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Classical Humanism and the Challenge of Modernity

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Classical Humanism and the Challenge of Modernity Classical Humanism and the Challenge of Modernity Debates on classical education in Germany c. 1770-1860 Classical Humanism and the Challenge of Modernity Debates on classical education in Germany c. 1770-1860 Klassiek Humanisme en de Uitdaging van de Moderniteit Debatten over klassieke vorming in Duitsland ca. 1770-1860 (met een samenvatting in het Nederlands) Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof. dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op dinsdag 22 oktober 2013 des middags te 4.15 uur door Sebastiaan Pieter van Bommel geboren op 11 september 1979 te Amsterdam Promotoren: Prof. dr. J.H. Blok Prof. dr. P.G. Ziche Uxori carissimae CONTENTS Preface ................................................................................................................ ix Introduction ........................................................................................... 1 1. Classical education and modern society................................... 1 2. The concept of ‘neohumanism’ (Neuhumanismus) .................. 3 3. ‘Neohumanism’ versus classical humanism ........................... 7 4. The paradigm of modernity ....................................................... 13 5. Structure and method ................................................................. 15 Part I The Persistence of Classical Humanism ......... 19 19th century classical humanism The case of Karl Gottfried Siebelis (1769-1843) .......................................... 21 1. Introduction .................................................................................. 21 2. Nine constitutive aspects of classical humanism ................... 25 i. Refining human nature ................................................ 25 ii. Exemplary subject matter ............................................ 27 iii. The classics ..................................................................... 28 iv. Intellectual education ................................................... 28 v. Aesthetic education ...................................................... 29 vi. Moral education ............................................................ 33 vii. Thoroughness ................................................................ 35 viii. Anti-utilitarianism ........................................................ 36 ix. Enthusiasm ..................................................................... 37 3. The variety of classical humanism ............................................ 39 4. Teaching practice ......................................................................... 46 i. Explaining the classics .................................................. 46 ii. Imitating the classics ..................................................... 52 5. The persistence of classical humanism ..................................... 57 6. Humanism or ‘neohumanism’? ................................................. 61 Part II The Adaptability of Classical Humanism ...... 65 Introduction ...................................................................................................... 67 Section 1 The Challenge of Science .......................................... 71 1. Philology as Wissenschaft .............................................................................. 73 1. Introduction .................................................................................. 73 2. Classical humanism and scientific philology .......................... 73 3. Classical education as ‘schöne Wissenschaft’ ............................. 78 4. The Kantian turn ......................................................................... 84 5. Classical philology as ‘pure science:’ Friedrich August Wolf .............................................................................................. 86 6. The challenge to classical humanism (i) ................................... 90 7. Scientific philology as a humanistic discipline ....................... 92 8. Conclusion ................................................................................... 96 9. The continuity of classical school education (i) ...................... 99 2. Pedagogy as Wissenschaft .............................................................................. 105 1. Introduction ................................................................................. 105 2. Nationalbildung: Fichte and Jachmann ...................................... 107 3. The unitary school (Einheitsschule): Humboldt and Süvern .. 110 4. The challenge to classical humanism (ii) ................................. 114 5. The continuity of classical school education (ii) ..................... 117 Section 2 The Challenge of the Bürgerschule ......................... 123 Introduction ...................................................................................................... 125 1. Classical education and the rise of the Bürgerschule (1770-1800) ........... 130 1. Introduction ................................................................................. 130 2. The quest for Bürger education ................................................. 132 3. Materiale and formale Bildung ..................................................... 137 4. The common good ....................................................................... 142 5. Conclusion .................................................................................... 149 2. Latin education in Bürgerclassen ................................................................... 151 1. Introduction ................................................................................. 151 2. Postponing Latin ......................................................................... 152 3. Sprachen and Sachen .................................................................... 153 4. The quest for Latin text books ................................................... 156 5. The fight against grammar: Latin as a colloquial language .. 159 6. Conclusion .................................................................................... 163 3. The Bürgerschule as humanistic institution (1800-1860) .......................... 165 1. Introduction ................................................................................. 165 2. The concept of the ‘Realgymnasium:’ Ernst Gottfried Fischer 166 viii 3. ‘Realism’ as a form of humanism .............................................. 169 4. The Bürgerschule as humanistic institution .............................. 171 i. Formale Bildung .............................................................. 172 ii. Ideale Bildung .................................................................. 174 iii. The search for bürgerliche Humanität .......................... 177 iv. The Bürgerschule as true Humanitätsschule: Karl Mager ..................................................................... 181 5. Conclusion .................................................................................... 186 Section 3 The Challenge of Christianity .................................. 189 Introduction ....................................................................................................... 191 1. Classical humanism and rationalism .......................................................... 196 1. The quest for religious Gesinnung ............................................ 196 2. Gesinnung and education ........................................................... 199 3. ‘Neohumanism’ and Christianity ............................................. 202 2. Classical humanism and Christianity ......................................................... 208 1. Introduction ................................................................................. 208 2. Classical antiquity as Vorstufe of Christianity ......................... 208 3. The continuity of classical school education (iii) .................... 218 4. Curtailing classical education .................................................... 220 i. Eduard Eyth ................................................................... 221 ii. The debate on patristic literature ................................ 226 5. Conclusion .................................................................................... 230 Conclusion ............................................................................................ 233 Epilogue .................................................................................................. 237 Three lessons to learn ........................................................................ 239 1. The tools of learning ................................................................... 239 2. The inflation of meaning ............................................................ 243 3. The futility of argument ............................................................. 247 Acknowledgments .......................................................................................... 251 Samenvatting in het Nederlands ................................................................. 253 Bibliography ..................................................................................................... 259 ix Preface The desire to write this dissertation arose out of my teaching. About ten years ago, when studying Classics at the University of Amsterdam, I was seriously in love with the ancient Greeks and Romans. Having read worrying amounts
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