DOCSLIB.ORG

The Thought of St. Joseph Calasanz

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Thought of St. Joseph Calasanz THE THOUGHT OF ST. JOSEPH CALASANZ BUENAVENTURA PEDEMONTE I FEU THE THOUGHT OF ST. JOSEPH CALASANZ www.edicionescalasancias.org MATERIALES 54 The thought of St. Joseph Calasanz Author: Buenaventura Pedemonte i Feu Cover design: Rafel Codina Filbà Publicaciones ICCE (Instituto Calasanz de Ciencias de la Educación) Conde de Vilches, 4 - 28028 Madrid www.icceciberaula.es ISBN: 978-84-7278-516-8 Depósito legal: M-26363-2017 Imprime: Gramadosa In charge of the team of translators: P. José Pascual Burgués [email protected] Copyright is reserved. Reproduction, publication and distribution, whether total or partial, of all the original material contained in this book is expressly forbidden unless written authorization has been given. For further information contact: www.icceciberaula.es CONTENTS Preface ........................................................................................................................................................................ 9 Background, confi guration and development ....................................................... 11 The philosophical environment in Calasanz’ times ....................................... 15 Late Middle Ages’ and early Renaissance thought .................................. 16 The late scholasticism ................................................................................................................. 16 Saint Thomas Aquinas and thomism ....................................................................... 19 John Duns Scotus and scotism ........................................................................................ 22 Ramon Llull ............................................................................................................................................... 24 William of Ockham and the nominalism ........................................................... 26 The rhineland mysticism and the “devotio moderna” ...................... 28 The Renaissance Age ...................................................................................................................... 30 Giovanni Pico della Mirandola and Lorenzo Valla .................................. 34 Towards a christian humanism ....................................................................................... 38 Erasmus of Rotterdam ................................................................................................................ 40 Education and the ideal of piety, according to Erasmus of Rotterdam ........................................................................................................ 45 The Protestant Reformation ................................................................................................ 49 The reformist proposal on education: Luther and Melanchton ............................................................................................................. 55 6 Buenaventura Pedemonte i Feu Joan Lluis vives ..................................................................................................................................... 59 The education reform in Europe ................................................................................... 63 In pursuit of a method: the “ratio studiorum” ........................................... 66 The school of salamanca: Francisco de Vitoria ........................................... 68 The jesuits. Francisco Suárez ............................................................................................ 70 The erasmism in the Iberian Peninsula: the University of Alcalá ............................................................................................................... 73 The arrival of the utopists: Moro, Bacon and Campanella .......... 74 Heroic furors: Giordano Bruno ....................................................................................... 82 The beginnings of the new science. Galileo and Bacon .................. 84 Conclusion and transition ...................................................................................................... 91 Bibliography .............................................................................................................................................. 94 Saint joseph calasanz’ thought in his work .............................................................. 97 Calasanz and his philosophical background .................................................. 97 Calasanz with the trinitarians of estadilla ......................................................... 98 The University of Lleida ............................................................................................................. 100 Valencia and Alcalá: late tomism ................................................................................... 105 Erasmus’ infl uence .......................................................................................................................... 107 Joan Lluís Vives, predecessor of Calasanz ......................................................... 109 Value of the sacred studies of philosophy and theology .................. 110 The carmelite mysticism .......................................................................................................... 113 The popular instruction before Calasanz ........................................................... 115 Social situation in Rome at the end of the sixteenth century ............................................................................................................ 117 Calasanz founds a popular school ................................................................................ 119 The scientifi c Ideal ........................................................................................................................... 121 The thought of St. Joseph Calasanz 7 Memorial addressed to cardinal Michel Angelo Tonti (1621) .................................................................................................. 124 The apology of the Pious Schools by Tomasso Capanella ............. 127 The utopia materialized in the Pious Schools ............................................. 131 Towards some features of Calasanz’ thought ................................................ 135 The piarist educator as cooperator with truth ............................................ 138 Education from the earliest years ................................................................................ 142 Educating especially the poor ........................................................................................... 148 “Piety and letters” .............................................................................................................................. 151 Books in the piarist libraries ............................................................................................... 154 Conclusion and transition ...................................................................................................... 155 Bibliography .............................................................................................................................................. 162 The thought of saint Joseph Calasanz in our days .......................................... 165 The downgrading of the Order ......................................................................................... 166 The restoration process ............................................................................................................. 168 Fr. Carlo Giovanni Pirroni ..................................................................................................... 170 The expansion of the Order .................................................................................................. 171 The Pious Schools in the eighteenth century .............................................. 173 Fr. Stanislaw Konarski and Fr. Gratien Marx ................................................ 178 The Superior Generals of the eighteenth century .................................. 179 The Enlightenment ......................................................................................................................... 182 The Pious Schools of the eighteenth century in Spain ................... 188 Balance of a period of great involvement ........................................................... 193 The crises of the nineteenth century ....................................................................... 194 The disintegration of the Pious Schools in the nineteenth century ....................................................................................................... 198 8 Buenaventura Pedemonte i Feu The liberal style of the piarists ......................................................................................... 202 The boom of the new bourgeoisie and the social question ......... 205 ThePious Schools adapt to the new times ........................................................ 206 The jump towards America ................................................................................................... 209 The confl icts of the fi rst half of the twentieth century .................... 211 The Pious Schools subject to serious problems in Spain and in Europe ............................................................................................................... 213 Trying to clarify the ideas .......................................................................................................
Load more

Recommended publications
  • Passion for the Mission
    Passion for the Mission Author: Javier Aguirregabiria Translated by: Father José Burgués Table of Contents I. PRESENTATION ........................................................................................................................... 1 1. A Proposal for the Beginning ............................................................................................ 1 FROM SILENCE .............................................................................................................................. 3 2. Logic of the Chapters ............................................................................................................. 3 For the Piarist and Those who Feel Piarist ............................................................................ 4 Mission as a Task ................................................................................................................... 4 II. WORK OF GOD AND OF CALASANZ ........................................................................................... 5 3. We Gratefully and Responsibly Accept this Gift ................................................................... 5 Poisoned Gift ......................................................................................................................... 6 Praying to God... .................................................................................................................... 6 4. It is You to Whom I am Calling .............................................................................................
    [Show full text]
  • Patrocinium of Calasanz
    The Patrocinium of St. Joseph Calasanz November 27 Although the Feast of St. Joseph Calasanz is celebrated on August 25, this date often falls at the end of summer vacation for most Piarist Schools. As a result, the religious order has designated November 27, which is the day he opened Europe’s first free public school, as the Patrocinium, a special day to honor and celebrate St. Joseph Calasanz. Joseph was born on September 11, 1557 in a tiny village called Peralta de la Sal. He was a Spanish priest from Aragon, Spain, who went to Rome at the end of the sixteenth century and started schools for poor and homeless children. He also started a religious congregation to serve these schools which is today spread throughout the world. He was well educated in philosophy, law and theology at the Spanish universities of Estadilla, Lerida, and Valencia. His family initially did not support his religious calling. His father wanted him to marry and to continue the family, but after recovering from an illness which brought him close to death, Calasanz was ordained as a priest on December 17, 1583. He subsequently became vicar general of Tremp. He later relinquished much of his inheritance and resigned his vicariate. For the next ten years, he held various posts as a secretary, administrator and theologian in the Diocese of Albarracín in Spain. In 1592, Joseph went to Rome, where he became a theologian in the service of Cardinal Marcoantonio Colonna and a tutor to his nephew. He worked alongside St. Camillus de Lellis during the plague, which hit Rome at the time.
    [Show full text]
  • Schedule Rev
    The Shrine and Parish Church of the Holy Innocents “The Little Catholic Church Around the Corner” at the crossroads of the world 128 West 37th St. (Just West of Broadway) New York City 10018 Founded 1866 Schedule Rev. Fr. James L. P. Miara, M. Div., Pastor Perpetual Novenas Rev. Fr. Louis Van Thanh, Senior Priest Weekdays following the 7:30 a.m. and 12:15 & 1:15 p.m. Rev. Fr. Oliver Chanama, In Residence Masses and at 5:50 p.m. and on Saturday following the 12 Rev. Fr. Andrew Bielak, In Residence noon and 1:00 p.m. Masses. Tel: (212) 279-5861/5862 Monday: Miraculous Medal Tuesday: St. Anthony and St. Anne www.shrineofholyinnocents.org Wednesday: Our Lady of Perpetual Help and St. Joseph Thursday: Infant of Prague, St. Rita and St. Thérèse Holy Sacrifice of the Mass Friday: “The Return Crucifix” and the Passion Weekdays: 7:00 & 7:30 a.m.; Saturday: Our Lady of Lourdes and Our Lady of Fatima 12:15 & 1:15 p.m. Sunday: Holy Innocents (at Vespers) and 6:00 p.m. (Tridentine Latin) Devotions Saturday: 12 noon and 1:00 p.m. (Tridentine Latin) and 4:00 p.m. Vigil/Shopper’s Mass Vespers and Benediction: Sunday at 2:30 p.m. (Tridentine Latin) Sunday: 9:00 a.m. (Tridentine Low Mass), Holy Rosary: Weekdays at 11:55 a.m. and 5:20 p.m. 10:30 a.m. (Tridentine High Mass), Saturday at 12:35 p.m. 12:30 p.m. Sunday at 2:00 p.m. Holy Days of Obligation: Divine Mercy Chaplet: Weekdays at 3:00 p.m.
    [Show full text]
  • Amy Austin ISSN 1540 5877 Ehumanista/IVITRA 8 (2015)
    Amy Austin Love of Language as the Language of Love: Image, Reading and Translatio Studii et Imperii in Ramon Llull’s (1232-1316) Arbre de filosofia d’amor (1298) Amy M. Austin University of Texas at Arlington You know, Phaedrus, that’s the strange thing about writing, which makes it truly analogous to painting. The painter’s products stand before us as though they were alive, but if you question them, they maintain a most majestic silence. It is the same with written words; they seem to talk to you as though they were intelligent, but if you ask them anything about what they say, from a desire to be instructed, they go on telling you just the same thing forever. Plato, Collected Dialogues Ramon Llull (1232-1316) was a vernacular author who shaped the literary, cultural, and religious landscape of medieval Iberia, however his literary works in Catalan are often times excluded from discussions of medieval reading and writing practices. This essay will examine how Llull’s vernacular writings contribute to the evolving definition of translatio studii et imperii, or the transference of knowledge and power, providing insight into how medieval knowledge and power were formed, shared, and promoted. I will critically assess the thresholds of the persistence of traditions that imply that translatio was unilateral or one-dimensional. Specifically, Llull’s Arbre de filosofia d’amor (1298) provides necessary insight into how he developed his own theories of reading and writing practices, and shows why Llull remained a vital influence on the literary and cultural production of medieval Iberia.
    [Show full text]
  • Religious Policy and Dissent in Socialist Hungary, 1974-1989. The
    Religious Policy and Dissent in Socialist Hungary, 1974-1989. The Case of the Bokor-movement By András Jobbágy Submitted to Central European University History Department In partial fulfillment of the requirements for the degree of Master of Arts Supervisor: Professor Nadia Al-Bagdadi Second Reader: Professor István Rév CEU eTD Collection Budapest, Hungary 2014 Statement of Copyright Copyright in the text of this thesis rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European Library, Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author. CEU eTD Collection 1 Notes on translation All of my primary sources and much of the secondary literature I use are in Hungarian. All translations were done by me; I only give a few expressions of the original language in the main text. CEU eTD Collection 2 Abstract The thesis investigates religious policy, church-state relationships and dissent in late Kádárist Hungary. Firstly, by pointing out the interconnectedness between the ideology of the Catholic grass-root Bokor-movement and the established religious political context of the 1970s and 1980s, the thesis argues that the Bokor can be considered as a religiously expressed form of political dissent. Secondly, the thesis analyzes the perspective of the party-state regarding the Bokor- movement, and argues that the applied mechanisms of repression served the political cause of keeping the unity of the Catholic Church intact under the authority of the Hungarian episcopacy.
    [Show full text]
  • Kits for Kidz School Supplies for the Needy
    ST. JUDE THE APOSTLE CATHOLIC CHURCH Established 1966 9150 Highland Road Baton Rouge, Louisiana 70810 (On the Corner of Highland Road and Gardere Lane) St. Jude the Apostle Church, as a Catholic Faith Community, strives to spread the love of Christ by embracing our diversity of God-given gifts celebrated in prayer, sacraments, Eucharistic worship, fellowship, religious education, and service to the local and world community. –St. Jude Parish Advisory Council: March 15, 2006 Eleventh Sunday in Ordinary Time June 13th & June 14th, 2015 Kits for Kidz School Supplies for the Needy St. Jude is again partnering with the Gardere Initiative to raise funds to buy school supplies for underprivileged kids in our area. Each kit of essential school supplies cost $13.00. The kits include items such as: folders, notebooks, paper, scissors, rulers, pens, Crayons, etc. A second collection will be taken up on June 28th to help purchase kits. Checks can be made out to St. Jude with Kits for Kidz in the ‘for’ section. If you’d like additional information, please call Carol Goldsmith at 767-4053. Thank you for your continued support and help. PLEASE BE GENEROUS. Daily Masses Parish Contact Information Monday, Wednesday, and Thursday at 8:15am Parish Office Phone 225-766-2431 Tuesday at 5:30pm (followed by Benediction and Adoration) Parish Office Fax 225-766-0722 Wednesday at noon also School Phone 225-769-2344 Parish Website www.stjudecatholic.org Weekend Masses School Website www.stjudebr.org Saturday 4:00pm Vigil Sunday at 8:00am, 9:45am, and 11:30am Fr. Trey Nelson, Pastor [email protected] Deacon James Morrissey, [email protected] The Sacrament of Reconciliation Director of Administration Saturdays from 3:00pm-3:45pm Emergencies: after hours, please call 766-2431 and follow the or by appointment directions given on the voice mail message.
    [Show full text]
  • Memorials of St. Louis and St. Joseph Calasanz Homily of Bishop John Barres St
    1 Memorials of St. Louis and St. Joseph Calasanz Homily of Bishop John Barres St. Agnes Cathedral August 25, 2021 Today we celebrate the Memorials of St. Louis IXth of France (1214-1270) and St. Joseph Calasanz (1557-1648). Like all the saints, St. Louis and St. Joseph Calasanz teach us, with St. Paul in his first Letter to the Thessalonians, “to give thanKs to God unceasingly, that, in receiving the word of God from hearing us, you received it not as the word of men, but as it truly is, the word of God, which is now at worK in you who believe.” These saints also teach us to allow the Holy Spirit, as expressed in Matthew 23, to break through our hypocrisies and lead us to deeper sincerity, charity, integrity and coherence in our Catholic witness to the world. The Office of Readings from the Liturgy of the Hours for both Memorials reveal Key charisms for the mission of the Church in these two great saints that we are called to appreciate and live ourselves. For St. Louis, the King of France and the father of eleven children, the Office of Readings presents an excerpt from the Spiritual Testament of St. Louis which is addressed to one of his sons. St. Louis writes: “Dearest son, I give you every blessing that a loving father can give a son. May the three Persons of the Holy Trinity and all the saints protect you from every evil. And may the Lord give you the grace to do his will so that he may be served and honored through you, that in the next life we may together come to see him, love him and praise him unceasingly.
    [Show full text]
  • Antoni Tàpies and Ramon Llull: Towards a Modern Art of Combination
    ANTONI TÀPIES AND RAMON LLULL: TOWARDS A MODERN ART OF COMBINATION Emilie A. Hobert A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2012 Committee: Dr. Andrew Hershberger, Advisor Dr. Allie Terry-Fritsch © 2010 Emilie Hobert All Rights Reserved iii ABSTRACT Dr. Andrew Hershberger, Advisor The works of Spanish artist Antoni Tàpies (1923-2012) draw heavily from the themes of the Spanish Civil War and the Catalan region. These topics have been widely discussed in relation to his art. Scholars also frequently examine the relationship between Tàpies’s work and Eastern thought as a major theme throughout his career. While several commentators have noted the influence of Western medieval mystic Ramon Llull (c. 1232 - c. 1315) on Tàpies’s art, this topic has not been given sustained critical attention. This thesis paper argues that the relationship between Tàpies and Llull is not merely stylistic. A close examination of Tàpies’s writings reveals a deeper metaphysical connection between Tàpies’s methodology as an artist and Llull’s methodology as a theologian. I argue that Tàpies employs Llull’s metaphysical model of the “Art of Combination” in his artwork to produce a deeper meaning for the viewer. I demonstrate this claim by an appeal to Tàpies’s writings as well as a formal analysis of his paintings and prints. Finally, I argue that Tàpies’s use of Llull’s Art of Combination can be situated in Tàpies’s wider system of a secular religion, where art has replaced the social function that religion once filled.
    [Show full text]
  • 325-San Pantaleo
    (325/33) San Pantaleo San Pantaleo is a 17th century convent church located on the Piazza di San Pantaleo in the rione Parione. The church dedicated to St Pantaleon, a 4th century martyr who is a patron saint of the medical profession because by tradition he was a physician of the emperor Galerius, , martyred under Diocletian in Nicomedia in 305. His original name was Panteleimon ("all-merciful one") in Greek, but this was corrupted in the late Latin. [1] History The church was built in the early Middle Ages, but it is uncertain when. It is listed among the branches of San Lorenzo in Damaso in a Bull of Urban III of 1186 under the name "Sancti Pantaleonis de Pretecarolis. The meaning of the name is uncertain. [1] It is described as being restored and re-consecrated under Pope Pope Honorius III in 1216, and granted as a collegiate church to a community of "English priests". In the later Middle Ages, the church and parish were in the charge of a chapter of secular priests. [1] [3] In 1621 Pope Paul V Borghese granted the church and the adjoining convent to Saint Joseph Calasanz (1557-1648) as a headquarters for his new religious congregation, the Poor Clerks Regular of the Mother of God of the Pious Schools, better known as the Scolopi or Piarists. They remain in possession, and the convent is their congregational headquarters. He founded the first free public schools in Europe in 1567, called the Pious Schools. [1] [3] (325/33) However the general appearance of the building remained unchanged until 1680 when the church was rebuilt by the Roman architect Giovanni Antonio de Rossi to the patronage of Cardinal Gaspare Carpegna, protector of the Order.
    [Show full text]
  • On the Work of the Piarist Order in South Moravia in the 19Th Century
    44 Czech-Polish Historical and Pedagogical Journal On the Work of the Piarist Order in South Moravia in the 19th Century Miroslav Jireček / e-mail: [email protected] Department of History, Faculty of Education, Masaryk University, Brno Jireček, M. (2018). On the Work of the Piarist Order in South Moravia in the 19th Century. Czech-Polish Historical and Pedagogical Journal, 10/1, 44–64. https://doi.org/10.5817/cphpj-2018-005 This paper1 aims to give an account of the work of the Piarist Order in South Moravia in the 19th century. Attention is devoted principally to education which was (and remains) the fundamental area of interest to the Piarist Order. The Piarists operated in Mikulov, Strážnice, Hustopeče and Kyjov in South Moravia in the 19th century. They also worked for a certain time at the Episcopal Philosophical Institute in Brno. This paper shows the diversity of the activities of the order in the first half of the 19th century and its subsequent decline in the second half of the century. The causes of this decline are summarised. Key words: Piarists; education; Mikulov; Strážnice; Hustopeče; Kyjov; Brno The most important literature on the Piarist Order in the Czech Lands is the publication The Piarists in Bohemia, Moravia and Silesia by the authors Zemek, Bombera and Filip.2 This is an immensely valuable work for the history of the order. No great attention is, however, paid here to the 19th century. The history of the Piarist Monastery in Strážnice in the 19th century is mentioned in a number of small works.
    [Show full text]
  • Erasmus Exchange Programme for Bachelor's and Master's Students
    University of Amsterdam Amsterdam Law School Erasmus exchange programme for bachelor’s and master’s students Country University places Language of instruction ERASMUS code Austria University of Vienna 2 German/English A WIEN01 Belgium Free University of Bruxelles 2 French/partly English B BRUXEL04 Croatia University of Zagreb 2 English HR ZAGREB 01 Czech Republic University of Karlova 4/5 English CZ PRAHA07 Denmark University of Copenhagen 3 English DK KOPENHA01 Finland University of Helsinki 3 English/Finish SF HELSINK01 France University of Nice 2 French F NICE01 University of Grenoble Alpes 2 French FR GRENOBLE02 University of Orléans 2 French F ORLEANS01 University of Panthéon-Sorbonne (Paris I) 5 French F PARIS01 University of Panthéon-Assas (Paris II) 4 French F PARIS002 University of Paris-Dauphine 1 French/English F PARIS009 Germany Free University of Berlin 2 German D BERLIN01 Humboldt-University 3/4 German/English D BERLIN13 University of Cologne 1 German D KOLN01 EBS University 2 English D OESTRIC01 Bucerius Law School - Hamburg 3 English D HAMBURG10 English (limited law Ireland University College Dublin (U21*) 1 courses) IRLDUBLIN02 Italy University of Bologna 2 per sem. Italian/English I BOLOGNA01 University of Bocconi 4 Italian/English I MILANO04 University of Siena 2 Italian/partly English I SIENA01 Sapienza University of Roma 3 Italian I ROMA01 Latvia Riga Graduate School of Law 2 English LV RIGA34 Norway University of Bergen 3 Norwegian/English N BERGEN01 Portugal University of Lisboa 2 Portugese/English P LISBOA109 Spain
    [Show full text]
  • Erasmus Policy Statement (Overall Strategy)
    Erasmus Policy Statement (Overall Strategy) Institution's international (EU and non-EU) strategy. In a world increasingly globalized, interconnected in real time and with important migration flows, it is very important that a professional knows, communicates, works and lives with people belonging to different cultures, sometimes very different from his own. For this reason, it is essential that in his formative stage, at home, or outside, the student interact with people who come from other parts of the world and, without abandoning his roots, values and beliefs, is open to them. Obviously, to speak other languages is important, especially English. However, speak other languages is necessary, but not sufficient. What matters is to be open-minded and wishing to understand the diversity and learn from it. Aware of its relevance, the University Ramon Llull (URL) gives a great importance to the international dimension with the goal of offering to our students the possibility to end up being good professionals able to do their job inside and outside their country, regardless of the sector. To make it possible, our centres have many agreements with foreign universities in all continents with which they exchange students, develop joint programs, conduct research or make benchmark. Being the Ramon Llull University (URL) a federation of schools, we harmonize the overall strategy with the one of each URL member. The main goal is to give to our community (students, professors, staff…) the opportunity to have a truly international experience. To select a university partner, we look at several aspects like, for example, their prestige, the disciplines they offer, the level of the demand of our community to develop exchanges or projects with them; where they are located, for geographical balance and security reasons; the structure of their programs or their research lines.
    [Show full text]