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In the months following, covered in this volume of the CWE, from August 1516 to June 1517, the active exchange of letters that began with volume 3 continued, giving a vivid impression of the impact of Erasmus' great achievement upon his contemporaries.
The first comprehensive account of the initial development of the 'Grotian tradition' in international relations theory, reaching entirely unexpected conclusions.
Henry VIII's decision to declare himself supreme head of the church in England, and thereby set himself in opposition to the authority of the papacy, had momentous consequences for the country and his subjects. At a stroke people were forced to reconsider assumptions about their identity and loyalties, in rapidly shifting political and theological circumstances. Whilst many studies have investigated Catholic and Protestant identities during the reigns of Elizabeth and Mary, much less is understood about the processes of religious identity-formation during Henry's reign.
In this book, George McClure examines the intellectual tradition of challenges to religious and literary authority in the early modern era. He explores the hidden history of unbelief through the lens of Momus, the Greek god of criticism and mockery. Surveying his revival in Italy, France, Spain, Germany, the Netherlands, and England, McClure shows how Momus became a code for religious doubt in an age when such writings remained dangerous for authors. Momus ('Blame') emerged as a persistent and subversive critic of divine governance and, at times, divinity itself. As an emblem or as an epithet for agnosticism or atheism, he was invoked by writers such as Leon Battista Alberti, Anton Francesco Doni, Giordano Bruno, Luther, and possibly, in veiled form, by Milton in his depiction of Lucifer. The critic of gods also acted, in sometimes related fashion, as a critic of texts, leading the army of Moderns in Swift's Battle of the Books, and offering a heretical archetype for the literary critic.
This book explores the secret relations between theatre and diplomacy from the Tudors to the Treaty of Westphalia. It offers an original insight into the art of diplomacy in the 1580-1655 period through the prism of literature, theatre and material history. Contributors investigate English, Italian and German plays of Renaissance theoretical texts on diplomacy, lifting the veil on the intimate relations between ambassadors and the artistic world and on theatre as an unexpected instrument of 'soft power'. The volume offers new approaches to understanding Early Modern diplomacy, which was a source of inspiration for Renaissance drama for Shakespeare and his European contemporaries, and contributed to fashion the aesthetic and the political ideas and practice of the Renaissance.
Ancient Models in the Early Modern Republican Imagination, edited by Wyger Velema and Arthur Weststeijn, approaches the early modern republican political imagination from a fresh perspective. While most scholars agree on the importance of the classical world to early modern republican theorists, its role is all too often described in rather abstract and general terms such as “classical republicanism” or the “neo-roman theory of free states”. The contributions to this volume propose a different approach and all focus on the specific ways in which ancient republics such as Rome, Athens, Sparta, and the Hebrew Republic served as models for early modern republican thought. The result is a novel interpretation of the impact of antiquity on early modern republicanism.
This book provides a concise and engaging history of classical education in English schools, beginning in 1500 with massive educational developments in England as humanist studies reached this country from abroad; it ends with the headmastership of Thomas Arnold of Rugby School, who died in 1842, and whose influence on schools helped secure Latin and Greek as the staple of an English education. By examining the pedagogical origins of Latin and Greek in the school curriculum, the book provides historical perspective to the modern study of Classics, revealing how and why the school curriculum developed as it did. The book also shows how schools responded and adapted to societal needs, and charts social change through the prism of classical education in English schools over a period of 350 years. Teaching Classics in English Schools, 1500–1840 provides an overview and insight into the world of classical education from the Renaissance to the Victorians without becoming entrenched in the analytical in-depth interpretative questions which can often detract from a book’s readability. The survey of classical education within the pages of this book will prove useful for anyone wishing to place the teaching of Classics in its cultural and educational context. It includes previously unpublished material, and a new synthesis and analysis of the teaching of Classics in English schools. This will be the perfect reference book for those who teach classical subjects, in both schools and universities, and also for university students who are studying Classical Reception as part of their taught or research degree. It will also be of interest to many schools of older foundation mentioned in this book and to anyone with leanings towards the history of education or English social history.
Through close examination of ancient, medieval, and modern Lives of the saints, Ann W. Astell demonstrates how the historical transformation of hagiography as a genre correlates with similar changes in biblical studies. Christian hagiography flourished from the fourth to the fifteenth centuries, illuminating the gospel through the overlapping forms of exempla and vita. Originally, the Lives of the saints were understood as hermeneutical extensions of the Bible—God authors the saint, just as God authors the divinely inspired scriptures. During the medieval period, a sense of dual authorship between God and the cooperating saint developed, paralleling the Scholastic impulse to assign greater agency to the human writers of scripture. Then, in the sixteenth century, powerful new anxieties about historical truth pushed hagiography aside for biography, its successor. Drawing on her expertise in the history of Christianity and biblical exegesis, Astell convincingly shows how this radical shift in hagiography’s status—the loss of the literal, allegorical, tropological, and anagogical senses of the Lives—serves as a bellwether for modern biblical reception.
This book examines the experiences and interconnections of the Reformations, principally in Denmark-Norway and Britain and Ireland (but with an eye to the broader Scandinavian landscape as well), and also discusses instances of similarities between the Reformations in both realms. The volume features a comprehensive introduction, and provides a broad survey of the beginnings and progress of the Catholic and Protestant Reformations in Northern Europe, while also highlighting themes of comparison that are common to all of the bloc under consideration, which will be of interest to Reformation scholars across this geographical region.
Theorizing Legal Personhood in Late Medieval England is a collection of eleven essays that explore what might be distinctly medieval and particularly English about legal personhood vis-à-vis the jurisdictional pluralism of late medieval England. Spanning the mid-thirteenth to the mid-sixteenth centuries, the essays in this volume draw on common law, statute law, canon law and natural law in order to investigate emerging and shifting definitions of personhood at the confluence of legal and literary imaginations. These essays contribute new insights into the workings of specific literary texts and provide us with a better grasp of the cultural work of legal argument within the histories of ethics, of the self, and of Eurocentrism. Contributors are Valerie Allen, Candace Barrington, Conrad van Dijk, Toy Fung Tung, Helen Hickey, Andrew Hope, Jana Mathews, Anthony Musson, Eve Salisbury, Jamie Taylor and R.F. Yeager.