Renaissance Humanism

RenaissanceHumanism

RenaissanceHumanism

RenaissanceHumanism refers to new way of thinking and understanding the worldusing the new form learned within the curriculum. RenaissanceHumanism is also the spirit of which learning was developed duringthe end of the Middle Ages as the classical letters were revived.During the same period of the middle ages, human beings gainedconfidence in which they were able to handle the challenging issues.Great thinkers refer to humanism as the earliest way in which come to existence. Through ,human gains the ability to discern the truth from falsehood. is a product of movement and cause. It came toits existence after the humanistic thinkers saw some drawbacks ofscholastics’ ideas. Some factors such as peace and war allowed thespread of the across many nations. Being anintellectual movement of the 19thcentury, it studied the classical texts which was meant to break thecontemporary thinking of the medieval mindset in pursuit of coming upwith something new. The improved the ideas ofthe classical texts and came up with some changes, which affectedculture, way of thinking and the society. As emphasized the use of classical learning, the copied the idea and made some better reforms encouraging people tohave ability of thinking over issues. The renascence humanismaccelerated the drive toward secularism. People began to questionsome religious ideas resulting to high spirit of paganism among thepeople (Kraye, 2001).

Severalcauses underline the upcoming of the . Secularismaccelerated the ideas of . Secularism factor madepeople drift away from some of the religious beliefs encouraging themto question some religious ideas hence promoting the ideas of. Humanism factor made people realize theirexistence knowing what humanity entails. The idea of humanism madethe gained its momentum as it founds its basison humanism. Many people began get enlightenment at the middle ages.The enlightenment of most people became the product under which greatthinkers arose and questioned some of the existing ideas. Thequestioning of the existing showed the weakness of the existing ideasof some school of thoughts such as Renaissance hence leading to theestablishment of the Renaissance humanism. Some traditions thatexisted during this period played a greater role in contributing tothe rise of the . It is beyond doubt that the period was characterized by significantvariation in the traditions of the populations at that time. Thiscaused great traditional conflicts, thereby, the RenaissanceHumanism. Significant evidence also shows that institutions had acontributory effect on the rise of the . Thegrowth of different institutions with varied ideas led to the rise ofthe period (Kraye, 2001).

Someof the manifestations of the are witnessed inliterature and architectural works. Most of the language vocabulariescame up during this period of . Paganism gainedits basis since the period of Renaissance humanism. Some paganismphilosophical texts were translated in harmony with Christianity.Among the influences of the Renaissance humanism, includereligiousreforms, the interests that arose on social issue. The questioningreligious ideas caused many religious reforms. The period questionedsome churches of the ways of exploiting the people. The questioningled to major religious reforms such as ideas against exploitations ofthe church believers by the leaders. The other influence is seen fromthe literature works where the Renaissance artists wrote daily abouthumanly feelings and life. Works of art became more secular than itwas on the middle ages. Most people developed interest on socialissues such as questioning some cultural practices that existed. Thedrive to exploration and colonization became the topical ideas thatmade human beings developed many ideas (Gersh, &amp Roest, 2003).

Humanisteducation focused on producing ideal citizens who are morally uprightand speak persuasively to implement a change within a society.Humanist education had its students learning the historical aspectswhere poetry, history, grammar, and rhetoric were issues of concern.Scholastic medieval had its education focusing on trainingindividuals who would be theologians, doctors, and lawyers who basedtheir professions on theological foundations. The main concern of themedieval scholastic education was to have the education intertwinedwith religion. Conversely, humanists education rejected thesupernatural being basis of study. The humanists encouraged people toengage in human reasoning rather than believing in supernatural.Human reasoning and human achievements became the main emphasis ofthe humanists’ education (Nauert, 2006).

Northern had many domestic interiors, portraits, andreligious scenes. Conversely, the Italian basedits arguments on the classical mythology. The Northern RenaissanceHumanism advocated for religious issues while the Italian RenaissanceHumanism dealt with classical ideas where human reasoning was ofgreat significance in handling various issues. Based on geographicallevel, the northern part held to middle ages ideas where art andarchitecture remained gothic with longer grip than that of Italy.Notably, the Northern artists remained scattereddifferent from the united Italians. On the same note of environment,the northern part had small number of free commerce centers thanItaly, which has numerous duchies than, had many merchants.Conclusively, the Northern and Italian haddifferent however, each maintains to be of great significance in theworld history. The two s contributed too manyideas to the current human reasoning as well as other socio-economicfactors such as trade and education (Gersh, &amp Roest, 2003).

References

Gersh,S., &amp Roest, B. (2003). Medievaland renaissance humanism: Rhetoric, representation and reform.Leiden: Brill.

Kraye,J. (2001). TheCambridge companion to Renaissance humanism.Cambridge [u.a.: Cambridge Univ. Press.

Nauert,C. G. (2006). Humanismand the culture of Renaissance Europe.Cambridge: Cambridge university press.