RENAISSANCE Humanrsm MICHELANGELOTS SISTINE CHAPEL a M MILTON's PARADISE LOST
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Renaissance the Renaissance Approx
Renaissance The Renaissance approx. 1300 – 1600 (texts vary) • Means “rebirth,” specifically the rebirth of classical knowledge (ancient Greece & Rome) • “Birth” of the modern world (beginning of modern European history) • Bridges the Middle Ages to Modern Times • Begins in northern Italy (Florence) & spreads to the Italian city-states & then northern Europe (c.1450) By contrast to continental Europe, the Renaissance did not begin in England until the 16th century & lasted until the early 17th century (the time of Shakespeare) Renaissance vs. the Middle Ages • Renaissance was secular, not religious • Individual, not the group, was emphasized during the Renaissance • Renaissance occurred in urban ($), not rural, areas • It was the awakening of the human spirit - feelings & thoughts The Renaissance begins in Italy • Center of Greco-Roman civilization • Centrally located • Advantages of northern Italian city-states – Large urban centers – Wealth from trade – Merchants as patrons of the arts Rise of the Italian City-States • Northern Italian cities (centrally located) developed international trade which was linked to the Crusades & the Spice Trade – Cities included Genoa, Venice, Milan – The Renaissance started in Florence and followed the success of the Medici family which built their power on great wealth from banking & the manufacture & commerce of textiles Politics among the Italian City-States • Competition among the city-states meant that Italy did not unify politically which would lead to their downfall in the late 15th and early 16th centuries when French & Spanish armies invaded Italy • Before their downfall, an early balance-of- power pattern emerged • Italy would not unite until the mid-19th c. Major city-states & figures 1. -
Sin. Systematic Theology.Wayne Grudem
Systematic Theology Wayne Grudem Chapter 24! SIN What is sin? Where did it come from? Do we inherit a sinful nature from Adam? Do we inherit guilt from Adam? EXPLANATION AND SCRIPTURAL BASIS A. The Definition of Sin The history of the human race as presented in Scripture is primarily a history of man in a state of sin and rebellion against God and of God’s plan of redemption to bring man back to himself. Therefore, it is appropriate now to consider the nature of the sin that separates man from God. We may define sin as follows: Sin is any failure to conform to the moral law of God in act, attitude, or nature. Sin is here defined in relation to God and his moral law. Sin includes not only individual acts such as stealing or lying or committing murder, but also attitudes that are contrary to the attitudes God requires of us. We see this already in the Ten Commandments, which not only prohibit sinful actions but also wrong attitudes: “You shall not covet your neighbor’s house. You shall not covet your neighbor’s wife, or his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor” (Ex. 20:17 NIV). Here God specifies that a desire to steal or to commit adultery is also sin in his sight. The Sermon on the Mount also prohibits sinful attitudes such as anger (Matt. 5:22) or lust (Matt. 5:28). Paul lists attitudes such as jealousy, anger, and selfishness (Gal. 5:20) as things that are works of the flesh opposed to the desires of the Spirit (Gal. -
Antoine De Chandieu (1534-1591): One of the Fathers Of
CALVIN THEOLOGICAL SEMINARY ANTOINE DE CHANDIEU (1534-1591): ONE OF THE FATHERS OF REFORMED SCHOLASTICISM? A DISSERTATION SUBMITTED TO THE FACULTY OF CALVIN THEOLOGICAL SEMINARY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY BY THEODORE GERARD VAN RAALTE GRAND RAPIDS, MICHIGAN MAY 2013 CALVIN THEOLOGICAL SEMINARY 3233 Burton SE • Grand Rapids, Michigan • 49546-4301 800388-6034 fax: 616 957-8621 [email protected] www. calvinseminary. edu. This dissertation entitled ANTOINE DE CHANDIEU (1534-1591): L'UN DES PERES DE LA SCHOLASTIQUE REFORMEE? written by THEODORE GERARD VAN RAALTE and submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy has been accepted by the faculty of Calvin Theological Seminary upon the recommendation of the undersigned readers: Richard A. Muller, Ph.D. I Date ~ 4 ,,?tJ/3 Dean of Academic Programs Copyright © 2013 by Theodore G. (Ted) Van Raalte All rights reserved For Christine CONTENTS Preface .................................................................................................................. viii Abstract ................................................................................................................... xii Chapter 1 Introduction: Historiography and Scholastic Method Introduction .............................................................................................................1 State of Research on Chandieu ...............................................................................6 Published Research on Chandieu’s Contemporary -
The Fall of Satan in the Thought of St. Ephrem and John Milton
Hugoye: Journal of Syriac Studies, Vol. 3.1, 3–27 © 2000 [2010] by Beth Mardutho: The Syriac Institute and Gorgias Press THE FALL OF SATAN IN THE THOUGHT OF ST. EPHREM AND JOHN MILTON GARY A. ANDERSON HARVARD DIVINITY SCHOOL CAMBRIDGE, MA USA ABSTRACT In the Life of Adam and Eve, Satan “the first-born” refused to venerate Adam, the “latter-born.” Later writers had difficulty with the tale because it granted Adam honors that were proper to Christ (Philippians 2:10, “at the name of Jesus, every knee should bend.”) The tale of Satan’s fall was then altered to reflect this Christological sensibility. Milton created a story of Christ’s elevation prior to the creation of man. Ephrem, on the other hand, moved the story to Holy Saturday. In Hades, Death acknowledged Christ as the true first- born whereas Satan rejected any such acclamation. [1] For some time I have pondered the problem of Satan’s fall in early Jewish and Christian sources. My point of origin has been the justly famous account found in the Life of Adam and Eve (hereafter: Life).1 1 See G. Anderson, “The Exaltation of Adam and the Fall of Satan,” Journal of Jewish Thought and Philosophy, 6 (1997): 105–34. 3 4 Gary A. Anderson I say justly famous because the Life itself existed in six versions- Greek, Latin, Armenian, Georgian, Slavonic, and Coptic (now extant only in fragments)-yet the tradition that the Life drew on is present in numerous other documents from Late Antiquity.2 And one should mention its surprising prominence in Islam-the story was told and retold some seven times in the Koran and was subsequently subject to further elaboration among Muslim exegetes and storytellers.3 My purpose in this essay is to carry forward work I have already done on this text to the figures of St. -
Humanism in Brief
HUMANISM IN BRIEF These days, it seems, more and more of our performing guilds and vendors are involved in a wider spectrum of “Renaissance” events: Henrican and Marian, as well as Elizabethan; Celtic and Continental, as well as English. One thing that all these sixteenth century venues had in common was the primary intellectual engine of the Renaissance ‐ Humanism. All the well‐traveled merchants, clerics, and courtiers many of us portray were aware, to one degree or another, of the tectonic‐like shift in education, culture, and philosophy that was slowly and steadily making itself felt throughout all Europe. The medieval, God‐centered, “rational” order was being challenged by students and teachers of ancient Greek and Latin classics who championed the importance (if not the primacy) of human passions and emotions in the quest of perceiving and living the “moral life.” After all, who doesn’t want to be able to teach their children how to be a “good person”, to be well thought of in this life, and safe and secure in the next? Scholasticism and Aquinas Supposedly, when Abe Lincoln was asked his opinion on sin, he replied, “I’m agin’ it.” And so, too, it is sometimes easier to define a historical concept by first getting a handle on the earlier concepts with which it sought to contend, and eventually replace. The dominant educational, philosophical, and theological system of the late Middle Ages was Scholasticism, and its personification was the Dominican friar Thomas Aquinas. The “Dumb Ox” (no, really: his buddies at university called him that; at 300+ pounds, he was so clumsy they wouldn’t let him in the kitchen) explained the moral life this way: God possesses, knows and, in fact, is all ultimate truth; God has expressed this truth through creation, establishing the moral order of all things (the natural law); God created humans with an intellect capable of knowing this truth and so control the human passions which would distract or disable us from leading the moral life we were created to live. -
75. Sistine Chapel Ceiling and Altar Wall Frescoes Vatican City, Italy
75. Sistine Chapel ceiling and altar wall frescoes Vatican City, Italy. Michelangelo. Ceiling frescoes: c. 1508-1510 C.E Altar frescoes: c. 1536-1541 C.E., Fresco (4 images) Video on Khan Academy Cornerstone of High Renaissance art Named for Pope Sixtus IV, commissioned by Pope Julius II Purpose: papal conclaves an many important services The Last Judgment, ceiling: Book of Genesis scenes Other art by Botticelli, others and tapestries by Raphael allowed Michelangelo to fully demonstrate his skill in creating a huge variety of poses for the human figure, and have provided an enormously influential pattern book of models for other artists ever since. Coincided with the rebuilding of St. Peters Basilica – potent symbol of papal power Original ceiling was much like the Arena Chapel – blue with stars The pope insisted that Michelangelo (primarily a sculpture) take on the commission Michelangelo negotiated to ‘do what he liked’ (debateable) 343 figures, 4 years to complete inspired by the reading of scriptures – not established traditions of sacred art designed his own scaffolding myth: painted while lying on his back. Truth: he painted standing up method: fresco . had to be restarted because of a problem with mold o a new formula created by one of his assistants resisted mold and created a new Italian building tradition o new plaster laid down every day – edges called giornate o confident – he drew directly onto the plaster or from a ‘grid’ o he drew on all the “finest workshop methods and best innovations” his assistant/biographer: the ceiling is "unfinished", that its unveiling occurred before it could be reworked with gold leaf and vivid blue lapis lazuli as was customary with frescoes and in order to better link the ceiling with the walls below it which were highlighted with a great deal of gold’ symbolism: Christian ideals, Renaissance humanism, classical literature, and philosophies of Plato, etc. -
Massimo Lollini Humanisms, Posthumanisms, and Neohumanisms
Massimo Lollini I dedicate this volume to Paolo Bollini, in memoriam Humanisms, Posthumanisms, and Neohumanisms: Introductory Essay1 Incipit ecent bibliography, from Michele Ciliberto (Pensare per contrari. R Disincanto e utopia nel Rinascimento) to Paolo Rossi (Il tempo dei maghi. Rinascimento e modernità), upholds that Humanism and Italian Renaissance have been characterized within a too harmonic and coherent frame and that it is necessary to valorize the richness and plurality of its cultural models, if one wants humanism to be part of contemporary cultural and literary debate, addressing contemporary society’s most profound cultural needs. This volume, entitled Humanisms, Posthumanisms and Neohumanisms, proposes a reflection articulated in different parts. Its first section, Revisiting Early Humanism, presents contributions engaged in rethinking early humanism, its origins and developments, from the classical tradition to Marsilio Ficino and Giovanni Pico della Mirandola. The second section, Humanism in Perspective, studies how the notion of humanism has been articulated in an historical perspective that comprises the beginning of European Colonialism in the “New World,” with its epistemological paradigm shift and scientific revolution between the sixteenth and seventeenth centuries, and then the violent historical events that took place in the twentieth century, including the Shoah. The volume’s third section, From Vico’s New Science to Contemporary Neohumanisms, introduces the notion of Neohumanisms and has Giambattista Vico’s New -
Janson. History of Art. Chapter 16: The
16_CH16_P556-589.qxp 12/10/09 09:16 Page 556 16_CH16_P556-589.qxp 12/10/09 09:16 Page 557 CHAPTER 16 CHAPTER The High Renaissance in Italy, 1495 1520 OOKINGBACKATTHEARTISTSOFTHEFIFTEENTHCENTURY , THE artist and art historian Giorgio Vasari wrote in 1550, Truly great was the advancement conferred on the arts of architecture, painting, and L sculpture by those excellent masters. From Vasari s perspective, the earlier generation had provided the groundwork that enabled sixteenth-century artists to surpass the age of the ancients. Later artists and critics agreed Leonardo, Bramante, Michelangelo, Raphael, Giorgione, and with Vasari s judgment that the artists who worked in the decades Titian were all sought after in early sixteenth-century Italy, and just before and after 1500 attained a perfection in their art worthy the two who lived beyond 1520, Michelangelo and Titian, were of admiration and emulation. internationally celebrated during their lifetimes. This fame was For Vasari, the artists of this generation were paragons of their part of a wholesale change in the status of artists that had been profession. Following Vasari, artists and art teachers of subse- occurring gradually during the course of the fifteenth century and quent centuries have used the works of this 25-year period which gained strength with these artists. Despite the qualities of between 1495 and 1520, known as the High Renaissance, as a their births, or the differences in their styles and personalities, benchmark against which to measure their own. Yet the idea of a these artists were given the respect due to intellectuals and High Renaissance presupposes that it follows something humanists. -
Itinerary and Information Below Is Provided As a Sample
1 Note: The 2021 itinerary and information below is provided as a sample. The itinerary for 2023 is not yet set. Do not use this information for planning travel. Check back for updates. La Vita Bella in Italia: Rome, Florence & Venice May 24- June 16, 2021 Ancient history will come alive as we step into the Colosseum where gladiators fought to the death, explore the Forum where Julius Caesar walked, and visit some of the earliest Christian churches in the Western world. Exploring the catacombs just outside the ancient walls of Rome will provide us with insights about early Christian burial practices. Renaissance and Baroque art and architecture will come alive as we visit museums and churches scattered throughout Rome, Florence, and Venice, including St. Peter’s Basilica in Vatican City. Our selection of accommodations and means of transportation reflect the local culture, providing you with experiences that are different from those that millions of tourists have who come to Italy every year. In fact, you will be more than a tourist: you will be a student whose curriculum comes alive in archaeological sites, museums, parks, churches, and piazzas. You will also have opportunities to travel on your own and focus on areas of interest to you. Italy’s extensive and easy-to-navigate train system will allow you to travel to places such as Cinque Terre (five towns that hug the coast of the Italian Riviera), Siena (a medieval Tuscan city), and Pisa. The choice is yours. Our trip’s title says it all: “The Beautiful Life in Italy.” 24 May, Monday: Departure for Italy You may travel with the group to Rome, or you may travel to Italy independently. -
Catholics, Culture and the Renewal of Christian Humanism
religions Article Catholics, Culture and the Renewal of Christian Humanism John Sullivan Theology Department, Liverpool Hope University, Liverpool L16 9JD, UK; [email protected] Abstract: If Catholic educators are to equip students to engage with contemporary culture in a way that is credible and winsome, they need first, to be able to draw upon the living tradition of their faith appreciatively, critically and creatively, and second, to articulate a renewed form of Christian humanism. This paper addresses the second of these prerequisites by taking two steps towards the development of a Christian humanism for our times. First, I propose a rationale for the task of rethinking the case for Christian humanism as a resource for both cultural engagement and for educational practice. Second, I consider three potential sources and guides for becoming confident and competent in communicating this renewal of Christian humanism: Jacques Maritain, Romano Guardini and Pope Francis. Keywords: culture; Christian humanism; Catholic education; Jacques Maritain; Romano Guardini; Pope Francis Catholic educators have always had to draw upon and respond to the cultures in which they are embedded. The transmission of faith and the invitation to participate in God’s life never occurs in a cultural vacuum. The language used in Catholic education, the features of the faith to be given salience, the prevailing assumptions about knowledge, the aims of education, pedagogy, curriculum and the teacher-student relationship, even Citation: Sullivan, John. 2021. the tone and shape of the theology that underpins and illuminates Catholic education—all Catholics, Culture and the Renewal of these are unavoidably and deeply influenced by the nature of the society and culture which Christian Humanism. -
Atheists and Cultural Mormons Promote a Naturalistic Humanism
Review of Books on the Book of Mormon 1989–2011 Volume 7 Number 1 Article 17 1995 Atheists and Cultural Mormons Promote a Naturalistic Humanism Louis Midgley Follow this and additional works at: https://scholarsarchive.byu.edu/msr BYU ScholarsArchive Citation Midgley, Louis (1995) "Atheists and Cultural Mormons Promote a Naturalistic Humanism," Review of Books on the Book of Mormon 1989–2011: Vol. 7 : No. 1 , Article 17. Available at: https://scholarsarchive.byu.edu/msr/vol7/iss1/17 This Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Review of Books on the Book of Mormon 1989–2011 by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Title Atheists and Cultural Mormons Promote a Naturalistic Humanism Author(s) Louis Midgley Reference Review of Books on the Book of Mormon 7/1 (1995): 229–97. ISSN 1050-7930 (print), 2168-3719 (online) Abstract Review of Religion, Feminism, and Freedom of Conscience: A Mormon/Humanist Dialogue (1994), edited by George D. Smith. George D. Smith, ed., Religion, Feminism, and Freedom of Conscience: A Mormon/Humanist Dia logu e. Buffalo, NY, and Salt Lake City, UT: Prometheus Books and Signature Books, 1994. xxiii + 162 pp. $29.95, hardback. xiii + 162 pp. $14.95, paperback. Atheists and Cultural Mormons Promote a Naturalistic Humanism Reviewed by Louis Midgley The humanist revolts against the dogmatisms of typical theism but does not admit the dogmatisms that plague his own system. Sterling M. McMurrinl Latter-day Saints may be unaware of the agenda of Prome theus Books. -
Using Scriptural Data to Calculate a Range-Qualified Chronology from Adam to Abraham
Using Scriptural Data to Calculate a Range-Qualified Chronology from Adam to Abraham With Comments on Why the "Open"-or-"Closed" Genealogy Question Is Chronometrically Irrelevant By: Thomas D. Ice, Th.M., Ph.D. Director, Pre-Trib Research Center Adjunct Professor, Tyndale Theological Seminary James J. Scofield Johnson, Th.D., D.C.Ed. Master Faculty, LeTourneau University Biblical Languages Instructor, Cross Timbers Institute Presented at the Southwest Regional Meeting of the Evangelical Theological Society at The Criswell College in Dallas, Texas on March 1, 2002. And God said, "Let there be lights in the firmament of the heaven to divide the day from the night; and let them be for signs, and for seasons, and for days, and for years...." (Genesis 1:14) I. Introductory Overview God intended that His human creatures would be able to use the sun to calculate time on Earth, in years.1 The regular amount of time used when the Earth orbits around the sun is called a "year."2 Because earthly sun-orbits recur on a regular3 basis (and that is reliable and true because God made it to be so), years are a reliable and true time-unit for quantifying time on the Earth.4 The physical universe exists in space, time, and matter-energy (the latter category being a more technical name for "stuff"). God made time "in the beginning," at the same time when He made space and matter-energy. God works in time, not because He must but because He wanted to. God made mankind to live, on Earth, inside time (and space and stuff).