The Renaissance academies between science and the humanities.
Identifieur interne : 000408 ( PubMed/Curation ); précédent : 000407; suivant : 000409The Renaissance academies between science and the humanities.
Auteurs : Ian F. McneelySource :
- Configurations [ 1063-1801 ] ; 2009.
English descriptors
- KwdEn :
- Academies and Institutes (economics), Academies and Institutes (history), Anthropology, Cultural (education), Anthropology, Cultural (history), Education (history), Europe (ethnology), History, 15th Century, History, 16th Century, History, Medieval, Humanism (history), Humanities (education), Humanities (history), Interdisciplinary Studies, Language (history), Literature, Medieval (history), Philosophy (history), Science (education), Science (history), Social Change (history).
- MESH :
- geographic , ethnology : Europe.
- economics : Academies and Institutes.
- education : Anthropology, Cultural, Humanities, Science.
- history : Academies and Institutes, Anthropology, Cultural, Education, Humanism, Humanities, Language, Literature, Medieval, Philosophy, Science, Social Change.
- History, 15th Century, History, 16th Century, History, Medieval, Interdisciplinary Studies.
Abstract
The scientific academies of early modern Europe have long been recognized for their critical role in incubating and legitimating the Scientific Revolution. So also, academies dedicated to vernacular literature and language, opera and ballet, art and design, and speculative philosophy all contributed greatly to the emergence of new humanistic art forms. Rarely, though, have scholars asked whether a common institutional culture united the scientific and humanistic academies across disciplinary divides that "Renaissance men" famously refused to acknowledge. This essay, an interdisciplinary synthesis of existing scholarship, attempts just that, discerning a move toward practices of "objectivity" across the entire academy movement.
PubMed: 21337743
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Mcneely</name></author></analytic><series><title level="j">Configurations</title><idno type="ISSN">1063-1801</idno><imprint><date when="2009" type="published">2009</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Academies and Institutes (economics)</term><term>Academies and Institutes (history)</term><term>Anthropology, Cultural (education)</term><term>Anthropology, Cultural (history)</term><term>Education (history)</term><term>Europe (ethnology)</term><term>History, 15th Century</term><term>History, 16th Century</term><term>History, Medieval</term><term>Humanism (history)</term><term>Humanities (education)</term><term>Humanities (history)</term><term>Interdisciplinary Studies</term><term>Language (history)</term><term>Literature, Medieval (history)</term><term>Philosophy (history)</term><term>Science (education)</term><term>Science (history)</term><term>Social Change (history)</term></keywords><keywords scheme="MESH" type="geographic" qualifier="ethnology" xml:lang="en"><term>Europe</term></keywords><keywords scheme="MESH" qualifier="economics" xml:lang="en"><term>Academies and Institutes</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Anthropology, Cultural</term><term>Humanities</term><term>Science</term></keywords><keywords scheme="MESH" qualifier="history" xml:lang="en"><term>Academies and Institutes</term><term>Anthropology, Cultural</term><term>Education</term><term>Humanism</term><term>Humanities</term><term>Language</term><term>Literature, Medieval</term><term>Philosophy</term><term>Science</term><term>Social Change</term></keywords><keywords scheme="MESH" xml:lang="en"><term>History, 15th Century</term><term>History, 16th Century</term><term>History, Medieval</term><term>Interdisciplinary Studies</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The scientific academies of early modern Europe have long been recognized for their critical role in incubating and legitimating the Scientific Revolution. So also, academies dedicated to vernacular literature and language, opera and ballet, art and design, and speculative philosophy all contributed greatly to the emergence of new humanistic art forms. Rarely, though, have scholars asked whether a common institutional culture united the scientific and humanistic academies across disciplinary divides that "Renaissance men" famously refused to acknowledge. This essay, an interdisciplinary synthesis of existing scholarship, attempts just that, discerning a move toward practices of "objectivity" across the entire academy movement.</div></front></TEI><pubmed><MedlineCitation Owner="HMD" Status="MEDLINE"><PMID Version="1">21337743</PMID><DateCreated><Year>2011</Year><Month>01</Month><Day>18</Day></DateCreated><DateCompleted><Year>2011</Year><Month>03</Month><Day>31</Day></DateCompleted><Article PubModel="Print"><Journal><ISSN IssnType="Print">1063-1801</ISSN><JournalIssue CitedMedium="Print"><Volume>17</Volume><Issue>3</Issue><PubDate><Year>2009</Year></PubDate></JournalIssue><Title>Configurations</Title><ISOAbbreviation>Configurations</ISOAbbreviation></Journal><ArticleTitle>The Renaissance academies between science and the humanities.</ArticleTitle><Pagination><MedlinePgn>227-58</MedlinePgn></Pagination><Abstract><AbstractText>The scientific academies of early modern Europe have long been recognized for their critical role in incubating and legitimating the Scientific Revolution. So also, academies dedicated to vernacular literature and language, opera and ballet, art and design, and speculative philosophy all contributed greatly to the emergence of new humanistic art forms. Rarely, though, have scholars asked whether a common institutional culture united the scientific and humanistic academies across disciplinary divides that "Renaissance men" famously refused to acknowledge. 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