'What did Europeans learn from their 'Renaissances'?

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Graeme Murray

Paths Essay

Tutor: J.Jackson

A2.2 ‘What did Europeans learn from their ‘Renaissances’?

The Renaissance has been studied by a plethora of historians, yet one is still faced with difficulty when attempting to investigate its effects. Initially, one is compelled to examine only the period known as the ‘High Renaissance,’ but it is essential to look back when charting the effects of this final epoch. For the term ‘Renaissance’ has been applied to earlier histories. Indeed, the 9th century Carolingian Empire brought with it many elements that one could apply to the term ‘Renaissance,’ the advances in education being most obvious.  However, the revival of learning that occurred during the twelfth century dictates that the events of this period are inextricably linked to the impact of the fifteenth century movement. These ‘Renaissances’ brought with them an inherent desire among the intelligentsia for a revival of the classical heritage that preceded them. But as Pater stresses, the tone of society in fifteenth century Italy was necessary for this aim to come to fruition:

‘There come, however, from time to time, eras of more favourable conditions, in which the thoughts of men draw nearer together.’  

Thus, it is my contention that one should investigate this subject by studying the influence that the classical period had upon the ‘High Renaissance’ for it is from here the that the true advances derive. The fifteenth century movement transcended all spheres of note, ranging from art to politics, economics to education. I aim to examine the question from this standpoint in the hope that it will reveal what Europe truly learnt from its ‘Renaissances.’  

It is my view that the main basis of a renaissance derives from changes in the approach to education and learning, as it is this which ‘feeds’ society. This is evident when one studies the character of the twelfth century revival in this area, as is explained by Bolgar:

‘Great efforts were made to utilise the information available in the surviving Latin and Greek texts on such specialised subjects as rhetoric, law, logic and medicine.’ (Pg. 200)

The new interest in secular life led to beliefs about education and society that came from Greece and Rome. The secular, humanist idea held that the church should not rule civic matters, but should guide only spiritual matters. The church disdained the accumulation of wealth and worldly goods, supported a strong but limited education, and believed that moral and ethical behaviour was dictated by scripture. Humanists, however, believed that wealth enabled them to do fine, noble deeds, that good citizens needed a good, well-rounded education (such as that advocated by the Greeks and Romans), and that moral and ethical issues were related more to secular society than to spiritual concerns. The humanists rediscovered writings on scientific matters, government, rhetoric, philosophy, and art. They were influenced by the knowledge of these ancient civilizations and by the emphasis placed on man, his intellect, and his existence.

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In the ‘High Renaissance’, Rome was the centre of the literary movement known as "Ciceronianism" that aimed to standardize Latin diction by modelling all prose on the writings of Cicero. The leaders of the movement hoped thereby to make Latin usage more precise and elegant; they also hoped to establish a kind of linguistic orthodoxy maintained by the authority of Rome. Pietro Bembo and Jacopo Sadoleto, Pope Leo X's two Latin secretaries, were the leaders of the movement. However, Bolgar maintains that Bembo served to ‘confuse our picture of the Renaissance’ (Pg. 266) as his aim was to create Latin that ...

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