Humanism and the Renaissance + Protestant Reformation Essay

The later Middle Ages is characterized as a cadence of coarse transition and advancement, especi completelyy pertaining to areas of politics, economics, art and head. A new trend towards the hunting of new k right offledge and ideas first emerged in fifteenth coulomb reincarnation Italy. This new area of intellect marks the emergence of worldism, which all-important(a)ly came to be the defining characteristic leading up to the scientific transition in the eighteenth speed of light. The Protestant rehabilitation can be inspectn as the minute of arc catalyst to the scientific Revolution, which occurred around the turn of the fifteenth vitamin C.It was the combination of the working bulge of humanism first witnessed during the renascence creating the swear for knowledge, great meaning and net truths, with the power gained on part of the individual during the Protestant reclamation allowing for the interest of these new questions and ideas which, at the succession, opposed existing knowledge that was universally recognised to be true this combination in conclusion culminated in the manners, principles, knowledge and foundations cognize during the Scientific Revolution.The Renaissance is a seen a distinct period of cadence emerging in the bringning of the fifteenth century, immediately following what is now termed the Middle Ages. First manifesting itself in Italy, it is considered a period which witnessed transition from the chivalrous to the in advance(p) age, that is to say, the latter part of the fifteenth and the beginning of the sixteenth century (Bishop, 130).i Renaissance literally means rebirth, referring to the rebirth of antiquity, or Greco-Roman civilization. earlier to this, the advanced knowledge of the natural world possessed by the antique Greeks meant little to the Romans, and for a long cartridge holder that knowledge went into decline, this is, until now (Henry, 557).ii numerous aspects of life were greatly impa cted, including areas of politics, economics, art and intellect. This new outlook sparked the initiation of a movement toward greater education.Education was seen as the key to living a prosperous and fulfilled life. In particular, the importance of liberal studies was widely agree upon. S everal key events during this time allowed for the spread of knowledge, creating the beckoning toward wider horizons (Buttimer, 11).iii For example, the invention of the printing weight-lift encouraged the printing of books, which culminated in scholarly research. Additionally, in that location was a greater availability to the lay people than ever before previously, there was entirely no access to such information. A historiographer describes this occurrence extraterrestrial tongues and races obtain been drawn together, and redeem learned once again to visit each others speech, and to enter into each others thought (Bishop, 131).iv Intellect and education began bringing people together w ho other would non have ever circulated his or her new ideas and thoughts.Some individuals in particular are credited with the fact that the reforms enacted were substantial. At an increasing deed of Northern universities, Greek became a regular subject and specialists were hired to get wind it. Old Textbooks were abandvirtuosod after having been used for centuries and were replaced with products of humanism (Nauert, 429).v Among the individuals close to recognize for their impact on this time in history exists Desiderius Erasmus. Inarguably, Erasmus can be seen as a perfect demonstration of a humanist. Erasmus was before all else a scholar and a humanist. He was filled with a legitimate enthusiasm for learning (Bishop, 137).vi It was this motivated spirit that drove the culmination of the humane movement.Intellect and scholarly research was greatly dedicated to religion. Erasmus insisted that the dialectic method of the academic theologians had produced a theo logical acc omplishment that concentrated on trivial, composite questions of little or no real value to the needs of the church service (Nauert, 431).vii This argument became the basis for much of Erasmus highly esteemed, accredited work he was determined to defend his status as orthodox Catholic (Nauert, 431).viiiSoon, modernistic humanists greatest opposition was the church. M all criticized Erasmus, believing that he lacked theological pedagogy and hence had neither a legal nor an intellectual right to lecture and publish on questions involving theology and the Bible (Nauert, 431).ix Until this point in my treatment thus far, not much opposition has been mentioned. It is very important and essential to note that this new topic of new knowledge created extreme amounts of tension, ultimately culminating in the Protestant renewal.At the same as scholars such as Erasmus, Bacon and Galileo emerged, scholastic theologians arrogantly sat back and issued condemnations, which greatly hindered the advancement of intellect (Nauert, 431).x Clearly naturalized thus far was the recently renewed desire for new knowledge in response, many new education establishments receive great support and ideas began to circulate. In order for the continuing and pursuit of the ever evolving goals of humanists, there needed to be some change that would allow for this. This is one contributing factor to Erasmus dedication to reforming the church. strifes among humanists and scholars reflected a disharmony that is fundamental, and furthermore came to delimitate the dispute over academic competency and exacerbation of the debate during the Reformation as the two forces behind the matter (Nauert, 432).xiBy this point in time it was seen as a necessity that religion be transformed. Among some(prenominal) attempts throughout history, the Protestant Reformation is the only attempt that was successfully institutionalised (Bellah, 369).xii So much work thus far had been the foundational truth s cholastic philosophers and theologians spent long years acquiring the skills of dialectical argumentation and familiarity with the credits of the departed authorities, both ancient and medieval (Nauert, 433).xiii It would take great influence to knock over these criticisms, but Erasmus laid the foundation for Martin Luther.Erasmus pains were those of a delicate carcass and a sensitive and intellectual mind, amid surrounds which were uncongenial and indeed fatal to any humane culture (Bishop, 135).xiv Whereas this was so, Luthers misery arose from the pains and travail of his virtuous nature in his endeavor to find peace with God (Bishop, 135).xv For, it was out of these throes of conscience a great religious movement was to be innate(p) (Bishop, 135).xvi It was the combination of the significant influence witnessed having been imparted by Erasmus and Martin Luther that finally instigated the long time coming Protestant Reformation.The Protestant Reformation was the main event o ccurring during the Renaissance that allowed for the institutionalizing of knowledge and new centerings of obtaining and exploring it. The defining characteristic concerning the Protestant Reformation is the collapse of the hierarchical structuring of both this and the other world (Bellah, 368).xvii It was the leadership of modern intellectuals, or humanists, such as Erasmus and Luther that proved to be a catalyst to the movement Luther by a spiritual declaration of independence in which he boldly cast off, once and forever the ecclesiastical warrant of Rome (Bellah, 370).xviii It was the consistency marked by the motivation of the ever evolving humanists, with the impudently found esthesis of confidence toward the ability to influence society that culminated in the beginnings of the Scientific Revolution.During the late Middle Ages ,the application of natural philosophy logic to theology transformed it into an analytic discipline. The extraordinary nature of this transformation is manifested when we see the kinds of questions that were routinely discussed in the average theological treatise.xix The humanists demands for answers and unceasing attitudes at the time finally paid off. Prior to the Protestant Revolution, the many attempts of humanists to voice their opinion and freely explore their new interests without having to fear the authorities. Historians have emphasized human attitudes and values in this fight for intellectual freedom (Buttimer, 5).xx The Protestant Reformation as a continuation of the beginnings of the humanism movement paved the way for the Scientific Revolution.Before science could have reached the stage it did in the ordinal century, there had to be a widespread use of reason and heavy analysis. The medieval universities supplied the intellectual context for all of Western Europe. They developed a new approach to nature (Grant, 420).xxi The new religious organization allowed for intellectuals and humanists of the time to truly pu rsue their ideas that were in opposition to previously existing knowledge that had been universally accepted as being true. Overall this culmination of the fraction between Church and State, the power granted to the individual due to the Protestant Reformation, and the defining characteristics of humanism during the Renaissance were the leading factors in the birth of the Scientific Revolution.Intellectuals in the seventeenth century soon came to view the world and cosmea as never before. For example, it was now known that rather than existing in an earth-centered universe, they were in fact living in a sun-centered universe. Famous figures in history existing at this time continued the already established tradition, and were able to impart great influence. These figures include, but are not particular to, Galileo, Francis Bacon, Rene Descartes, and Isaac Newton. There emerged a shift from thinking the abstract, such subjects that previous philosophers had once been dedicated to, to pondering and experimentationing the physical world around them. Prior to this time, Aristotle, Galen and Ptolemy were relied on for foundations concerning the fields of physics, medicine, and astronomy.Just as there were certain individuals and movements that laid the foundations previously, there are also those researchers who were responsible for the carrying on of life into the Scientific Revolution. It remained for Galileo, however, to put through the mean speed theorem to the motion of real falling bodies and to devise and experiment to determine if bodies really fall with uniform acceleration. Thus began the new science of mechanics and the beginnings of modern physics (Grant, 421).xxii Before Galileo was even able to begin his investigations concerning the previous, it was essential that the events and transformations during the fifteenth to sixteenth centuries occurred. More modern discoveries attributed to the seventeenth century and furthermore during the Enlightenm ent, would have been seriously delayed had this transformation not occurred. battalion were finally granted the power, and discovered a new found sense of confidence when it came to the pursuit of new knowledge and ideas. If it had not been for this fight, individuals like Galileo would have had this job to do themselves.It is important to note that the culmination of the Scientific Revolution did originate with the great scientific minds of the sixteenth and seventeenth centuries, from the likes of Copernicus, Galileo, Kepler, and Newton (Grant, 421).xxiii Furthermore, this historian in particular states that although it is possible to insist that the full-blown idea of intertia did not appear before Newton, there can be no denying that Galileo, capital of South Dakota Gassendi, and Descartes played a role in opposing the Aristotelian concept that everything that moves must be continuously moved by something else and in suggesting rather that once something was moving perhaps it might simply carry on moving until something else stopped it (Henry, 554).xxivSeveral important foundations for the study of nature, and in global life at its core, were products of the Renaissance, Protestant Reformation, and ultimately the Scientific Revolution. If it were not for the assiduity of humanists, and their sense of devotion, the advancements included in the Scientific Revolution may have not survey for some time down the road. One of the most important outcomes that is still used as a basis immediately for scientific experimentation is the scientific method. The scientific method is such that, any(prenominal) the weaknesses of human endeavor, scientific truths will steadily emerge and will come to be recognized and established as a matter of inevitability (Henry, 555).xxv In a way, Henrys definition of the scientific method can be seen as already applying to the transformation that created it.ENDNOTESi Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 12 9-148. Retrieved from http//www.jstor.org/ abiding/27530759ii Henry, J. H. (2008). Isis. Ideology, Inevitability, and the Scientific Revolution, 99(3), 552-559. Retrieved from http//www.jstor.org/ still/10.1086/591713iii Geography, Humanism, and Global Concern. Anne Buttimer. Annals of the Association of American Geographers , Vol. 80, No. 1 (Mar., 1990), pp. 1-33.iv Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http//www.jstor.org/stable/27530759v Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method root of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524.vi Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http//www.jstor.org/stable/27530759vii Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method grow of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524.viii Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method root of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524ix Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method root of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524x Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method root of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524xi Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http//www.jstor.org/stable/2544524xii Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http//www.jstor.org/stable/2091480 xiii Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method Roots of Conflict with the Scholastics , 29(2), 427-438. Retri eved from http//www.jstor.org/stable/2544524xiv Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http//www.jstor.org/stable/27530759xv Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http//www.jstor.org/stable/27530759xvi Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http//www.jstor.org/stable/27530759xvii Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http//www.jstor.org/stable/2091480 xviii Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http//www.jstor.org/stable/2091480 xix Grant, E. G. (2004). Scientific Imagination in the Middle Ages.