04146nam 2200745 450 991081694560332120200520144314.03-11-036593-63-11-039140-610.1515/9783110365931(CKB)3710000000393002(EBL)1759933(SSID)ssj0001530010(PQKBManifestationID)12644355(PQKBTitleCode)TC0001530010(PQKBWorkID)11523600(PQKB)11650648(DE-B1597)428230(OCoLC)908079957(DE-B1597)9783110365931(Au-PeEL)EBL1759933(CaPaEBR)ebr11049372(CaONFJC)MIL807767(CaSebORM)9783110391404(MiAaPQ)EBC1759933(PPN)202100111(EXLCZ)99371000000039300220150501h20152015 uy| 0engur||#||||||||txtccrClassical humanism and the challenge of modernity debates on classical education in 19th-century Germany /Bas van BommelBerlin :De Gruyter,[2015]©20151 online resource (248 pages)Philologus : Zeitschrift für antike Literatur und ihre Rezeption. Supplemente = Philologus : a journal for ancient literature and its reception. Supplementary Volumes,2199-0255 ;volume 1Description based upon print version of record.3-11-036594-4 3-11-036543-X Includes bibliographical references and index.Front matter --Contents --Preface --Abbreviations --Introduction --19th-century classical humanism: the case of Karl Gottfried Siebelis (1769–1843) --Introduction --1. The Challenge of Science --2. The Challenge of the Bürgerschule --3. The Challenge of Christianity --Conclusion --Bibliography --IndexIn scholarship, classical (Renaissance) humanism is usually strictly distinguished from 'neo-humanism', which, especially in Germany, flourished at the beginning of the 19th century. While most classical humanists focused on the practical imitation of Latin stylistic models, 'neohumanism' is commonly believed to have been mainly inspired by typically modern values, such as authenticity and historicity. Bas van Bommel shows that whereas 'neohumanism' was mainly adhered to at the German universities, at the Gymnasien a much more traditional educational ideal prevailed, which is best described as 'classical humanism.' This ideal involved the prioritisation of the Romans above the Greeks, as well as the belief that imitation of Roman and Greek models brings about man's aesthetic and moral elevation. Van Bommel makes clear that 19th century classical humanism dynamically related to modern society. On the one hand, classical humanists explained the value of classical education in typically modern terms. On the other hand, competitors of the classical Gymnasium laid claim to values that were ultimately derived from classical humanism. 19th century classical humanism should therefore not be seen as a dried-out remnant of a dying past, but as the continuation of a living tradition.Philologus. Supplemente / Philologus. Supplementary VolumesHumanismGermany19th centuryEducation, HigherGermanyPhilosophyClassical literatureInfluenceClassical literatureHistory and criticismClassical humanism.German Gymnasium.history of education.HumanismEducation, HigherPhilosophy.Classical literatureInfluence.Classical literatureHistory and criticism.370.112094309034Bommel Bas van1020018MiAaPQMiAaPQMiAaPQBOOK9910816945603321Classical humanism and the challenge of modernity2408422UNINA