LEADER 04032nam 2200709 450 001 9910460612203321 005 20200520144314.0 010 $a3-11-036593-6 010 $a3-11-039140-6 024 7 $a10.1515/9783110365931 035 $a(CKB)3710000000393002 035 $a(EBL)1759933 035 $a(SSID)ssj0001530010 035 $a(PQKBManifestationID)12644355 035 $a(PQKBTitleCode)TC0001530010 035 $a(PQKBWorkID)11523600 035 $a(PQKB)11650648 035 $a(DE-B1597)428230 035 $a(OCoLC)908079957 035 $a(DE-B1597)9783110365931 035 $a(MiAaPQ)EBC1759933 035 $a(PPN)202100111 035 $a(Au-PeEL)EBL1759933 035 $a(CaPaEBR)ebr11049372 035 $a(CaONFJC)MIL807767 035 $a(EXLCZ)993710000000393002 100 $a20150501h20152015 uy| 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aClassical humanism and the challenge of modernity $edebates on classical education in 19th-century Germany /$fBas van Bommel 210 1$aBerlin :$cDe Gruyter,$d[2015] 210 4$dİ2015 215 $a1 online resource (248 pages) 225 0 $aPhilologus : Zeitschrift fu?r antike Literatur und ihre Rezeption. Supplemente = Philologus : a journal for ancient literature and its reception. Supplementary Volumes,$x2199-0255 ;$vvolume 1 300 $aDescription based upon print version of record. 311 $a3-11-036594-4 311 $a3-11-036543-X 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$tAbbreviations --$tIntroduction --$t19th-century classical humanism: the case of Karl Gottfried Siebelis (1769?1843) --$tIntroduction --$t1. The Challenge of Science --$t2. The Challenge of the Bürgerschule --$t3. The Challenge of Christianity --$tConclusion --$tBibliography --$tIndex 330 $aIn scholarship, classical (Renaissance) humanism is usually strictly distinguished from 'neo-humanism', which, especially in Germany, flourished at the beginning of the 19th century. While most classical humanists focused on the practical imitation of Latin stylistic models, 'neohumanism' is commonly believed to have been mainly inspired by typically modern values, such as authenticity and historicity. Bas van Bommel shows that whereas 'neohumanism' was mainly adhered to at the German universities, at the Gymnasien a much more traditional educational ideal prevailed, which is best described as 'classical humanism.' This ideal involved the prioritisation of the Romans above the Greeks, as well as the belief that imitation of Roman and Greek models brings about man's aesthetic and moral elevation. Van Bommel makes clear that 19th century classical humanism dynamically related to modern society. On the one hand, classical humanists explained the value of classical education in typically modern terms. On the other hand, competitors of the classical Gymnasium laid claim to values that were ultimately derived from classical humanism. 19th century classical humanism should therefore not be seen as a dried-out remnant of a dying past, but as the continuation of a living tradition. 410 0$aPhilologus. Supplemente / Philologus. 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