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By Guido Ruggiero

This quantity brings jointly the most interesting renaissance students to indicate new methods of wondering the interval and to set a brand new sequence of agendas for Renaissance scholarship.

• Overturns the concept it used to be a interval of ecu cultural triumph and highlights the destructive in addition to the confident.

• seems to be on the Renaissance from an international, in preference to simply ecu, standpoint.

• perspectives the Renaissance from views except simply the cultural elite.

• Gender, intercourse, violence, and cultural historical past are built-in into the analysis.

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11. Grafton and Jardine, Humanism. Bouwsma, A Usable Past, p. 228. Furbini, Quattvocento, p. 167. Guicciardini, Stovia d’ltalia, I, p. 2. Baxandall, Paintin8 and Expevience, pp. 111-15. Bruclzer, Flovence, pp. 19-21. , Beyond Flovence. Steiner, Tbe New Yovlzev,pp. 76-7. Hale, Encyclopedia, p. 183. Richter, Leonavdo da Vinci,p. 395. Hale, Wav,p. 179. Machiavelli, Letteve, p. 279. IUein and Zerner, Italian A v t , pp. 119, 1 2 2 4 , 129-32. Quoted by Julius IZirshner, in his introduction to Cochrane, Italy 1530-1630, p.

36 GENE BRUCKER NOTES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Brown, The Renaissance, pp. 2-3. Burclzhardt, Civilization,p. 143. , p. 175. , p. 389. A central theme in IUapisch-Zuber, Women,Family and Ritual. , A Floventine Patvician, p. 66. Bruclzer, Renaissance Flovence, pp. 100-1. Machiavelli, Tbe Pvince, p. 139. McManners, Chuvch and Society,I, p. 96. Jones, “Florentine Families,” p. 183. Muir, “Civil Society,” p. 381. , p. 384. De Roover, Medici Ban&,p.

They tried to write moral treatises as Cicero had done, to write history as Livy had done, to write poetry as Vergil had done. As rhetoricians, they believed in the power ofwords to instruct, to educate, and to improve the quality of men’s lives. Eventually they became known as “humanists” and their educational program was described as the studia humanitatis, or the humanities. They denigrated the disciplines that had been the foundation of medieval higher education: logic, natural philosophy, law, and theology.

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