the context in which they were working. The articles are arranged in roughly chronological order, beginning with the earliest known translations from Arabic at the end of the 10th century, progressing through 11th-century translations made in Southern Italy, translators working in Sicily and the Principality of Antioch at the beginning of the 12th century, the first of the 12th-century Iberian translators, the beginnings and development of 'professional' translation activity in Toledo, and the transfer of this activity from Toledo to Frederick II's entourage in the 13th century. Most of the articles include editions of texts that either illustrate the style and character of the translator or provide the source material for his biobibliography.
Few periods have given civilization such a strong impulse as the Renaissance, which started in Italy and then spread to the rest of Europe. During its brief epoch, most vigorously from the fourteen to the sixteenth centuries, Europe reached back to Ancient Greece and Rome, and pushed ahead in numerous fields: art, architecture, literature, philosophy, banking, commerce, religion, politics, and warfare. This era is inundated with famous names (Da Vinci, Michelangelo, Raphael, Petrarch, Machiavelli, Cervantes, and Shakespeare), and the heritage it left can hardly be overestimated. The A to Z of the Renaissance provides information on these fields through its chronology, which traces events from 1250 to 1648, and its introduction delineating the underlying features of the period. However, it is the dictionary section, with hundreds of cross-referenced entries on famous persons (from Adrian to Zwingli), key locations, supporting political and social institutions, wars, religious reformations, achievements, and failures, which is the heart of this book. Further research is facilitated by the bibliography.
Charles Trinkaus can be counted among the eminent intellectual and cultural historians of the Renaissance. This new collection of his articles brings together pieces published since 1982. The studies are concerned with Italian Renaissance humanists and philosophers who tended to affirm human capacities to shape earthly existence, despite the traditional limitations proposed by some scholastics and astrologers. Professor Trinkaus holds that, without abandoning their Christian faith, or their acceptance of physical influences from the cosmos, these writers, in their stress on human capacities, were responding to the vigorous activism of their contemporaries in all aspects of their existence. The final four papers also provide a series of reflections on the modern historiography of the Renaissance.
In this updated edition of his classic account, Charles Nauert charts the rise of humanism as the distinctive culture of the social, political and intellectual elites in Renaissance Europe. He traces humanism's emergence in the unique social and cultural conditions of fourteenth-century Italy and its gradual diffusion throughout the rest of Europe. He shows how, despite its elitist origins, humanism became a major force in the popular culture and fine arts of the fifteenth and sixteenth centuries, and the powerful impact it had on both the Protestant and Catholic Reformations. He uses art and biographical sketches of key figures to illuminate the narrative and concludes with an account of the limitations of humanism at the end of the Renaissance. The revised edition includes a section dealing with the place of women in humanistic culture and an updated bibliography. It will be essential reading for all students of Renaissance Europe.
This book reintroduces the work of Robert K. Merton as a bridge between classical sociology and modern sociology. Founded in the sociological classics but developing a modern approach to the advancement of theory and research methodology, Merton’s thought helped to construct modern sociology in its coverage of many of the social institutional areas of contemporary society. Recovering and analysing the system of ‘structural analysis’, which Merton progressively developed – a system largely overlooked due to the tendency among commentators to stereotype him as a ‘functionalist’ – the author considers the applications of this approach to various substantive fields, particularly science and criminal justice, and examines the effect of Merton’s later ‘sociological semantics’ on his overall schema. A clear and accessible presentation of the array of concepts introduced by Merton to sociology, Reintroducing Robert K. Merton will appeal to scholars and students with interests in sociological theory, social research, the history of sociology and the various substantive areas covered in the work of Merton – deviance, science, and communications.
Henry I, son of William the Conqueror, ruled from 1100 to 1135, a time of fundamental change in the Anglo-Norman world. This long-awaited biography, written by one of the most distinguished medievalists of his generation, offers a major reassessment of Henry’s character and reign. Challenging the dark and dated portrait of the king as brutal, greedy, and repressive, it argues instead that Henry’s rule was based on reason and order. C. Warren Hollister points out that Henry laid the foundations for judicial and financial institutions usually attributed to his grandson, Henry II. Royal government was centralized and systematized, leading to firm, stable, and peaceful rule for his subjects in both England and Normandy. By mid-reign Henry I was the most powerful king in Western Europe, and with astute diplomacy, an intelligence network, and strategic marriages of his children (legitimate and illegitimate), he was able to undermine the various coalitions mounted against him. Henry strove throughout his reign to solidify the Anglo-Norman dynasty, and his marriage linked the Normans to the Old English line. Hollister vividly describes Henry’s life and reign, places them against the political background of the time, and provides analytical studies of the king and his magnates, the royal administration, and relations between king and church. The resulting volume is one that will be welcomed by students and general readers alike.
Higher Education in Texas is the first book to tell the history, defining events, and critical participants in the development of higher education in Texas from approximately 1838 to 1970. Charles Matthews, Chancellor Emeritus of the Texas State University System, begins the story with the land grant policies of the Spanish, Mexicans, Republic of Texas, and the State of Texas that led to the growth of Texas. Religious organizations supplied the first of many colleges, years before the Texas Legislature began to fund and support public colleges and universities. Matthews devotes a chapter to the junior/community colleges and their impact on providing a low-cost education alternative for local students. These community colleges also played a major role in economic development in their communities. Further chapters explore the access and equity in educating women, African Americans, and Hispanics.
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