1. Chapter 10 Renaissance and Discovery

2. The Renaissance in Italy (1375-1527) Overview –“Prototype of the modern world” (Burckhardt) –Revival of ancient learning in fourteenth and fifteenth century Italy gave rise to new secular and scientific values –Adopted a rational and statistical approach to reality –Rediscovered the worth and creativity of the individual –Continuity? –Christian character of Renaissance humanism Overview –“Prototype of the modern world” (Burckhardt) –Revival of ancient learning in fourteenth and fifteenth century Italy gave rise to new secular and scientific values –Adopted a rational and statistical approach to reality –Rediscovered the worth and creativity of the individual –Continuity? –Christian character of Renaissance humanism

3. The Renaissance in Italy (1375-1527) Earlier ‘renaissances’ Most scholars agree this is a time of transition from medieval to modern Medieval: feudal, agricultural economy, dominated by church in thought and culture Renaissance: national consciousness and political centralization, urban economy, lay and secular control of thought and culture including religion Earlier ‘renaissances’ Most scholars agree this is a time of transition from medieval to modern Medieval: feudal, agricultural economy, dominated by church in thought and culture Renaissance: national consciousness and political centralization, urban economy, lay and secular control of thought and culture including religion

4. The Renaissance in Italy (1375-1527) Time frame: 1375-1527 Death of Petrarch and Boccaccio Growth of civic humanism Ended when the Spanish conquered Rome Time frame: 1375-1527 Death of Petrarch and Boccaccio Growth of civic humanism Ended when the Spanish conquered Rome

5. Italian City-States Natural gateway to Europe (East and West) Experienced traders Mastered skills of business: organization, bookkeeping, scouting new markets, securing monopolies Dominated political and economic life in surrounding countryside Natural gateway to Europe (East and West) Experienced traders Mastered skills of business: organization, bookkeeping, scouting new markets, securing monopolies Dominated political and economic life in surrounding countryside

6. Bankers for Europe War between the emperor and the pope –Assisted growth of cities; strengthened merchant oligarchies Free to expand on their own (north was kings and territorial princes that controlled growth) Duchy of Milan, Republics of Florence and Venice, the Papal States, and the kingdom of Naples War between the emperor and the pope –Assisted growth of cities; strengthened merchant oligarchies Free to expand on their own (north was kings and territorial princes that controlled growth) Duchy of Milan, Republics of Florence and Venice, the Papal States, and the kingdom of Naples

7. Government Became for the most part, despotisms, exception was Venice, ruled by a merchant oligarchy Senate of 300 Judicial body (ruthless) Became for the most part, despotisms, exception was Venice, ruled by a merchant oligarchy Senate of 300 Judicial body (ruthless)

8. Social Class and Conflict Florence 4 distinguishable groups –Grandi: old rich; nobles and merchants –Popolo grosso: new rich merchant class, capitalists and bankers; known as the “fat people” –Middle-burgher ranks of guild masters, shop owners, and professionals, the smaller businesspeople –Popolo minuto: “little people” lower economic class Ciompi Revolt –Caused by feuding between old and new rich, the loss of population from the plague, and collapse of the great banking houses of Bardi and Peruzzi –Four years of reign by lower Florentine classes Florence 4 distinguishable groups –Grandi: old rich; nobles and merchants –Popolo grosso: new rich merchant class, capitalists and bankers; known as the “fat people” –Middle-burgher ranks of guild masters, shop owners, and professionals, the smaller businesspeople –Popolo minuto: “little people” lower economic class Ciompi Revolt –Caused by feuding between old and new rich, the loss of population from the plague, and collapse of the great banking houses of Bardi and Peruzzi –Four years of reign by lower Florentine classes

9. Cosimo de’ Medici Stability returned Controlled Florence behind the scenes Signoria ruling council Cosimo was head of Office of Public Debt Stability returned Controlled Florence behind the scenes Signoria ruling council Cosimo was head of Office of Public Debt

10. Lorenzo de’ Medici Ruled in almost totalitarian fashion Assassination of his brother Ruled in almost totalitarian fashion Assassination of his brother

11. Other despots Hired strongmen known as podestá Held executive, military, and judicial power Purpose was to maintain normal flow of business by whatever means necessary Operated mercenary armies obtained through brokers known as condottieri Hired strongmen known as podestá Held executive, military, and judicial power Purpose was to maintain normal flow of business by whatever means necessary Operated mercenary armies obtained through brokers known as condottieri

12. Art of Diplomacy Diplomats Resident embassies Represented city-states in ceremonies, negotiations, and were watchful eyes and ears at foreign courts Diplomats Resident embassies Represented city-states in ceremonies, negotiations, and were watchful eyes and ears at foreign courts

13. Humanism Scholarly view –Burckhardt’s ideas: birth of modernity, driven by un-Christian philosophy that stressed dignity of humankind, individualism and secular values –Second view: humanists were actually champions of Catholic Christianity, opposing pagan teaching of Aristotle and the Scholasticism his writings nurtured –Third view: a neutral form of historical scholarship adopted to promote above all a sense of civic responsibility and political liberty –Kristleller: the above deals with secondary effects Humanism was an educational program built on rhetoric and scholarship for their own sake Scholarly view –Burckhardt’s ideas: birth of modernity, driven by un-Christian philosophy that stressed dignity of humankind, individualism and secular values –Second view: humanists were actually champions of Catholic Christianity, opposing pagan teaching of Aristotle and the Scholasticism his writings nurtured –Third view: a neutral form of historical scholarship adopted to promote above all a sense of civic responsibility and political liberty –Kristleller: the above deals with secondary effects Humanism was an educational program built on rhetoric and scholarship for their own sake http://www.humanismforschools.org.uk/teachingtoolkits/presentations/Toolkit_6.htmlwww.humanismforschools.org.uk

14. Studia Humanitatis Liberal arts program: grammar, rhetoric, poetry, history, politics, and moral philosophy –Celebrated dignity of humankind –Prepared people for a life of virtuous action Orators and poets –Wrote original literature in both classical and vernacular –Taught rhetoric in the universities –Employed as teachers of rhetoric, and in the courts as secretaries, speechwriters, and diplomats Compared to earlier renaissances, more secular and lay dominated, much broader interests, more recovered manuscripts, scholars possessed superior technical skills –Less bound to recent tradition and did not focus on comparing views of recognized authorities –Sources were classical and biblical Liberal arts program: grammar, rhetoric, poetry, history, politics, and moral philosophy –Celebrated dignity of humankind –Prepared people for a life of virtuous action Orators and poets –Wrote original literature in both classical and vernacular –Taught rhetoric in the universities –Employed as teachers of rhetoric, and in the courts as secretaries, speechwriters, and diplomats Compared to earlier renaissances, more secular and lay dominated, much broader interests, more recovered manuscripts, scholars possessed superior technical skills –Less bound to recent tradition and did not focus on comparing views of recognized authorities –Sources were classical and biblical

15. Petrarch, Dante, and Boccaccio Petrarch: Father of Humanism –Literature: Letters to the Ancient Dead (personal letters to Cicero, Livy, Virgil, and Horace Africa (poem) –Biographies Lives of Illustrious Men Love Sonnets (see sample) –Critical Text: Criticism for Scholastics –Dialogues with Saint Augustine –Defense of the soul Petrarch: Father of Humanism –Literature: Letters to the Ancient Dead (personal letters to Cicero, Livy, Virgil, and Horace Africa (poem) –Biographies Lives of Illustrious Men Love Sonnets (see sample) –Critical Text: Criticism for Scholastics –Dialogues with Saint Augustine –Defense of the soul

16. Petrarch, Dante, and Boccaccio Dante –Vita Nuova and Divine Comedy Boccaccio –Decameron –Encyclopedia of Greek and Roman Mythology Dante –Vita Nuova and Divine Comedy Boccaccio –Decameron –Encyclopedia of Greek and Roman Mythology

17. Educational Reforms and Goals Goal: wisdom, eloquently spoken, both knowledge of the good and the ability to move others to desire it –Learning was not meant to remain abstract and unpracticed –“It is better to will the good than to know the truth”—Petrarch Education should be useful and well-rounded –Not confined to the classroom –Baldassare Castiglione’s Book of the Courtier Goal: wisdom, eloquently spoken, both knowledge of the good and the ability to move others to desire it –Learning was not meant to remain abstract and unpracticed –“It is better to will the good than to know the truth”—Petrarch Education should be useful and well-rounded –Not confined to the classroom –Baldassare Castiglione’s Book of the Courtier

18. Women were also educated Christine de Pisan –Daughter of Charles V (French king) –The Treasure of the City of Ladies –Christine de Pisan Instructs Women on How to Handle their Husbands” pg. 290 Isabella de’ Este Christine de Pisan –Daughter of Charles V (French king) –The Treasure of the City of Ladies –Christine de Pisan Instructs Women on How to Handle their Husbands” pg. 290 Isabella de’ Este

19. The Florentine Academy Revival of Greek studies –Especially the works of Plato Factors in the revival: –1397: Florence invites Manuel Chrysoloras to come from Constantinople to promote Greek earning. –1439: the ecumenical Council of Ferrara-Florence, convened to negotiate the reunion of the Eastern and Western churches Opened the door for scholars and manuscripts –1453: Fall of Constantinople Greek scholars seek refuge in Florence Revival of Greek studies –Especially the works of Plato Factors in the revival: –1397: Florence invites Manuel Chrysoloras to come from Constantinople to promote Greek earning. –1439: the ecumenical Council of Ferrara-Florence, convened to negotiate the reunion of the Eastern and Western churches Opened the door for scholars and manuscripts –1453: Fall of Constantinople Greek scholars seek refuge in Florence

20. Florentine Platonic Academy Patronage of Cosimo de Medici, supervision of Marsilio Ficino and Pico della Mirandola Attracted to Platonic tradition –Plato had flattering view of human nature –Distinguished between an eternal sphere of being and the perishable world in which human actually lived Not a formal school, but an informal gathering of influential Florentine humanists Patronage of Cosimo de Medici, supervision of Marsilio Ficino and Pico della Mirandola Attracted to Platonic tradition –Plato had flattering view of human nature –Distinguished between an eternal sphere of being and the perishable world in which human actually lived Not a formal school, but an informal gathering of influential Florentine humanists

21. Critics of tradition Pico’s Oration on the Dignity of Man (see pg 292) Lorenzo Valla –Elegances of the Latin Language (1444) –Donation of Constantine; defense of predestination –Critic of the church although did not intend to be Pico’s Oration on the Dignity of Man (see pg 292) Lorenzo Valla –Elegances of the Latin Language (1444) –Donation of Constantine; defense of predestination –Critic of the church although did not intend to be

22. Civic Humanism Basic criticism of Scholastic education was content was useless Should promote individual virtue and public service Basic criticism of Scholastic education was content was useless Should promote individual virtue and public service