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Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)

Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 By Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)

Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 by Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)


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Summary

Floris Verhaart examines how scholars of the seventeenth and eighteenth centuries defended the relevance of classical learning after the emergence of rationalism and empiricism called the authority of the ancients into question.

Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Summary

Classical Learning in Britain, France, and the Dutch Republic, 1690-1750: Beyond the Ancients and the Moderns by Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)

For much of western history, the achievements of classical antiquity were seen as unsurpassable, and works by Latin and Greek authors were viewed as treasure troves of information still useful for contemporary society. By the late seventeenth century, however, the progress of scientific discoveries and the new paradigms of rationalism and empiricism meant the authority of the ancients was called into question. Those working on the classical past and its literature debated new ways of defending their relevance for society. The different approaches to classical literature defended in these debates explain how the writings of ancient Greece and Rome could become a vital part of eighteenth-century culture and political thinking. Floris Verhaart analyses these eighteenth-century debates about the value of classics, arguing that the Enlightenment, though often seen as an age of reason and modernity, in fact continuously sought inspiration from preceding traditions and ages such as Renaissance humanism and classical antiquity. The volume offers an interesting parallel with the modern day, in which the relationship between 'experts' and the general public has become the topic of debate and many academics, especially in the humanities, face pressure to explain how their work benefits society at large.

Classical Learning in Britain, France, and the Dutch Republic, 1690-1750 Reviews

V.'s monograph nevertheless delivers a noteworthy contribution to the field in revising our understanding of the 'culture wars' of the period and in shedding new light on the development of Classics as a modern academic discipline. * T.M. VOZAR, University of Exeter, THE CLASSICAL REVIEW *
Verhaart should be commended for developing such a convincing argument and presenting it in such an enjoyable way. The book is well-produced, with a useful bibliography and index and no major typographical errors. * Peter Swallow, Notting Hill and Ealing High School, Bryn Mawr Classical Review *

About Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)

Floris Verhaart studied Classics and Slavic languages at the University of Leiden, Netherlands, and finished his DPhil in History at the University of Oxford. He is now a Postdoctoral Research Fellow at Queen's University Belfast. His research interests include a broad range of aspects of the religious, cultural, and intellectual world of early modern Europe, including the history of religion, scholarship, and sex and sexuality.

Table of Contents

Table of contents Acknowledgements List of abbreviations 1: Introduction 2: The Construction of Humanism 3: Sex and Scholarship: Textual Criticism as an Instrument in the Struggle for 4: Scholarly Independence 5: The Quest for Civic Virtue 6: Conclusion Bibliography

Additional information

NPB9780198861690
9780198861690
0198861699
Classical Learning in Britain, France, and the Dutch Republic, 1690-1750: Beyond the Ancients and the Moderns by Floris Verhaart (Postdoctoral Research Fellow in History, Queen's University Belfast)
New
Hardback
Oxford University Press
2020-06-11
256
N/A
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