St. Thomas Aquinas in Historical Perspective: The Modern Period

1975 ◽  
Vol 44 (4) ◽  
pp. 433-449 ◽  
Author(s):  
Marcia L. Colish
Keyword(s):  
Intellectual History ◽  
Middle Ages ◽  
Historical Perspective ◽  
Thomas Aquinas ◽  
Vantage Point ◽  
Historical Significance ◽  
Hundredth Anniversary ◽  
Modern Period ◽  
Modern Thought ◽  
Two Generations

Witnessing as it did the seven hundredth anniversary of the death of St. Thomas Aquinas, the year 1974 was marked by multiple conferences and publications dedicated to his life, his thought and his place in medieval intellectual history. The recently completed septicentennial also provides a useful vantage point from which to examine the current historiographical assessment of St. Thomas' influence in modern intellectual history. Aquinas scholars devoted little systematic attention to this topic in 1974, a fact which, in itself, reflects a striking and persistent imbalance within the field of Aquinas studies. It is a commonplace to state that St. Thomas enjoyed an authority in the period since the thirteenth century far exceeding any he achieved in his own day. Yet, a consideration of the historiography of Thomas' place in modern thought reveals the fact that the Angelic Doctor's substantial post-medieval reputation has not generally been matched by an equally plentiful measure of historical understanding. For two generations, historians of the Middle Ages have made great strides toward the systematic recovery of the historical Thomas Aquinas. But the task of uncovering the historical significance of his thought within the changing contexts of post-medieval culture still awaits its Grabmanns and Chenus.

Reconfiguration

2020 ◽  
pp. 379-405
Author(s):  
Howard Hotson
Keyword(s):  
Seventeenth Century ◽  
Intellectual History ◽  
Middle Ages ◽  
Fourth Generation ◽  
Or Education ◽  
Alphabetical Order ◽  
Collective Effort ◽  
Two Generations ◽  
European Intellectual History ◽  
Successive Generations

Alsted and Bisterfeld, Hartlib and Comenius, Welsch and Leibniz all proposed to emend the Encyclopaedia of 1630, and all failed. Contemplating the failure of these attempts opens up the broadest vista attained by this study. The idea of an ‘enkyklios paideia’, a cycle or circle of instruction or education, is an ancient one which gradually took literary shape during the Middle Ages and Renaissance. Three successive generations of reform—led by Agricola, Ramus, and Keckermann—and a fourth generation of collective effort by a whole community generated the most perfect literary manifestation of this idea in Alsted’s Encyclopaedia (section 11.i). For at least two generations after its appearance in 1630, scholars across Europe acknowledged the Encyclopaedia as the leading work of its kind and sought to revise or replace it. During this lengthy period, the connotations of the term ‘encyclopaedia’ shifted from designating a ‘cycle of studies’ to a genre of books which sought to summarize the circle of learning in print (section 11.ii). But with the failure to replace Alsted’s work, the systematically organized, pedagogically orientated, Latin encyclopaedias worthy of the name exploded into innumerable discrete topics which were reorganized in alphabetical order in the various European vernaculars to create a new genre of academic reference works inappropriately labelled ‘(en)cyclopaedias’ first by Chambers in 1728 and then by D’Alembert and Diderot in 1751. The implications of this transformation for the shape of European knowledge were profound. The demise of the age-old tradition culminating in Alsted’s Encyclopaedia can therefore be regarded as a major watershed in European intellectual history created by the simultaneous political, military, confessional, and intellectual crises of the mid-seventeenth century (section 11.iii).

scholarly journals Foreignness and Otherness in Pedagogical Contexts

2007 ◽  
Vol 1 (1) ◽  
Author(s):  
Wilfried Lippitz
Keyword(s):  
Early Modern ◽  
Intellectual History ◽  
Middle Ages ◽  
Early Modern Period ◽  
The Other ◽  
Northern Europe ◽  
Historical Period ◽  
Important Place ◽  
Modern Period ◽  
The 19Th Century

This paper considers the issue of alterity in education, first defining the question of the "other" or the "foreign" as it appears in a number of educational discourses and contexts. The paper then presents two different, historically-localizable aspects of the pedagogical encounter with foreignness or otherness. Both of these are associated with periods that have an important place in German cultural and intellectual history. The first is the transition from the middle ages to the early-modern period, the time of John Amos Comenius' Orbis Sensualium Pictus. Despite the achievements of this particular work as an encyclopedic and pedagogical introduction to the "visible world," it presents a rather deleterious treatment of the foreign in its contemporaneous manifestation in Northern Europe. The second historical period is the 19th century, and what is of principle concern here is the treatment of the foreign in grand, synthetic neo-humanistic theories of time. While the processes of dialectical assimilation and integration to which the foreign or other was subjected in these theories were not as explicit or overt as in preceding periods, they are still comparable in terms of their ultimate effect. This paper concludes by considering two 20th century articulations of education or Bildung in which the irreducible presence of the foreign or other in human development is explicitly acknowledged and affirmed, and the issue of its respect and recouperation is directly addressed, sometimes with significant and valuable consequences for pedagogy.

On the Christian Idea of Man

1949 ◽  
Vol 11 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Josef Pieper
Keyword(s):  
Middle Ages ◽  
Moral Theology ◽  
Thomas Aquinas ◽  
Fundamental Conception ◽  
Conception Of Man ◽  
High Middle Ages ◽  
Two Generations ◽  
God's Image

The second partof the Summa Theologica of the “Universal Doctor,” Thomas Aquinas, begins with the following sentence: Because man has been created in God's image, now after having spoken of God, the archetype, we must still deal with His image which is man. (Summa Theologica I, II, Prologus.) There is something peculiar about this sentence; its meaning must not be misunderstood. It is stated as a matter of fact but its meaning is not to be taken for granted. This first sentence of Moral Theology expresses a fact which has almost entirely disappeared from the knowledge of Christians of today; namely, die fact that moral doctrine is primarily and above all a doctrine about man; that moral doctrine must plainly reveal the conception of man, and that, therefore, the doctrine of Christian morals must concern the Christian model of man. This fact was a matter of course in' the Christianity of the high Middle Ages. This fundamental conception—which, to be sure, was not definitely taken for granted as the polemical wording shows—compelled Eckhart to say two generations after St. Thomas: people should not think about what they ought to do, they should rather think about what they ought to be.

Agenda for Early Modern Economic History

1971 ◽  
Vol 31 (1) ◽  
pp. 172-183 ◽  
Author(s):  
Harry A. Miskimin
Keyword(s):  
Early Modern ◽  
Intellectual History ◽  
Middle Ages ◽  
Economic History ◽  
Eastern Mediterranean ◽  
Early Modern Period ◽  
Program Committee ◽  
Modern Period ◽  
Modern Economic ◽  
City States

It is graceless, perhaps, to begin by quarrelling with the program committee in my initial remarks, but I must plead that the assignment itself—to propose an agenda for early modern economic history—provides a mandate for such seemingly uncouth behavior. The controversial issue, of course, is the periodization of economic history into the traditional Middle Ages (pre-1500) and the Early Modern Period (post-1500). The division has never been sharp in political or intellectual history, but it is even less meaningful in economic history—there is no single, dramatic, economic event, no ninety-five theses, to establish a break—and the intellectual consequences of the division at 1500 have often been pernicious. When specialists of the early modern period assert nascent capitalism, medievalists point to thirteenth century Italy. When early modernists lay their claims to discovery and colonization, medievalists point first to the early eastern Mediterranean colonies of the Italian city-states and then to the Atlantic explorations of Spain and Portugal, begun in the fourteenth century. If rapid early modern economic growth is the issue, the medievalist will again cry foul and recall that growth was, at least in part, merely the inevitable recovery from the economic collapse of the later middle ages.

scholarly journals C.S. Lewis as Medievalist

Linguaculture ◽  
2014 ◽  
Vol 2014 (2) ◽  
pp. 45-56 ◽  
Author(s):  
Helen Cooper
Keyword(s):  
Intellectual History ◽  
Middle Ages ◽  
English Language ◽  
Main Concern ◽  
Renaissance Literature ◽  
Inaugural Lecture ◽  
Language And Literature ◽  
Modern Thought ◽  
History Of ◽  
History Of Europe

Abstract C.S. Lewis’s life as an academic was concerned with the teaching of medieval and Renaissance literature, though both his lectures and his publications also incorporated his extensive knowledge of Greek and Latin classics. He argued that the cultural and intellectual history of Europe was divided into three main periods, the pre-Christian, the Christian and the post-Christian, which he treated as a matter of historical understanding and with no aim at proselytization: a position that none the less aroused some opposition following his inaugural lecture as professor at Cambridge. Ever since his childhood, his interest in the Middle Ages had been an imaginative rather than a purely scholarly one, and his main concern was to inculcate a sense of the beauty of that pre-modern thought world and its value-a concern that set him apart from the other schools of English language and literature dominant in his lifetime.

From Craft to Institution: Accounting in Italy from the Middle ages to the Early Modern Period

2012 ◽  
pp. 135-152 ◽  
Author(s):  
O. Volkova
Keyword(s):  
Early Modern ◽  
Middle Ages ◽  
Social Economic ◽  
Early Modern Period ◽  
Social Institution ◽  
Business Environment ◽  
Technical Standards ◽  
Medieval Italy ◽  
Modern Period ◽  
Professional Field

The article describes the evolution of accounting from the simple registration technique to economic and social institution in medieval Italy. We used methods of institutional analysis and historical research. It is shown that the institutionalization of accounting had been completed by the XIV century, when it became a system of codified technical standards, scholar discipline and a professional field. We examine the interrelations of this process with business environment, political, social, economic and cultural factors of Italy by the XII—XVI centuries. Stages of institutionalization are outlined.

The Folly of the Cross

2018 ◽  
Author(s):  
Richard Viladesau
Keyword(s):  
Early Modern ◽  
Early Modern Period ◽  
Theology Of The Cross ◽  
The Enlightenment ◽  
Modern Period ◽  
The Arts ◽  
Modern Thought ◽  
Fourth Volume ◽  
The Cross ◽  
Satisfaction Model

This work surveys the ways in which theologians, artists, and composers of the early modern period dealt with the passion and death of Christ. The fourth volume in a series, it locates the theology of the cross in the context of modern thought, beginning with the Enlightenment, which challenged traditional Christian notions of salvation and of Christ himself. It shows how new models of salvation were proposed by liberal theology, replacing the older “satisfaction” model with theories of Christ as bringer of God’s spirit and as social revolutionary. It shows how the arts during this period both preserved the classical tradition and responded to innovations in theology and in style.

Sign in / Sign up

Export Citation Format

Share Document