LEADER 04244nam 22005653 450 001 996647835603316 005 20250224120843.0 010 $a9783111452975 010 $a3111452972 024 7 $a10.1515/9783111452975 035 $a(CKB)5860000000552855 035 $a(MiAaPQ)EBC31901200 035 $a(Au-PeEL)EBL31901200 035 $a(OCoLC)1498890968 035 $a(DE-B1597)681295 035 $a(DE-B1597)9783111452975 035 $a(EXLCZ)995860000000552855 100 $a20250224d2025 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Students and Their Books $eEarly Modern Practices of Teaching and Learning 205 $a1st ed. 210 1$aBerlin/Boston :$cWalter de Gruyter GmbH,$d2025. 210 4$dİ2025. 215 $a1 online resource (0 pages) 225 1 $aRenaissance Mind Series ;$vv.2 311 08$a9783111452586 311 08$a3111452581 327 $tFrontmatter -- $tTable of Contents -- $tList of Abbreviations -- $tIntroduction -- $tPart I: The Genesis of the Text: Stories of Lessons, Manuscripts, Books, and Editions -- $tFrom the Lecture Hall to the Confessional Frontier: Student Notebook Production and the Transmission of Biblical Knowledge from Leuven -- $tA Typographical Evolution in the Louvain Lectures on Logic? How Students Used Printed Textbooks between 1474 and 1532 -- $tThe ?Histoire Totale? of Francesco Panigarola?s (1548? 1594) Trattato della Memoria Locale through Stemma Codicum and the Materiality of Books -- $tA Different View of Innovation and International Knowledge Exchange from Classroom Notes: The University of Edinburgh, 1604?1650 -- $tThe Pen and the School: The Function and Circulation of Manuscripts in the Teaching Practices of the Zamo?? Academy in the First Decades of the 17th Century -- $tPart II: Academies and Surroundings -- $tThe Ideals and Practices of the Study of Ramist Dialectics and Rhetoric in Academia Gustaviana (1632 ?1665) -- $tStudents at Home: Young Scholars among Pinelli?s Circle in 16th-Century Padua -- $tWays to Learn, Ways to Reshape Knowledge: Pico della Mirandola and the Students? Handbooks -- $t?Oportet in Philosophia haereticum esse?: Pietro Pomponazzi?s Teaching against the Grain -- $tIndex of Names 330 $aThe topic of this volume is the teaching and learning practices in the major and minor academic centers of renaissance Europe and their relevance for early modern intellectual history. Academic knowledge is here regarded not as a finished product but as a process, induced by multiple factors and several conditions: the personalities and intellectual profiles of teachers and learners, the dialectic between their respective interests and roles, the institutional context, from the immediate one given by the particular school or university, with their courses and curricula, to the more remote one given by governing political power or surveilling religious authority, or the interplay between the two. Last but not least, one should consider the several impulses of an epoch that seem to impart to the historical course a sudden acceleration, inducing decisive, sometimes disruptive, changes to intellectual development: the spread of humanistic culture, the religious reformation and its consequences, the encounter with new epistemologies, the access to education of new social subjects, and ? behind all these and as their common catalyst ? the progressive establishment of the press as a means of learning consolidation and dissemination. 410 0$aRenaissance Mind Series 606 $aPHILOSOPHY / History & Surveys / Modern$2bisacsh 610 $aRenaissance. 610 $acurriculum. 610 $ahandbook. 610 $alearning. 615 7$aPHILOSOPHY / History & Surveys / Modern. 676 $a370.9031 700 $aFacca$b Danilo$0169140 712 02$aEuropean Research Council (ERC)$4fnd$4http://id.loc.gov/vocabulary/relators/fnd 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996647835603316 996 $aThe Students and Their Books$94335585 997 $aUNISA