001476795 000__ 06018nam\a22008535i\4500 001476795 001__ 1476795 001476795 003__ DE-B1597 001476795 005__ 20231017003311.0 001476795 006__ m\\\\\o\\d\\\\\\\\ 001476795 007__ cr\un\nnnunnun 001476795 008__ 230529t20232023mau\\\\\o\\d\z\\\\\\eng\d 001476795 020__ $$a9780674290037 001476795 0247_ $$a10.4159/9780674290037$$2doi 001476795 035__ $$a(DE-B1597)634177 001476795 035__ $$a(OCoLC)1343104724 001476795 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda 001476795 0410_ $$aeng 001476795 044__ $$amau$$cUS-MA 001476795 072_7 $$aHIS020000$$2bisacsh 001476795 08204 $$a378.4541$$223/eng 001476795 1001_ $$aLines, David A., $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut 001476795 24514 $$aThe Dynamics of Learning in Early Modern Italy :$$bArts and Medicine at the University of Bologna /$$cDavid A. Lines. 001476795 264_1 $$aCambridge, MA : $$bHarvard University Press, $$c[2023] 001476795 264_4 $$c©2023 001476795 300__ $$a1 online resource (496 p.) 001476795 336__ $$atext$$btxt$$2rdacontent 001476795 337__ $$acomputer$$bc$$2rdamedia 001476795 338__ $$aonline resource$$bcr$$2rdacarrier 001476795 347__ $$atext file$$bPDF$$2rda 001476795 4900_ $$aI Tatti Studies in Italian Renaissance History 001476795 50500 $$tFrontmatter -- $$tCONTENTS -- $$tFIGURES AND TABLES -- $$tIntroduction: A Habitation of Learning and Wisdom -- $$tPart I The Institutional and Cultural Context -- $$t1 The Academic Community and Its Overseers -- $$t2 Teaching and Learning -- $$t3 The University in Context -- $$t4 The Culture of the Book -- $$tPart II New Directions and Developments in University Learning -- $$t5 The Rise of the Humanities -- $$t6 Specialization and Scientific Innovation -- $$t7 From Theory to Practice -- $$t8 The Religious Turn -- $$tEpilogue -- $$tAPPENDIX: PREFACE TO THE TEACHING ROLL FROM 1586 -1587 -- $$tABBREVIATIONS -- $$tNOTES -- $$tBIBLIOGRAPHY -- $$tACKNOWLEDGMENTS -- $$tINDEX 001476795 506__ $$aAccess limited to authorized users. 001476795 520__ $$aA pathbreaking history of early modern education argues that Europe's oldest university, often seen as a bastion of traditionalism, was in fact a vibrant site of intellectual innovation and cultural exchange.The University of Bologna was among the premier universities in medieval Europe and an international magnet for students of law. However, a long-standing historiographical tradition holds that Bologna-and Italian university education more broadly-foundered in the early modern period. On this view, Bologna's curriculum ossified and its prestige crumbled, due at least in part to political and religious pressure from Rome. Meanwhile, new ways of thinking flourished instead in humanist academies, scientific societies, and northern European universities.David Lines offers a powerful counternarrative. While Bologna did decline as a center for the study of law, he argues, the arts and medicine at the university rose to new heights from 1400 to 1750. Archival records show that the curriculum underwent constant revision to incorporate contemporary research and theories, developed by the likes of René Descartes and Isaac Newton. From the humanities to philosophy, astronomy, mathematics, and medicine, teaching became more systematic and less tied to canonical texts and authors. Theology, meanwhile, achieved increasing prominence across the university. Although this religious turn reflected the priorities and values of the Catholic Reformation, it did not halt the creation of new scientific chairs or the discussion of new theories and discoveries. To the contrary, science and theology formed a new alliance at Bologna.The University of Bologna remained a lively hub of cultural exchange in the early modern period, animated by connections not only to local colleges, academies, and libraries, but also to scholars, institutions, and ideas throughout Europe. 001476795 538__ $$aMode of access: Internet via World Wide Web. 001476795 546__ $$aIn English. 001476795 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 29. 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