The article focuses on a philosophical issue of the Renaissance humanism in William Shakespeare's Hamlet. The humanist tradition originated in Greece with the famous statement “Of all things man is the measure” (Protagoras of Abdera, 485-415 BCE), but it was not until the Renaissance that it reached its peak and became a doctrine. The article focuses on the humanism of the Renaissance, with its glorification of the image of the "giant man," which is mainly expressed (...) in the work of William Shakespeare. By pointing out the nature of Renaissance humanism, the article emphasizes Hamlet's play as a typical work of Renaissance humanism. (shrink)

This chapter describes some of the varieties of philosophical humanism and different conceptions of, and attitudes towards, the natural sciences. I focus on three kinds of humanism evident in 20th century European philosophy – humanism as essentialism, humanism as rational subjectivity, and existential humanism. Some are strongly allied to the sciences, others are antipathetic to them, while others offer subtler positions. By emphasising this diversity, I want to oppose claims about the inevitability of an 'alliance' (...) of science to humanism, and that claim that to be a humanist is something we must approve or applaud. At best, those 'alliances' and that praiseworthiness will only be true of certain varieties of humanism. (shrink)

A common perception of Spinoza casts him as one of the precursors, perhaps even founders, of modern humanism and Enlightenment thought. Given that in the twentieth century, humanism was commonly associated with the ideology of secularism and the politics of liberal democracies, and that Spinoza has been taken as voicing a “message of secularity” and as having provided “the psychology and ethics of a democratic soul” and “the decisive impulse to… modern republicanism which takes it bearings by the (...) dignity of every man,” it is easy to understand how this humanistic image developed. Spinoza’s deep interest in, and extensive discussion of, human nature may have contributed to the emergence of this image as well. In this paper, I will argue that this common perception of Spinoza is mistaken and that Spinoza was in fact the most radical anti-humanist among modern philosophers. Arguably, Spinoza rejects any notion of human dignity. He conceives of God’s - and not man’s - point of view as the only objective perspective through which one can know things adequately, and it is at least highly questionable whether he allows for any genuine notions of human autonomy or morality. The notions of ‘humanism’ and ‘anti-humanism’ have been discussed extensively -mainly among continental philosophers - since the end of World War II. Because these notions carry a variety of historical, ideological, and philosophical meanings, it is important to provide at the outset at least a rudimentary clarification of my use of these two terms. By ‘humanism’ I mean a view which (1) assigns a unique value to human beings among other things in nature, (2) stresses the primacy of the human perspective in understanding the nature of things, and (3) attempts to point out an essential property of humanity which justifies its elevated and unique status. This definition of philosophical humanism has only little in common with the historical notion of Renaissance humanism, and seems to match quite well the common understanding of philosophical humanism suggested by current philosophical dictionaries and encyclopedias. This notion of humanism should be understood in contrast to two competing positions. On the one hand, in contrast to the theocentric position that considers humanity to be radically dependent upon God, humanism affirms at least some degree of human independence. On the other hand, in contrast to the naturalist position which endorses the scientific examination of human beings just like any other objects in nature, humanists affirm the existence of a metaphysical and moral gulf between humanity and nature. This gulf assigns a special value to humanity and does not allow us to treat human beings like any other things in nature. For many humanists the nature/humanity gulf does not allow the application of the methods of natural sciences to the disciplines of the humanities. Humanism does not begin with modernity. In order to see how far back we can trace this position, we may recall Protagoras’ saying: “Man is the measure of all things, of things that are, that they are, and of things that are not, that they are not.” In modern philosophy, the humanistic position had regained dominant status since the Renaissance, and variants of this position were vigorously argued for by prominent thinkers such as Pico della Mirandola, Descartes, Leibniz, Kant, Fichte, and finally, Hegel. In this paper, I will argue that Spinoza was a foe, and not a friend, of this tradition. I suggest that, in contrast to these humanist philosophers, Spinoza considers man as a marginal and limited being in nature, a being whose claims and presumptions far exceed its abilities. “To what length will the folly of the multitude not carry them?.... [T]hey imagine Nature to be so limited that they believe man to be his chief part.” Arguably, Spinoza locates the origin of our most fundamental metaphysical and ethical errors in a human hubris which not only tries to secure humanity an exceptional place in nature but also attempts to cast both God and nature in its own human image. (shrink)

The present paper defends the thesis that Spenser's recovery of place, as enacted in 'The Faerie Queene,' Book VI, can be linked in a direct way to his use of a poetic phenomenology which informs and clarifies his work as an epic writer. Spenser's "Book of Courtesy" enacts a Neo-Platonic movement from the lower levels of temporal existence to an exalted vision of spiritual perfection. The paper explores this movement along phenomenological lines as a mysterious adventure that embraces self and (...) other, personality and community, aesthetics and ethics, in a sequence of images that opens up a new interpretation of imaginative fulfillment. (shrink)

A Confederacy of Dunces (Confederacy) by John Kennedy Toole portrays an interplay between competing definitions of humanism. The one school of humanism—called by some the Modernist Paradigm—saw the Italian Renaissance as the origin of nineteenth- and twentieth-century modernist views that celebrated science, technology, and individual human freedom. The other school, led by Paul Oskar Kristeller, sought to historicize humanism by establishing that Renaissance writers and thinkers were generally conservative and preserved the philosophical ideas of the (...) medieval era. Kristeller was the President of the Renaissance Society of America and was at the height of his influence at Columbia University during the late 1950s, when Toole studied for his Master’s degree there. The main character in Confederacy, Ignatius J. Reilly, presents a parody of Kristeller’s position, which he uses to critique modern society. Ignatius also plays the part of a child of the planetary god Saturn, both by acting out the ancient astrological tradition of associating Saturn with misfortune and disorder and by being a parody of the Renaissance concept of the Genius as a Child of Saturn begun by the Renaissance philosopher whom Kristeller studied most, Marsilio Ficino. Ignatius’s worldview is an antithesis of the Modernist Paradigm. Confederacy is critical of both Modernist humanism with its attendant materialism and its antithesis—Ignatius’s dysfunctional version of Kristeller’s Renaissance philosophy. When the community expels Ignatius as a scapegoat, Toole appears to gesture toward a dialectical synthesis of the two concepts of humanism in the novel’s happy ending. (shrink)

This essay develops a critical interpretation of Gadamer’s account of Renaissance painting. My point of departure is a brief reference in Truth and Method to Leon Battista Alberti, the Italian Renaissance humanist who developed an influential mathematical theory of perspective in painting. Through an explication of Gadamer’s critique of Alberti and of perspective generally, I argue that what is ultimately at stake in Gadamer’s confrontation with Alberti is Gadamer’s opposition to relativism and subjectivism and his downgrading of the (...) importance of the artistic medium for evaluating the truth-claim of an artwork. Against the theory of perspective, Gadamer contends that artworks make substantive claims to truth to which we interpretatively respond. By emphasizing this theme, our discussion resonates with contemporary “hermeneutical realism.”. (shrink)

Intellectual historians have rarely attended to the genre of fighting manuals, but these provide a new window on long-debated questions such as the relationship between Scholasticism and Humanism. This article offers a close comparison of the first known fencing manual, the 14-th century Liber de Arte Dimicatoria (Leeds, Royal Armouries FECHT 1, previously and better known as MS I.33), and the corpus of fighting manuals which underwent a remarkable expansion during the 15th and 16th centuries. While the former clearly (...) shows its origins in a scholastic background, the latter is mainly viewed as reflecting its humanist context. To this historiographical division corresponds a linguistic one: MS I.33 is a Latin text, while the rest of the corpus is mainly written in German and Italian. However, exceptions arise, amongst which, Heinrich von Gunterrodt’s Sciomachia et Hoplomachia: sive de Veris Principiis Artis Dimicatoriae (1579), the first text which explicitly refers to I.33. This article will compare these two texts, in order to interrogate their common relation to Scholasticism, namely the traditional frame of the knowledge within the medieval and early modern universities. The intent is to show that (at least some) Renaissance fight books include references to Scholasticism and to provide a better qualification of the nature of such references. The general hypothesis is that a large part of the texts―and products of culture―of the Renaissance that have been read, until recently, exclusively in relation to a humanist intellectual background can valuably be interpreted in the context of a Scholasticism that is still vivid during the period in question. (shrink)

This paper discusses the influence of Sextus Empiricus' works on Renaissance culture and the recovery of Pyrrhonism during the fifteenth and sixteenth centuries. It investigates what primary and secondary sources were available at the time, and who knew and made use of such sources. The article concludes that the dearth of Pyrrhonic arguments in Renaissance literature was due to the prevailing and incompatible culture of humanism rather than to a lack of interest in Sextus Empiricus’ works during (...) this period. (shrink)

The Prussian Protestant Daniel Hermann is an important Neo-Latin poet. He lived from probably 1543 until 1601. Hermann studied at Königsberg, Straßburg, Basel and Wittenberg. Afterwards he served as a secretary at the Imperial Court at Vienna, later as a secretary of the city of Danzig and permanent ambassador of Danzig at the Royal Polish court during the wars against Russia. After the war he married and settled down in Riga and became the secretary of the Polish governor Cardinal Radziwil (...) and later of the general Georg Fahrensbach. Besides lots of poems on academical, political and private occasions he wrote letters in poetic form as well as theological, philosophical and political poems. This paper provides an overview over Hermann ’s life and his poetry, especially the poems written and published in Riga, and a short summary of the research on this poet. (shrink)

Is it correct to accept an anthopological dimension in Baruch Spinoza’s doctrine? Regardless of the answer we may suggest for this point, how could be this connected to the prevailing Humanism of the immediately previous period in which our author lived? Our proposal points to a positive stance in relation to the presence of an anthropological perspective in Spinoza’s thought; perspective that may be seen as a reaction to that kind of Renaissance humanism that sees the human (...) being in Nature a privileged kind. Therefore, in this paper we are going to analyse the way the concept of man evolves from this to the Spinozian formulation as a foundation in which it can be possible to accept the study of a certain Anthropology in his work. (shrink)

Agrippa was the main expounder of the occult philosophy, which is the knowledge of the hidden causes of things and is finalized to their manipulation by magic. Magic, in turn, is the highest form and the end of philosophy. According to his De occulta philosophia, magic is threefold: natural (concerning sublunar world), celestial (concerning stars and heavenly intelligences), and divine (concerning God and higher angels). It consists of the manipulation of concrete objects and of the summoning of intelligences and God, (...) which is performed on the basis of the precepts of the Kabbalah. Agrippa’s overall aim was to purify magic from its necromantic and irrational components: this would enable the restoration of the prelapsarian condition of man (in accordance with the Hermetic ideal of deification) and a Christian reform of culture. The critique of philosophical knowledge and of every science, presented in Agrippa’s De vanitate, and his critique to the subordination of woman typical of Scholastic theology, contained in the De nobilitate foeminei sexus, are functional to these ends. (shrink)

The development of AI appears to be not only rendering humans obsolete, but in being empowered could decide that humans should be eliminated for the benefit of life and the conditions for its own future. Given the behaviour of humans, this could be seen as a relief to the rest of terrestrial life, as Günter Grass suggested in his novel, The Rat. While there are many reasons to support this contention, in this paper I argue that humans do have the (...) potential to augment rather than undermine terrestrial life, a potential celebrated by the subordinated tradition of the Radical Enlightenment. Rather than accepting the demise of humanity, it is now time to put the Radical Enlightenment into practice. (shrink)

Drawing primarily upon Dante’s three major philosophical treatises (De vulgari eloquentia, Convivio, and Monarchia), this essay explores how Dante’s ethico-political philosophy operates within the crucial tension between the phenomenology of time as the condition for the possibility of human moral development and yet also as, metaphysically speaking, the privation and imitation of eternity. I begin by showing that, in the De vulgari eloquentia, Dante’s understanding of the poetic and rhetorical function of the illustrious vernacular is tied to his political philosophy (...) in a way that depends upon a rich but ultimately unresolved tension between (a) the demand that only an atemporal, unchanging vernacular would be suitable for the tasks of universal monarchy and (b) the recognition that only a temporal, localized, and changing illustrious vernacular could possibly bring about the existence of the universal monarchy. In the second half of the essay, I will turn to Dante’s treatment of the providential grounding for the independence of spiritual and temporal authority in Convivio and Monarchia. I will argue that Dante’s understanding of divine providence provides common justification for the temporal and spiritual authorities whose independence he otherwise insists upon. Finally, drawing on the letter to Cangrande della Scala (the authorship of which is disputed), I will discuss how, for Dante, the providential ground for the legitimacy of temporal authority can only be discerned through the allegorical interpretation of history itself. In light of my discussion of these themes in Dante’s political philosophy and its dependence on his understanding of divine providence, I will conclude with a brief reflection on how Dante’s understanding of divine providence might help us better appreciate important aspects of the neglected legacy of Renaissance humanism in the history of early modern philosophy. (shrink)

One of the most influential recent developments in supposedly radical philosophy is ‘posthumanism’. This can be seen as the successor to ‘deconstructive postmodernism’. In each case, the claim of its proponents has been that cultures are oppressive by virtue of their elitism, and this elitism, fostered by the humanities, is being challenged. In each case, however, these philosophical ideas have served ruling elites by crippling opposition to their efforts to impose markets, concentrate wealth and power and treat everyone and everything (...) as mere instruments in a way that is not only undermining democracy and threatening economic, social and political stability through growing inequality, but is crippling efforts to deal with the global ecological crisis. Philosophers, Nietzsche claimed, are physicians of culture. Why should people claiming to be philosophers, or at least aligned with philosophers, subvert their own calling? In this paper I will suggest that with the expansion of education and the rise of neoliberalism, those involved in education and research, particularly in the humanities and social sciences, have been proletarianized, and most have accepted this proletarianization. They have been reduced to a fraction of the proletariat - wage-slaves without economic security and therefore dependent on the will of others on whom they are dependent. They are not ordinary wage-slaves, however, but wage-house-slaves, having salaries rather than wages. If, as Marx argued, social being determines consciousness, posthumanism can be understood as the expression of ressentiment of these house-slaves at their condition while simultaneously serving to affirm their superiority to field-slaves while serving their masters. Their work is supported because it provides ideological cover for their masters, the new transnational managerial class or corporatocracy as they expand their power through information technology, while absolving this corporatocracy from responsibility for the consequences of their growing power. In making this claim I will argue that the real target of deconstructionists and posthumanists, although this is now seldom appreciated, has been the humanism of the New Left, a revival of the Radical Enlightenment inspired by Renaissance civic humanism and the German Renaissance. (shrink)

Using Australia to illustrate the case, in this paper it is argued that the transformation of universities into businesses and the undermining of the liberal arts is motivated by either contempt for or outright hostility to democracy. This is associated with a global managerial revolution that is enslaving nations and people to the global market and the corporations that dominate it. The struggle within universities is the site of a struggle to reverse the gains of the Radical Enlightenment, the tradition (...) of Enlightenment that, committed to upholding and developing the civic humanism of the Renaissance, strove for liberty, understood as democratic self-governance. The central place the liberal arts had in upholding this liberty is shown. Inspired by the Ancient Greek notion of paideia, the liberal arts, which originated in republican Rome, was the form of education required designed for free people, in opposition to the specialist education appropriate for slaves, to inspire them to maintain their liberty and enable them to govern themselves. While not always upholding this ideal, it is argued in this paper that the liberal arts always kept alive this quest for liberty, bequeathing this quest to the Renaissance philosophers and to the proponents of the Radical Enlightenment. With managerialism and the undermining of democracy, such education and the questioning, creative people it produced, are now seen as a threat to the new global corporatocracy who, to achieve cultural hegemony, have coöpted university managers and academics to impose their agenda to cripple the liberal arts. Their goal, never fully articulated as such but successfully prosecuted, is a dumbed-down population. (shrink)

How induction was understood took a substantial turn during the Renaissance. At the beginning, induction was understood as it had been throughout the medieval period, as a kind of propositional inference that is stronger the more it approximates deduction. During the Renaissance, an older understanding, one prevalent in antiquity, was rediscovered and adopted. By this understanding, induction identifies defining characteristics using a process of comparing and contrasting. Important participants in the change were Jean Buridan, humanists such as Lorenzo (...) Valla and Rudolph Agricola, Paduan Aristotelians such as Agostino Nifo, Jacopo Zabarella, and members of the medical faculty, writers on philosophy of mind such as the Englishman John Case, writers of reasoning handbooks, and Francis Bacon. (shrink)

This book tells the story of modern ethics, namely the story of a discourse that, after the Renaissance, went through a methodological revolution giving birth to Grotius’s and Pufendorf’s new science of natural law, leaving room for two centuries of explorations of the possible developments and implications of this new paradigm, up to the crisis of the Eighties of the eighteenth century, a crisis that carried a kind of mitosis, the act of birth of both basic paradigms of the (...) two following centuries: Kantian ethics and utilitarianism. The new science of natural law carried a fresh start for ethics, resulting from a mixture of the Old and the New. It was, as suggested by Schneewind, an attempt at rescuing the content of Scholastic and Stoic doctrines on a new methodological basis. The former was the claim of existence of objective and universal moral laws; the latter was the self-aware attempt at justifying a minimal kernel of such laws facing skeptical doubt. What Bentham and Kant did was precisely carrying this strategy further on, even if restructuring it each of them around one out of two alternative basic claims. The nineteenth- and twentieth-century critics of the Enlightenment attacked both not on their alleged failure in carrying out their own projects, but precisely on having adopted Grotius’s and Pufendorf’s project. What counter-enlightenment has been unable to spell out is which alternative project could be carried out facing the modern condition of pluralism, while on the contrary, if we takes a closer look at developments in twentieth-century ethics or at on-going discussions on practical issues, we might feel inclined to believe that Grotius’s and Pufendorf’s project is as up-to-date as ever. -/- Table of Contents -/- Preface I. Fathers of the Reformation and Schoolmen 1.1. Luther: passive justice and the good deeds; 1.2. Calvin: voluntarism and predestination; 1.3. Baroque Scholasticism; 1.4. Casuistry and Institutiones morales -/- II Neo-Platonists, neo-Stoics, neo-Sceptics 2.1. Aristotelian, neo-Platonic, neo-Epicurean and neo-Cynic Humanists; 2.2. Oeconomica and the art of living; 2.3. Neo-Stoics; 2.4. Neo-Sceptics; 2.5. Moralistic literature -/- III Neo-Augustinians 3.l. The Jansenists on natura lapsa, sufficient grace, pure love; 3.2. Nicole on the impossibility of self-knowledge; 3.3. Nicole on self-love and charity; 3.4. Nicole against civic virtue, for Christian civility; 3.5. Malebranche on general laws and necessary evil; 3.6. Malebranche on Neo-Augustinianism and Platonism. -/- IV Grotius, Pufendorf and the new moral science 4.1. Grotius against Aristotle and the sceptics; 4.2. Mersenne and Gassendi; 4.3. Descartes on ethics as the last branch of philosophy’s tree; 4.4. Hobbes on scepticism and the new moral science; 4.5. Spinoza on the new moral science as a descriptive science;4.6. Locke on voluntarism and probabilism; 4.7. Pufendorf on natural law as an exact science; 4.8. Pufendorf on physical and moral entities; 10. Pufendorf on self-preservation -/- V The empiricist version of the new moral science: from Cumberland to Paley 5.1. Cumberland against Hobbesian voluntarism; 5.2. Cumberland and theological consequentialism; 5.3. Cumberland on universal benevolence and self-love; 5.4. Shaftesbury on the moral sense; 5.5. Hutcheson on natural law and moral faculties; 5.6. Gay, Brown, Paley and theological consequentialism. -/- VI The rationalist version of the new moral science: from Cudworth to Price 6.1. The Cambridge Platonists; 6.2. Shaftesbury on the moral sense; 6.3. Butler and a third way between voluntarism and scepticism; 6.4. Price and the rational character of moral truths; -/- VII Leibniz’s compromise between the new moral science and Aristotelianism 1.Leibniz against voluntarism; 2.Leibniz against the division between the physical and the moral good; 3.Leibniz on la place d’autrui and theological consequentialism; 4.Thomasius, Wolff, Crusius -/- VIII French eighteenth-century philosophers without the new moral science 8.1. The genealogy of our ideas of virtue and vice; 8.2. Maupertuis and moral arithmetic 8.3. The philosophes and the harmony of interests; 8.4. Rousseau on corruption, self-love, and virtue; 8.5. Sade on the merits of vice -/- IX Experimental moral science: Hume and Adam Smith 9.1. Mandeville’s paradox; 9.2. Hutcheson on the law of nature and moral faculties; 9.3. Hume on experimental moral philosophy and the intermediate principles; 9.4. Hume’s Law; 9.5. Hume on the fellow-feeling; 9.6. Hume on natural and artificial virtues and disinterested pleasure for utility; 9.7. Adam Smith’s anti-realist metaethics; 9.8. Adam Smith on self-deception and the paradox of happiness; 9.9. Adam Smith on sympathy and the impartial spectator; 9.10. Adam Smith on the twofold criterion for moral judgement and its paradox; 9.11. Reid on the refutation of scepticism and the self-evidence of duty -/- X Kantian ethics 10.1. Kantian metaethics: moral epistemology; 10.2. Kantian metaethics: moral ontology; 10.3. Kantian metaethics: moral psychology; 10.4. Kantian normative ethics; 10.5. Kant on the impracticability of applied ethics; 10.6. Kantian moral anthropology; 10.7. Civilisation and moralisation; 10.8. Theology on a moral basis and the origins of evil; 10.9. Fichte and the transformation of theoretical philosophy into practical philosophy XI Bentham and utilitarianism 11.1. Bentham’s linguistic theory; 11.2. Bentham’s moral ontology, psychology, and theory of action; 11.3. The principle of greatest happiness; 11.4. The critique of religious ethics; 11.5. The new morality; 11.6. Interest and duty; 11.7. Virtues; 11.8. Private ethics and legislation -/- XII Followers of the Enlightenment: liberal Judaism and Liberal Theology 12.1. Mendelssohn; 12.2. Salomon Maimon; 12.3. Haskalā and liberal Judaism; 12.4. Liberal Theology. -/- XIII Counter-Enlighteners 13.1.Romanticism and the fulfilment of individuality as the Summum Bonum; 13.2. Hegel on history as the making of liberty; 13.3. Hegel on the unhappy consciousness and the beautiful soul; 13.4. Hegel on Morality and Sittlichkeit; 13.5. Marx on ideology, alienation, and praxis; 13.6. Schopenhauer on compassion; 13.7. Kierkegaard on faith beyond ethics. -/- XIV Followers of the Enlightenment: intuitionists and utilitarian 14.1 Whewell‘s criticism of utilitarianism; 14.2 Whewell on morality and the philosophy of morality; 14.3 Whewell on the Supreme Norm; 14.4 Whewell on the conflict between duties; 14.5 Mill and the proof of the principle of utility; 14.6 Mill’s eudemonistic utilitarianism; 14.7 Mill on rules -/- XV Followers of the Enlightenment: neo-Kantians and positivists 15.1. French spiritualism; 15.2. Neo-Kantians: the Marburg school; 15.3. Neo-Kantians: the Marburg school; 15.4. Comte’s positivism and the invention of altruism; 15.5. Social Darwinism; 15.6. Wundt and an ethic of humankind -/- XVI Post-enlighteners: Sidgwick 16.1. Criticism of intuitionism; 16.2. On ethical egoism; 16.3. Criticism of utilitarianism -/- XVII Post-enlighteners: Durkheim 17.1. Sociology as physics of customs; 17.2. Morality as physics of customs and as practical science; 17.3. On Kantian ethics and utilitarianism; 17.4. The variability of moralities;17.5. Social solidarity as end and justification of morality; 17.6. Secular morality as “sociodicy”; XVIII Post-enlighteners: Nietzsche 18.1. On the Dionysian; 18.2. On the deconstruction of the world of values 18.3 On the twofold genealogy of moralities; 18.4. On ascetics and nihilism; 18.5. Normative ethics of self-fulfilment -/- Bibliography / Index of names / Index of concepts -/- . (shrink)

One important element in Lonergan’s philosophical work is the attempt to demonstrate the essential continuity between Aristotle’s thought and the explanatory viewpoint of modern science. Among other things, this attempt is meant to serve a two-fold purpose: first of all, to defend both Aristotle’s intellectualist metaphysics and the explanatory aspirations of modern science over against the caricatured representations of each which grew out of the Renaissance debate between the Aristotelians and the proponents of modern science; and secondly, to demonstrate (...) the intrinsic limitations of modern scientific humanism in much the same way that Aquinas tried to demonstrate the essential incompleteness of Aristotle’s non-Christian world view. Now Gadamer would not deny that there is an essential continuity in thought from Aristotle to modern science; in fact, he explicitly affirms such a continuity. And like Lonergan, Gadamer insists that modern science must play a legitimate, though restricted, role within contemporary culture. Given these and other important similarities between Gadamer and Lonergan, it may be difficult to see just where the grounds for possible disagreement lie. As a result, Gadamer’s reservations concerning Lonergan’s philosophical project may appear to be somewhat puzzling. In what follows, I shall try to shed light on some of the reasons for Gadamer’s reservations. (shrink)

Humanists and philosophers in the Quattrocento find inspiration for their treatises on human dignity not only in Classical Antiquity, but also in the works of the Church Fathers. The present paper examines the influence of the latter on the theories of freedom at the dawn of Modernity, especially regarding the Patristic conception of human self as person or hypostasis, whose free decision is considered inviolable, creative and irreducible to its own nature or essence.

The article deals with the position of Lutheran theologian Andreas Osiander sen. in the history of philosophy, history of science and philosophy of science. It works on humanistic foundation of Osiander’s thought and his elaboration of the tradition of the antient wisdom and Christian cabbala of Giovanni Pico della Mirandola in particular in the biblical exegesis. The article deals with Osiander’s edition of Nicolaus Copernicus’ book De revolutionibus orbium caelestium as well and with his edition of the mathematical work of (...) Girolamo Cardano. In the context of philosophy of science Osiander’s foreword to Copernicus is analyzed and its role in the controversy between instrumentalism and realism is assessed. Osiander’s instrumentalism is viewed as an anachronism. Finally, the influence of Neoplatonism and Paracelsism in Osiander’s theology is analyzed and judged as too general. (shrink)

A revisionist account of how philosophical induction was conceived in the ancient world and how that conception was transmitted, altered, and then rediscovered. I show how philosophers of late antiquity and then the medieval period came step-by-step to seriously misunderstand Aristotle’s view of induction and how that mistake was reversed by humanists in the Renaissance and then especially by Francis Bacon. I show, naturally enough then, that in early modern science, Baconians were Aristotelians and Aristotelians were Baconians.

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these (...) are suitable. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all. (shrink)

Georgius Trapezuntius Cretensis (or George of Trebizond) (1396-1472), an eminent humanist scholar who immigrated to Italy from Crete, is well appreciated for his translations, commentaries and treatises on philosophy, rhetoric and science. While there is a good deal of scholarship on Byzantine scholars in the Italian Renaissance, the topic of their contribution to mathematics and science in general has not to date been thoroughly addressed. This paper purports to fill this lacuna. On the basis of major evidence, I will (...) attempt to show the way Trapezuntius treated mathematics and physical sciences in order to serve his personal goals in the mid 15th century. (shrink)

The writings of Martin Rakovský can be seen as a reflection of the problems, including political ones, of his time. His aim was also to offer an idea of a perfect ruler, who would bring peoples the peace and calm down the stormy events of the 16th century. The personal virtues of such a ruler should have been the guarantee of the welfare of all citizens. Given Rakovský’s religious attitude he can be regarded as a re- formation humanist standing between (...) Machiavelli and Luther. (shrink)

Speciale V centenario "Utopia" di Tommaso Moro (1616-2016). Bruno,Moro e il vincolo dello spirito.

Il volume ripercorre lo sviluppo del pensiero del giovane Nicola Cusano dalla frequentazione del maestro albertista Eimerico da Campo presso l’Università di Colonia (1425) e dal confronto con le posizioni filosofiche dei domenicani dello Studium coloniense, fino agli anni della maturità a Roma (1450). Il saggio illustra il contesto storico-culturale della genesi del De docta ignorantia, testo che suggella la presa di distanza di Cusano dal proprio passato universitario ma anche, al contempo, la sua insoddisfazione nei confronti dell’umanesimo diffuso in (...) Italia negli anni del Concilio di Ferrara-Firenze; e lo segue nella sua ‘caccia della Sapienza’, nell’incontro con differenti tradizioni e contesti, fino alla formulazione dell’ideale del ‘Socrate cristiano’ nell’Idiota. Il volume, riccamente documentato anche sul piano della storia delle interpretazioni e degli studi su Cusano, contribuisce a far luce sulla formazione del suo pensiero e sulle questioni che ne hanno segnato la vita. (shrink)

To początkowy fragment mowy O godności człowieka Pico della Mirandoli." Wstępem poprzedział Danilo Facca, przełożyli Zbigniew Nerczuk i Mikołaj Olszewski. -/- This is an excerpt from the Polish translation of Pico della Mirandola's De dignitate hominis. The preface to the translation by Danilo Facca. Translation by Zbigniew Nerczuk and Mikołaj Olszewski.

Il "Principe" di Machiavelli e, soprattutto i "Discorsi sopra la prima decade di Tito Livio" figurarono certamente tra i libri proibiti che Giordano Bruno lesse segretamente in convento. Essi ebbero una significativa influenza sul suo pensiero. THE FOX AND THE LION. Giordano Bruno, reader of Machiavelli. Machiavelli's Prince and, above all, the Discourses on Livy were certainly among the forbidden works that Giordano Bruno read secretly in the convent. They had a significant influence on him. -/- .

У статті проаналізовано значення розуміння власної освіти для побудови ідентичності на прикладі італійських гуманістів першої половини XV ст., які позиціонували себе як автодидакти (самоучки). Автор вважає, що саме в цей час унаслідок дії цілого комплексу причин формуються передумови для виникнення явища автодидактів, яке остаточно виокремилося вже у Новому часі. Гуманісти у такий спосіб ставали в опозицію до тогочасних знання, освіти, пізнання, реалізовуючи самопрезентацію. Гуманістів приваблювали певні особливості статусу автодидакта, які давали їм змогу почуватися незалежними від усталених на той час норм, (...) поглядів, інтелектуальних традицій, водночас використовуючи як підстави для консолідації гуманістів як окремої соціальної групи. (shrink)

La construcción moderna del concepto de dignidad y su posición en la fundamentación de los derechos permite comprender la posición central del individuo en el discurso de los derechos. La idea de individuo no es el resultado de un proceso intelectual descontextualizado sino que debe enmarcarse en el escenario constituido por un nuevo mundo que es el que se gesta en el Tránsito a la Modernidad… Un análisis de la inicial construcción de la idea de dignidad en los primeros momentos (...) de la modernidad como el contenido en este libro permite reconocer algunos rasgos básicos de una forma de entender los derechos, en su fundamentación, concepto y desarrollo histórico… Estamos frente a un trabajo cuyo mérito principal es la reconstrucción de un momento de la elaboración intelectual de una idea –la de dignidad humana- que forma parte esencial del moderno concepto de individuo y de la correlativa idea de derechos humanos. El valor del trabajo de Antonio Pele es que ha sabido mostrar con nitidez y de manera interrelacionada los aspectos básicos de ese proceso formativo. (shrink)

Humanism is the view that people treat others inhumanely when we fail to see them as human beings, so that our treatment of them will tend to be more humane when we (fully) see their humanity. Recently, humanist views have been criticized on the grounds that the perpetrators of inhumanity regard their victims as human and treat them inhumanely partly for this reason. I argue that the two most common objections to humanist views (and their relatives) are unpersuasive: not (...) only does the evidence marshalled against these views fail to actually disprove them, it could threaten them only if some questionable assumptions were granted. By providing necessary conceptual ground-clearing and routing common lines of attack, I hope to determine what it would take for a humanist project to succeed, paving the way for a full defense of humanism that fulfills its explanatory ambitions. (shrink)

This paper focuses on mystical humanism as magical realism.

Article responds to the criticism of speciesism that it is somehow less immoral than other -isms by showing that this is a mistake resting on an inadequate taxonomy of the various -isms. Criticizes argument by Bonnie Steinbock that preference to your own species is not immoral by comparison with racism of comparable level.

Since the 19th century Renaissance studies gained gradually autonomy from the Medieval and the Early Modern studies. In countries like Greece, where the traditional view was that no Renaissance occurred in the Balkan Peninsula during the 14th -16th century as a result of the Turkish occupation, Renaissance studies had to struggle to gain autonomy and distinct presence in the curricula of Greek universities. This article aims to present the current status of the Renaissance studies in the (...) Greek universities and to give a critical account of it. The interest for Renaissance studies in Greece is not increased. Usually, Greek scholars and students feel awkward towards that period because they think of Renaissance as something alien to their culture. It is common among scholars of humanities when they refer to the period from 1450-1600, to use the term “post-byzantine” instead of Renaissance. Also, Renaissance studies do not have a rich tradition in Greek universities. There were no major academic figures who were experts in the period so as to promote Renaissance studies and leave a legacy of students and written works. Other Greek scholars hold that the Renaissance is not a distinct period and should be studied in the pattern of the Modern European period. (shrink)

The renaissance of epistemology between the two world wars forms a bridge between early modern and contemporary philosophy of knowledge. This paper traces the resurgence of interest in epistemology at the turn of the century, as a reaction against the nineteenth-century development of Neo-Kantian and Neo-Hegelian idealism, through the interwar renaissance of epistemology, prompted by major advances in mathematics, logic, and physics, and its ultimate transformation from a theory of ideas and judgement into a theory of propositional attitudes, (...) sentences, and meanings. (shrink)

Johann Sturm was a Reformed pedagogic innovator, who established a teaching curriculum for gymnasia in order to provide an education based on the humanist ideals and on evangelical piety. This model described the contents and the method of learning for boys from 7 to 16 years and consisted mainly of the study of grammar, rhetoric, and dialectic (based on Cicero and on classic literature). His method of learning was based on memorization and imitation rather than on the understanding of formal (...) rules of reasoning. This model, rather than to introduce students to religion, was intended to prepare them to the autonomous understanding of Scripture. Sturm was important also as he contributed to the innovation of biography as a genre, which he intended as more realistic than the typified premodern biographies. (shrink)

The paper seeks to show that the period between the years 756 and 1031, a period officially recognized as the domination of the Umayyad dynasty in the Iberian Peninsula, saw the emergence of the most important movement for the recovery of classical Greek works known, and offered the foundations for the second Renaissance, the Italian. It also shows that translation is a process that can fundamentally alter original works, as they depend on the translator's interpretation, as well as the (...) existence of equivalent words and concepts in the language to be translated. Both problems were identified in the recovery of classical Greek works by the Toledo School of Translators. The result was that Italian Renaissance was, in fact based on what had been made available by the Toledo School of Translators, which confirms the thesis that the first Renaissance was the Islamic one and that the Italian Renaissance was a later movement. (shrink)

Archimedes of Syracuse has long provided a touchstone for considering how we make and acquire knowledge. Since the early Roman chroniclers of Archimedes’ life, and especially intensively since Descartes, scholars have described, sought, or derided the Archimedean point, defining and redefining its epistemic role. “Knowledge,” at least within modernity, is rhetorically tied to the figure of the Archimedean point, a place somewhere outside a regular and constrained world of experience. If this figure still leads to useful ways of thinking about (...) knowing, we are left with the question of how different modes of making knowledge approach their “Archimedean” points. The question is especially important today as a renewed .. (shrink)

An exploration of the relationship between secular humanism and politics, from a liberal perspective.

In "Existential Humanism and Moral Freedom in Simone de Beauvoir's Ethics" Tove Pettersen elucidates the close connection between Beauvoir’s ethics and humanism, and argues that her humanism is an existential humanism. Beauvoir’s concept of freedom is inspected, followed by a discussion of her reasons for making moral freedom the leading normative value, and her claim that we must act for humanity. In Beauvoir’s ethics, freedom is not reserved for the elite, but understood as everyone being “able (...) to surpass the given toward an open future.” By addressing the continuing friction between individual freedom and public interests, Beauvoir’s normative thinking remains highly relevant today. It also exemplifies the enduring importance of humanistic reflections and demonstrates how, through critical and creative thinking, the humanities can contribute to a free, well-functioning democratic society. (shrink)

Humanists argue for assigning the highest moral status to all humans over any non-humans directly or indirectly on the basis of uniquely superior human cognitive abilities. They may also claim that humanism is the strongest position from which to combat racism, sexism, and other forms of within-species discrimination. I argue that changing conceptual foundations in comparative research and discoveries of advanced cognition in many non-human species reveal humanism’s psychological speciesism and its similarity with common justifications of within-species discrimination.

In the coming decades humanists and trans-humanists need to wage a global campaign to radicalize the idea of human rights. We need to assert our rights to control our own bodies and brains, whether we choose to change our genders or medicate our brains. We need to assert that the measure of a society’s fairness is how universally available we make the prerequisites for achieving our fullest potential. We need to defend the right to enhance ourselves - whether through education (...) and exercise or genetic engineering and cybernetic implants. We need to extend these “human rights” and citizenship not only to all humans, regardless of nationality, but to all persons, ape, human, posthuman or machine. We need to build the global institutions that can protect the rights of persons, and expand the freedoms they enjoy. (shrink)

The renaissance of epistemology between the two world wars forms a bridge between early modern and contemporary philosophy of knowledge. This paper traces the resurgence of interest in epistemology at the turn of the century, as a reaction against the nineteenth-century development of Neo-Kantian and Neo-Hegelian idealism, through the interwar renaissance of epistemology, prompted by major advances in mathematics, logic, and physics, and its ultimate transformation from a theory of ideas and judgement into a theory of propositional attitudes, (...) sentences, and meanings. (shrink)

The concept of impetus denoted the transmission of a power from the mover to the object moved. Many authors resorted to this concept to explain why a projectile keeps on moving when no longer in contact with its initial mover. But its application went further, as impetus was also appealed to in attempts to explain the acceleration of falling bodies or the motion of the heavens. It was widely applied in Renaissance natural philosophy, but it also raised a number (...) of ontological questions concerning its precise nature. (shrink)

Might fiction films have cognitive value, and if so, how might such value interact with films’ artistic and aesthetic values? Philosophical consideration of this question tends to consist in either ceteris paribus extensions of claims relating to prose fiction and literature; meta-philosophical inquiries into the capacity of films to be or do philosophy; or generalised investigations into the cognitive value of any, and thereby all, artworks. I first establish that fiction films can be works of art, then address this lacuna (...) and identify three hitherto unrecognised values relevant to the issue of learning from fiction films. These values are (i) a film’s stance-based cinematic value, which is neither an artistic nor an aesthetic value, but which pertains to the integration of a film’s content, its form, and its themes and/or theses; (ii) a film’s dramatic value, which recognises the use of dramatic argumentation to enable us to make sense of agents’ intentional actions; and (iii) a film’s humanistic value which acknowledges a film’s power to provide illuminating insights into the human condition. In tandem with a series of sceptical arguments that question the very notion of cognitive value, I demonstrate how stance-based cinematic value, dramatic value, and humanistic value can provide fresh ways with which to understand and appreciate that we learn from films, what we learn from films, and how we learn from films. Grouping these values together under the rubric of cinematic humanism offers new resources for a paradigm shift capable of staying true to the spirit that informs both sides of the cognitivist/non-cognitivist debate whilst cutting through the Gordian knot it has become. (shrink)

According to recent approaches in the philosophy of medicine, biomedicine should be replaced or complemented by a humanistic medical model. Two humanistic approaches, narrative medicine and the phenomenology of medicine, have grown particularly popular in recent decades. This paper first suggests that these humanistic criticisms of biomedicine are insufficient. A central problem is that both approaches seem to offer a straw man definition of biomedicine. It then argues that the subsequent definition of humanism found in these approaches is problematically (...) reduced to a compassionate or psychological understanding. My main claims are that humanism cannot be sought in the patient–physician relationship alone and that a broad definition of medicine should help to revisit humanism. With this end in view, I defend what I call an outcomes-oriented approach to humanistic medicine, where humanism is set upon the capacity for a health system to produce good health outcomes. (shrink)

Curren and Metzger’s work makes a bold, normative claim: The moral goal of sustainability is human flourishing. Their eudaimonic theory has as its summum bonum ‘living well’ according to the fundam...