Recovery and Rebirth: The Age of the Renaissance
"Learn how to see. Realize that everything connects to everything else."
- Leonardo da Vinci
"Learn how to see. Realize that everything connects to everything else."
- Leonardo da Vinci
CHAPTER 12: THE AGE OF THE RENAISSANCE
This chapter focuses on the birth of the Renaissance in Italy as Europe emerges from the Middle Ages after the devastation of the Black Plague and chaos of the Hundred Years War and Great Schism. As educated people began to embrace a new form of learning called humanism- a more secular way to learn which requires creativity, critical thinking, and to seek out original ideas and new knowledge- new styles of art and literature emerged which celebrated the human mind, body, and soul. This led many Europeans to slowly pull away from the authority of the Catholic Church, while still retaining their faith in God. Meanwhile, Italian cities were ruled by despotic families like the Medici and Borgia, which paved the way for modern Machiavellian politics. While Italy was divided and run by rival ruling families, national monarchies were beginning to form in France, England, and Spain. Finally, due to the drastic changes that had shaken the Catholic Church in the 14th century, the Catholic Church began to slowly address its loss of influence, but reform would take a far more drastic catalyst.
Chapter 12: The Age of the Renaissance. I STRONGLY recommend printing these & bringing them to class!
ch_12_slides_spielvogel.pdf | |
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ch_12_reading_packet.pdf | |
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ch12_reading_guide_rcq.docx | |
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KAGAN TEXTBOOK: Chapter 2: Renaissance and Discovery PowerPoint notes. I recommend looking this over a day before lecture. I have also provided the Kagan Chapter 2 ID terms, chapter summary, concepts and DQs.
kagan_ch02_lecture.ppt | |
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ch_2_outline_terms.docx | |
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1_b_new_monarchs.pdf | |
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new_monarchies.docx | |
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From the New York Times: In Tuscany, Following the Rise and Fall of Machiavelli
An interesting article that looks at Machiavelli's personal and professional life as a political scientist, farmer, and lover in Florence. Check it out here
An interesting article that looks at Machiavelli's personal and professional life as a political scientist, farmer, and lover in Florence. Check it out here
THE RENAISSANCE- WAS IT A THING?
HISTORY OF IDEAS: THE RENAISSANCE
So what's the difference between Medieval Scholasticism and Renaissance Humanism?
Scholasticism Humanism
1. Not encouraged to strive 1. Go to sources and reach own
for undiscovered truth conclusions
2. Basic assumption was that 2. Sought Greek and Latin
truth already existed sources
3. Logic emphasized that stems from 3. Less bound to tradition
tradition.
4. Eloquence and relevance not 4. Secular content of classics
emphasized accepted
5. Indifferent to secular content 5. Logic and observation
of classic writings accepted to discover truth
1. Not encouraged to strive 1. Go to sources and reach own
for undiscovered truth conclusions
2. Basic assumption was that 2. Sought Greek and Latin
truth already existed sources
3. Logic emphasized that stems from 3. Less bound to tradition
tradition.
4. Eloquence and relevance not 4. Secular content of classics
emphasized accepted
5. Indifferent to secular content 5. Logic and observation
of classic writings accepted to discover truth
A modern explanation of humanism and its importance.
Robin Williams plays Professor John Keating in the film Dead Poets Society. As a literature and English teacher at an elite preparatory academy for boys in the mid-20th century, he aims to inspire his students to love poetry and literature for its own sake, because, as he says "we are members of the human race, and the human race is filled with passion." How is this similar to Platonism? How does John Keating embody the characteristics of a humanist educator?
Robin Williams plays Professor John Keating in the film Dead Poets Society. As a literature and English teacher at an elite preparatory academy for boys in the mid-20th century, he aims to inspire his students to love poetry and literature for its own sake, because, as he says "we are members of the human race, and the human race is filled with passion." How is this similar to Platonism? How does John Keating embody the characteristics of a humanist educator?
"O Me! O Life!" by Walt Whitman.
American Poet, 1892, from "Leaves of Grass"
"O Me! O Life! of the questions of these recurring,
Of the endless trains of the faithless, of cities fill’d with the foolish,
Of myself forever reproaching myself, (for who more foolish than I, and who more faithless?)...
...Answer:
That you are here—that life exists and identity,
That the powerful play goes on, and you may contribute a verse."
American Poet, 1892, from "Leaves of Grass"
"O Me! O Life! of the questions of these recurring,
Of the endless trains of the faithless, of cities fill’d with the foolish,
Of myself forever reproaching myself, (for who more foolish than I, and who more faithless?)...
...Answer:
That you are here—that life exists and identity,
That the powerful play goes on, and you may contribute a verse."
SOCRATIC SEMINAR: HUMANISM AND EDUCATION
apeh_socratic_seminar_1_humanism_and_education.docx | |
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apeh_socratic_seminar_instructions.pdf | |
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RENAISSANCE ART
Review various artists and styles of art in the following pdf documents, taken from "The Annotated Mona Lisa" by Carol Strickland, PhD
Part 1
Part 1
renart.pdf | |
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Part 2
renart0001.pdf | |
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PBS DOCUMENTARY: "THE MAGNIFICENT MEDICI"
THE DUOMO OF FLORENCE: BRUNELLESCHI'S FAMOUS DOME.
THE MANY MEANINGS OF MICHELANGELO'S DAVID
MATH AND ART
It wasn't just the European Renaissance artists that employed geometrical symmetry in their art. Islamic medieval art actually began using complex geometric designs, particularly in tile work, long before the Italians did. Using just circles and lines, Islamic artists created amazing and seemingly infinite designs to portray religious beauty and contemplation of eternity: