scispace - formally typeset
Search or ask a question
Dissertation

Humanism as Civic Project: The Collège de Guyenne 1533-1583

TL;DR: Goddard et al. as mentioned in this paper examined the humanist program at the Collège de Guyenne in Bordeaux from 1533 to 1583 and found that the regents found a balance between stasis and change amidst the turmoil of the sixteenth century as they contributed to the emerging Renaissance identity of a resurgent French city.
Abstract: HUMANISM AS CIVIC PROJECT: THE COLLÈGE DE GUYENNE 1533-1583 Marjorie Hopkins Advisor: University of Guelph, 2016 Professor Peter A. Goddard Que disciplina adhuc observata in suo Burdigalen Gymnasio notior evadat, nec facile usquam depravetur. Thus, in 1583, the Jurade, the city council, of Bordeaux concluded its endorsement of the publication of Elie Vinet's Schola Aquitanica, the school programme of the Collège de Guyenne. This thesis examines the humanist programme at the Collège de Guyenne in Bordeaux from 1533 to 1583. Most studies of the Collège have focused on its foundation and institutional structure. Since Ernest Gaullieur's institutional history in 1874, research into Renaissance, Reformation, and educational history have made significant advancements, all of which shed additional light onto the Collège's history and its role as a source of civic identity in a growing national context. Additionally, the application of Pierre Bourdieu's concept of habitus grants insight into the social climate of academics in the sixteenth century. This thesis contributes to our knowledge of the Collège's and the regents' place in the development of Bordelais and French identity, but it also elucidates the regents' impact on the students who attended there, particularly Michel de Montaigne, a well-known writer who was apparently self-disclosing, whose education at the Collège shaped him into a prudent thinker with the capacity to see all sides of an issue. This study relies on sources published in the late nineteenth and early twentieth century as part of French national studies. These sources include foundation charters, notarial and royal records, letters, sixteenth-century publications, Inquisitorial trials, and material sources. The central argument of this thesis is that the regents at the Collège de Guyenne found a balance between stasis and change amidst the turmoil of the sixteenth century as they contributed to the emerging Renaissance identity of a resurgent French city. Moreover, this thesis examines the Collège de Guyenne as a political institution during a period of upheaval and transformation. The regents at the Collège de Guyenne embraced the diversity of Bordeaux and, in 1583, the Jurade endorsed the programme at Guyenne and declared that "[il] ne pût jamais s'altérer facilement."
Citations
More filters
Journal ArticleDOI
TL;DR: In this article, the authors present a survey of the history of the Latin language and its use in literature, including the following: 1. THE HISTORICAL BACKGROUND 2. INTELLECTUAL CENTRES 3. BOOKS and LIBRARIES 4. THE REVIVAL OF LATIN CLASSICS 5. LATIN LANGUAGE 6. THE LATIN POETRY 7. THE VIETNATION of JURISPRUDENCE 8. Historical WRITING 9. THE TRANSLATORS FROM GREEK and ARA
Abstract: 1. THE HISTORICAL BACKGROUND 2. INTELLECTUAL CENTRES 3. BOOKS AND LIBRARIES 4. THE REVIVAL OF THE LATIN CLASSICS 5. THE LATIN LANGUAGE 6. LATIN POETRY 7. THE REVIVAL OF JURISPRUDENCE 8. HISTORICAL WRITING 9. THE TRANSLATORS FROM GREEK AND ARABIC 10. THE REVIVAL OF SCIENCE 11. THE REVIVAL OF PHILOSOPHY 12. THE BEGINNINGS OF UNIVERSITIES INDEX

309 citations

Journal ArticleDOI
TL;DR: Baron as discussed by the authors revised the longer notes and added new ones, while leaving the original numbering intact, so the interested scholar may still refer to volume two of the first edition, with an epilogue.
Abstract: REVISED, ONE-VOLUME EDITION, WITH AN EPILOGUE By HANS BARON. In this revised one-volume edition, the author has condensed the longer notes and added new ones, while leaving the original numbering intact, so the interested scholar may still refer to volume two of the first edition. New findings from archival and manuscript sources strengthen many points. The chapters on the political background of the changes in culture and thought as well as those dealing with \"The Dangers of Humanist Classicism,\" and \"Humanism and Classicism\" are enlarged and an epilogue has been added. 600 Pages, $10.00 (Paperback) $2.95T

158 citations

Journal ArticleDOI
TL;DR: The problem of unbelief in the sixteenth century: The religion of Rabelais as mentioned in this paper is a classic example of the problem of faith in the modern world, and it was studied extensively in the history of European ideas.

82 citations

Journal Article
TL;DR: Perrin et al. as discussed by the authors reediter le lecteur du Ve siecle avant Jesus-Christ, le troisieme etant consacre pour l'essentiel de l'education des filles.
Abstract: Les editions Perrin ont pris l’heureuse initiative de reediter, dans leur collection « Tempus », soit en format poche et a un prix tres accessible, cette Histoire generale de l’enseignement et de l’education en France, parue pour la premiere fois en 1981. Quatre volumes meneront le lecteur du Ve siecle avant Jesus-Christ a la fin du XXe siecle, le troisieme etant consacre pour l’essentiel au XIXe siecle sous la plume de Francoise Mayeur bien connue pour ses ouvrages sur l’education des filles...

70 citations

Book ChapterDOI
06 Feb 2018
TL;DR: In the state of Montana, individuals interested in teaching in K-12 schools must complete a degree in the content area they want to teach plus the Teacher Education Program through the Department of Teaching and Learning.
Abstract: Individuals interested in teaching in K-12 schools must complete a degree in the content area they want to teach plus the Teacher Education Program through the Department of Teaching and Learning. Individuals must complete the teaching track within that degree program, which may contain different course requirements than the academic major since the sequence of courses is designed to meet state standards. Upon completion of the degree program with the teaching track and the secondary licensure program, one will be eligible for a standard Montana teaching license in this content area.

59 citations

References
More filters
Journal ArticleDOI
01 Jan 1980
TL;DR: Bourdieu as mentioned in this paper develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood.
Abstract: Outline of a Theory of Practice is recognized as a major theoretical text on the foundations of anthropology and sociology. Pierre Bourdieu, a distinguished French anthropologist, develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood. With his central concept of the habitus, the principle which negotiates between objective structures and practices, Bourdieu is able to transcend the dichotomies which have shaped theoretical thinking about the social world. The author draws on his fieldwork in Kabylia (Algeria) to illustrate his theoretical propositions. With detailed study of matrimonial strategies and the role of rite and myth, he analyses the dialectical process of the 'incorporation of structures' and the objectification of habitus, whereby social formations tend to reproduce themselves. A rigorous consistent materialist approach lays the foundations for a theory of symbolic capital and, through analysis of the different modes of domination, a theory of symbolic power.

21,227 citations

Book
15 Jul 1992
TL;DR: The authors provides a systematic and accessible overview of the internal logic of Bourdieu's work by explicating thematic and methodological principles underlying his work, including a theory of knowledge, practice, and society.
Abstract: Over the last three decades, the French sociologist Pierre Bourdieu has produced one of the most imaginative and subtle bodies of social theory and research of the post war era. Yet, despite the influence of his work, no single introduction to his wide-ranging "oeuvre" is available. This book, intended for an English-speaking audience, offers a systematic and accessible overview, providing interpretive keys to the internal logic of Bourdieu's work by explicating thematic and methodological principles underlying his work. The structure of Bourdieu's theory of knowledge, practice, and society is first dissected by Loi c Wacquant; he then collaborates with Bourdieu in a dialogue in which they discuss central concepts of Bourdieu's work, confront the main objections and criticisms his work has met, and outline Bourdieu's views of the relation of sociology to philosophy, economics, history, and politics. The final section captures Bourdieu in action in the seminar room as he addresses the topic of how to practice the craft of reflexive sociology. Throughout, they stress Bourdieu's emphasis on reflexivity--his inclusion of a theory of intellectual practice as an integral component of a theory of society--and on method--particularly his manner of posing problems that permits a transfer of knowledge from one area of inquiry into another. Amplified by notes and an extensive bibliography, this synthetic view is essential reading for both students and advanced scholars. Pierre Bourdieu is Professor of Sociology at the Colle ge de France. Loi c J. D. Wacquant is a Junior Fellow, Society of Fellows, Harvard University.

8,465 citations

Book
01 Jan 1936
TL;DR: In this article, the authors discuss Abelard and the renaissance of the twelfth century and the role of universities in the development of the modern world, and propose a model of a university.
Abstract: 1. What is a university? 2. Abelard and the renaissance of the twelfth century 3. Salerno 4. Bologna 5. Paris.

545 citations