Political Science in Late Medieval Europe
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The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
2. Aristotle's Concept of the State
Page No.13 2. Aristotle's concept of the state Olivera Z. Mijuskovic Full Member International Association of Greek Philosophy University of Athens, Greece ORCID iD: http://orcid.org/0000-0001-5950-7146 URL: http://worldphilosophynetwork.weebly.com E-Mail: [email protected] Abstract: In contrast to a little bit utopian standpoint offered by Plato in his teachings about the state or politeia where rulers aren`t “in love with power but in virtue”, Aristotle's teaching on the same subject seems very realistic and pragmatic. In his most important writing in this field called "Politics", Aristotle classified authority in the form of two main parts: the correct authority and moose authority. In this sense, correct forms of government are 1.basileus, 2.aristocracy and 3.politeia. These forms of government are based on the common good. Bad or moose forms of government are those that are based on the property of an individual or small governmental structures and they are: 1.tiranny, 2.oligarchy and 3.democracy. Also, Aristotle's political thinking is not separate from the ethical principles so he states that the government should be reflected in the true virtue that is "law" or the "golden mean". Keywords: Government; stat; , virtue; democracy; authority; politeia; golden mean. Vol. 4 No. 4 (2016) Issue- December ISSN 2347-6869 (E) & ISSN 2347-2146 (P) Aristotle's concept of the state by Olivera Z. Mijuskovic Page no. 13-20 Page No.14 Aristotle's concept of the state 1.1. Aristotle`s “Politics” Politics in its defined form becomes affirmed by the ancient Greek world. -
Quaderni D'italianistica : Revue Officielle De La Société Canadienne
Elio Costa From locus amoris to Infernal Pentecost: the Sin of Brunetto Latini The fame of Brunetto Latini was until recently tied to his role in Inferno 15 rather than to the intrinsic literary or philosophical merit of his own works.' Leaving aside, for the moment, the complex question of Latini's influence on the author of the Commedia, the encounter, and particularly the words "che 'n la mente m' è fìtta, e or m'accora, / la cara e buona imagine paterna / di voi quando nel mondo ad ora ad ora / m'insegnavate come l'uom s'ettema" (82-85) do seem to acknowledge a profound debt by the pilgrim towards the old notary. Only one other figure in the Inferno is addressed with a similar expression of gratitude, and that is, of course, Virgil: Tu se' lo mio maestro e'I mio autore; tu se' solo colui da cu' io tolsi lo bello stilo che m'ha fatto onore. {Inf. 1.85-87) If Virgil is antonomastically the teacher, what facet of Dante's cre- ative personality was affected by Latini? The encounter between the notary and the pilgrim in Inferno 15 is made all the more intriguing by the use of the same phrase "lo mio maestro" (97) to refer to Virgil, silent throughout the episode except for his single utterance "Bene ascolta chi la nota" (99). That it is the poet and not the pilgrim who thus refers to Virgil at this point, when the two magisterial figures, one leading forward to Beatrice and the other backward to the city of strife, conflict and exile, provides a clear hint of tension between "present" and "past" teachers. -
Discussion Notes for Aristotle's Politics
Sean Hannan Classics of Social & Political Thought I Autumn 2014 Discussion Notes for Aristotle’s Politics BOOK I 1. Introducing Aristotle a. Aristotle was born around 384 BCE (in Stagira, far north of Athens but still a ‘Greek’ city) and died around 322 BCE, so he lived into his early sixties. b. That means he was born about fifteen years after the trial and execution of Socrates. He would have been approximately 45 years younger than Plato, under whom he was eventually sent to study at the Academy in Athens. c. Aristotle stayed at the Academy for twenty years, eventually becoming a teacher there himself. When Plato died in 347 BCE, though, the leadership of the school passed on not to Aristotle, but to Plato’s nephew Speusippus. (As in the Republic, the stubborn reality of Plato’s family connections loomed large.) d. After living in Asia Minor from 347-343 BCE, Aristotle was invited by King Philip of Macedon to serve as the tutor for Philip’s son Alexander (yes, the Great). Aristotle taught Alexander for eight years, then returned to Athens in 335 BCE. There he founded his own school, the Lyceum. i. Aside: We should remember that these schools had substantial afterlives, not simply as ideas in texts, but as living sites of intellectual energy and exchange. The Academy lasted from 387 BCE until 83 BCE, then was re-founded as a ‘Neo-Platonic’ school in 410 CE. It was finally closed by Justinian in 529 CE. (Platonic philosophy was still being taught at Athens from 83 BCE through 410 CE, though it was not disseminated through a formalized Academy.) The Lyceum lasted from 334 BCE until 86 BCE, when it was abandoned as the Romans sacked Athens. -
Edward C. Halper One and Many in Aristotle's Metaphysics: Books Alpha
Philosophy in Review XXX (2010), no. 3 Edward C. Halper One and Many in Aristotle’s Metaphysics: Books Alpha- Delta. Las Vegas: Parmenides Publishing 2009. 535 pages US$48.00 (cloth ISBN 978-1-930972-21-6) When the present book, the long-awaited follow-up to Halper’s 1989 volume on the central books of the Metaphysics, is joined by the concluding volume on books iota-nu that we may hope to appear as promised in 2011, the three volumes together will surely constitute the most important and welcome event in Aristotle scholarship since the publication of Joseph Owens’ The Doctrine of Being in the Aristotelian Metaphysics in 1978. Indeed, Halper’s opus may be seen as a manifestation of a certain coming of age in the modern study of ancient philosophy, in which neither historicism nor an uncritical embrace of the interpretive tradition any longer prevent engaging the ancients in philosophical inquiry that both honors the historical context of ancient thought and is responsive to contemporary philosophical concerns. Not that Halper imposes contemporary concerns upon his reading of Aristotle; on the contrary, he finds that efforts to use Aristotle’s thought to address contemporary issues have tended to obscure his reasoning, and it is with Aristotle’s reasoning—his systematic argumentation—that Halper is most concerned. Halper recounts how the early 20th century projected onto Aristotle a developmental path from idealism to empiricism, whereas in the postwar era he came to be seen as a linguistic philosopher. What these hermeneutical strategies have in common, Halper discerns, is not that they set out to make Aristotle speak to contemporary concerns, but rather simply that the absence of a systematic intentionality accorded to the text leads them to seek an animating dynamic outside the text, ‘and it is natural that the connections they think of are those that are most alive and interesting to them’ (36). -
Purgatório Político”: a Concepção De Poder Unitário De Dante Alighieri Na Florença Do Século Xiv
“PURGATÓRIO POLÍTICO”: A CONCEPÇÃO DE PODER UNITÁRIO DE DANTE ALIGHIERI NA FLORENÇA DO SÉCULO XIV “POLITICAL PURGATORY”: DANTE ALIGHIERI’S CONCEPTION OF UNITARY POWER IN THE 14TH CENTURY FLORENCE “PURGATORIO POLÍTICO”: EL CONCEPTO DE PODER UNITARIO DE DANTE ALIGUIERI EN LA FLORENCIA DEL SIGLO XIV Rodrigo Peixoto de Lima1 Mariana Bonat Trevisan2 Resumo Através desse estudo buscamos compreender as concepções políticas defendidas por Dante Alighieri, pensador laico florentino do século XIV, em suas obras. Particularmente, pretendemos analisar as voltadas à valorização do pensamento e do poder laicos (o poder temporal em comparação com o poder espiritual) presentes em sua obra Divina Comédia (em específico, no texto referente ao Purgatório), traçando comparativos com outro escrito do autor: De Monarchia. Palavras-chave: Dante Alighieri. Divina Comédia. Da Monarquia. Pensamento político na Baixa Idade Média. Abstract Through this study, we seek to understand the political conceptions defended by Dante Alighieri, a 14th century Florentine secular thinker, in his works. In particular, we intend to analyze the political conceptions aimed at valuing secular thought and power (the temporal power in comparison with the spiritual power) present in his work Divine Comedy (specifically, in the text referring to Purgatory), drawing comparisons with another writing by the author: De Monarchia. Keywords: Dante Alighieri. The Divine Comedy. The Monarchy. Political thought in the Late Middle Age. Resumen A través de este estudio tratamos de comprender las concepciones políticas defendidas por Dante Aliguieri, pensador laico florentino del siglo XIV, en sus obras. Particularmente, pretendemos analizar aquellas dirigidas a la valoración del pensamiento y poder laicos (el poder temporal en comparación con el poder espiritual) presente en su obra Divina Comedia (en específico, en el texto referido al Purgatorio), estableciendo comparaciones con otro escrito del autor: De la Monarquía. -
David Rafferty, the Fall of the Roman Republic
The Fall of the Roman Republic DAVID RAFFERTY the Mediterranean, meant there was no longer anyone for the Romans to fear, which in turn meant that Rome lost her discipline. Another How did crises change ancient theme blamed greed and ambition for Rome’s societies? problems: greed and success had made some men very rich and others very poor. The rich How did key individuals contribute to had appetites which the Republic could not such events? contain, while they also became corrupt, and the poor had nothing to lose from change. A How might we judge the historical similar theme blamed the ambitions of the significance of these crises and the great men who brought down their Republic: individuals who took part in them?1 they were no longer content to be renowned in a free state, but wanted to dominate their fellow-citizens. Historical significance Most modern scholars have not accepted these explanations. But many causes have been Why did the Roman Republic fall? This blamed for the collapse of the Republic, too question was of great interest to the Romans many to list here. Lintott’s CAH chapter briefly themselves, both at the time and later. The outlines some of them, but the Blackwell best starting point is Andrew Lintott’s chapter Companion to the Roman Republic is a better 1, ‘The crisis of the Republic: sources and source. Such companions tend to be uneven, source-problems’ in CAH 9 (that is, volume but this one is excellent, and thoroughly 9 of the second edition of the Cambridge recommended. -
World of Classical Rome Loyola University Chicago John Felice Rome Center Autumn Semester 2019 Wednesdays | 2:30-5:30Pm Dr
CLST/ROST 276: The World of Classical Rome Loyola University Chicago John Felice Rome Center Autumn Semester 2019 Wednesdays | 2:30-5:30pm Dr. Alexander W.H. Evers, DPhil (Oxon) Email: [email protected] Office Hours: Wed, 12:00pm-01:00pm, or by appointment Course Description Rome – Umbilicus Mundi, the navel of the world, the centre of civilisation, by far the greatest city in Antiquity. The “most splendid of splendid cities” counted approximately one million inhabitants in its hey-day. Lavish provisions of food and wine, as well as spectacles and various forms of urban decoration, magnificent temples and public buildings were pretty much the norm. Public baths, gardens, libraries, circuses, theatres and amphitheatres gave access to all the citizens of Rome. An elaborate network of roads and aqueducts, well-maintained throughout the centuries, all led to the Eternal City. It must have appeared at the time that Rome would never end! The World of Classical Rome takes us on a journey – a journey through time. If you always thought space to be the final frontier, then you’re wrong: time is! This course investigates the historical development of the Roman people through study of their history, politics, society, and culture – especially in the 1st centuries BC and AD, the turning point of Republican into Imperial Rome. Actually, speaking of turning points, the last phrase of the previous, first paragraph, might be a bit misleading… At least to a contemporary Roman at the time… Because to some of those old chaps, the Roman Republic seemed to be -
Thomas Ricklin, « Filosofia Non È Altro Che Amistanza a Sapienza » Nadja
Thomas Ricklin, « Filosofia non è altro che amistanza a sapienza » Abstract: This is the opening speech of the SIEPM world Congress held in Freising in August 2012. It illustrates the general theme of the Congress – The Pleasure of Knowledge – by referring mainly to the Roman (Cicero, Seneca) and the medieval Latin and vernacular tradition (William of Conches, Robert Grosseteste, Albert the Great, Brunetto Latini), with a special emphasis on Dante’s Convivio. Nadja Germann, Logic as the Path to Happiness: Al-Fa-ra-bı- and the Divisions of the Sciences Abstract: Divisions of the sciences have been popular objects of study ever since antiquity. One reason for this esteem might be their potential to reveal in a succinct manner how scholars, schools or entire societies thought about the body of knowledge available at their time and its specific structure. However, what do classifications tell us about thepleasures of knowledge? Occasionally, quite a lot, par- ticularly in a setting where the acquisition of knowledge is considered to be the only path leading to the pleasures of ultimate happiness. This is the case for al-Fa-ra-b-ı (d. 950), who is at the center of this paper. He is particularly interesting for a study such as this because he actually does believe that humanity’s final goal consists in the attainment of happiness through the acquisition of knowledge; and he wrote several treatises, not only on the classification of the sciences as such, but also on the underlying epistemological reasons for this division. Thus he offers excellent insight into a 10th-century theory of what knowledge essentially is and how it may be acquired, a theory which underlies any further discussion on the topic throughout the classical period of Islamic thought. -
Appendix A: Selective Chronology of Historical Events
APPENDIX A: SELECTIVE CHRONOLOGY OF HIsTORICaL EVENTs 1190 Piero della Vigna born in Capua. 1212 Manente (“Farinata”) degli Uberti born in Florence. 1215 The Buondelmonte (Guelf) and Amidei (Ghibelline) feud begins in Florence. It lasts thirty-three years and stirs parti- san political conflict in Florence for decades thereafter. 1220 Brunetto Latini born in Florence. Piero della Vigna named notary and scribe in the court of Frederick II. 1222 Pisa and Florence wage their first war. 1223 Guido da Montefeltro born in San Leo. 1225 Piero appointed Judex Magnae Curia, judge of the great court of Frederick. 1227 Emperor Frederick II appoints Ezzelino da Romano as commander of forces against the Guelfs in the March of Verona. 1228 Pisa defeats the forces of Florence and Lucca at Barga. 1231 Piero completes the Liber Augustalis, a new legal code for the Kingdom of Sicily. 1233 The cities of the Veronese March, a frontier district of The Holy Roman Empire, transact the peace of Paquara, which lasts only a few days. © The Author(s) 2020 249 R. A. Belliotti, Dante’s Inferno, https://doi.org/10.1007/978-3-030-40771-1 250 AppeNDiX A: Selective ChrONOlOgY Of HistOrical EveNts 1234 Pisa renews war against Genoa. 1235 Frederick announces his design for a Holy Roman Empire at a general assembly at Piacenza. 1236 Frederick assumes command against the Lombard League (originally including Padua, Vicenza, Venice, Crema, Cremona, Mantua, Piacenza, Bergamo, Brescia, Milan, Genoa, Bologna, Modena, Reggio Emilia, Treviso, Vercelli, Lodi, Parma, Ferrara, and a few others). Ezzelino da Romano controls Verona, Vicenza, and Padua. -
Dante: Christian Thought Expressed Through Poetry
CVSP 202/205: DANTE 1 Dante: Christian Thought Expressed through Poetry Dante Alighieri (1265-1321) Key writings: La Vita Nuova De vulgari eloquentia Convivio De monarchia La (Divina) Commedia -Inferno -Purgatorio -Paradiso (Domenico di Michelino, 1465) LECTURE TOPICS • Beginnings, Middles, Ends • The Divine Comedy: Structure and Narrative • The Divine Comedy: Christianity and Antiquity • Medieval reading practices • Dante and Florence: politics and exile ANTIQUITY CHRISTIANITY Reason (philosophy) Faith (theology) Representative authors: Representative authors: -Aristotle, Virgil -Augustine, Aquinas Virgil leads Dante from the gates of Beatrice leads Dante from the Hell to the ascent of Mount Earthly Paradise through the Purgatory heavenly spheres STRUCTURE NARRATIVE 3 Spaces, subdivided: 3 Canticles, subdivided -Hell (circles) -Inferno (34 cantos) -Purgatory (terraces) -Purgatorio (33 cantos) -Heaven (spheres) -Paradiso (33 cantos) Organizing principle: divine love Organizing principle: journey Comprehended by: Dante the poet Apprehended by: Dante the pilgrim “Io non Enëa, io non Paulo sono” (“I am not Aeneas, I am not Paul” Inf. II.32) CVSP 202/205: DANTE 2 DANTE’S VERSE Dante’s epic is composed in a verse form of his own invention known as terza rima: staggered, alternating triplets of lines rhyme, while consecutive lines are grouped into “tercets” of three lines each. The result: the first and last lines of each tercet rhyme, while the ending of the middle line gives the rhyme-sound that will appear in the next tercet. Follow this effect in the poem’s opening (Inferno I.1-9) both in the Italian text and the rhymed translation by M. Palma. Nel mezzo del cammin di nostra vita Midway through the journey of our life, I found mi ritrovai per una selva oscura myself in a dark wood, for I had strayed ché la diritta via era smarrita. -
Annotated Guide to Secondary Literature on Medieval
THE UNIVERSITY OF VIRGINIA DEPARTMENT OF HISTORY HIEU 390 Constantin Fasolt Fall 1999 TU TH 11:00-12:15 POLITICS, SOCIETY, AND SOCIAL THOUGHT IN EUROPE I: 400-1300 A GUIDE TO READING This guide is designed to explain my choice of readings for this course and to lead you to further readings appropriate for you, depending on how much or how little you already know about European history in general and the history of European political thought in particular. It is divided into three parts. The first part deals with general works, background information, and introductory readings of various sorts. The second part is arranged, roughly speaking, according to the topics that will be addressed in the course. The third part is a reference section, in which I simply list the most important books and articles and offer a few comments on some of them. I wrote this guide mostly for beginners. I have therefore placed special emphasis on introductory works and have tried to limit myself to works in English. But where it seemed useful or necessary I have not hesitated to mention works written in other languages. I have also made a special effort to single out books and articles that have struck me as especially telling or informative, never mind how difficult or advanced they may be. I hope that this procedure will make it easy for you to start reading where it will be most profitable for you, and to keep reading for a long time to come once your interest has been awakened. Table of Contents Part one: General works __________________________________________________ 3 A.