scholarly journals The Influence of English Anticlericalism on the Studies of “Becket’s Controversy” Conducted by British Historians in the 18th Century

2021 ◽  
Vol 163 (3) ◽  
pp. 175-188
Author(s):  
N.I. Egorov ◽  
Keyword(s):  
18Th Century ◽  
Religious Affiliation ◽  
Historical Context ◽  
English History ◽  
Negative Image ◽  
Methodological Approaches ◽  
Age Of Enlightenment ◽  
Historical Writings ◽  
King Henry Ii

In this paper, some historical writings dating back to the 18th century and focused on the life of St. Thomas Becket and his relationship with King Henry II Plantagenet were considered. In a broad historical context, the causes of the growth in the popularity of anticlericalism in the interpretation of the catholic past by the British scholars during the Age of Enlightenment were singled out and covered in detail. Based on the analysis of the works written by P. de Rapin, J. Oldmixon, J. Lockman, J. Littleton, D. Hume, E. Burke, D. Berington, and some others, the methodological approaches to viewing and portraying the figure of T. Becket were revealed. The “controversy” that accompanies the discourse about him was identified. Based on a thorough investigation of the European political conjuncture in the 18 century and on the ideological and religious affiliation of the above-mentioned scholars, as well as their influence and popularity, three main periods were distinguished in the study of “Becket’s controversy” within the English historiography of that time: the period of the Circle of P. de Rapin (with him, J. Oldmixon, J. Lockman, J. Littleton, and E. Burke) was followed by the period of D. Hume and later by the Catholic reactionism of D. Berington. It was concluded that the works of P. de Rapin and his Circle promoted a negative image of T. Becket and undermined his role in English history over almost the entire 18th century.

The Quest for a Global Age of Reason. Part II: Cultural Appropriation and Racism in the Name of Enlightenment

2021 ◽  
Vol 31 (3) ◽  
pp. 133-155
Author(s):  
Dag Herbjørnsrud ◽  
Keyword(s):  
White Supremacy ◽  
18Th Century ◽  
Founding Fathers ◽  
Phillis Wheatley ◽  
Age Of Reason ◽  
Methodological Nationalism ◽  
The Enlightenment ◽  
Late 18Th Century ◽  
Global Age ◽  
Age Of Enlightenment

The Age of Enlightenment is more global and complex than the standard Eurocentric Colonial Canon narrative presents. For example, before the advent of unscientific racism and the systematic negligence of the contributions of Others outside of “White Europe,” Raphael centered Ibn Rushd (Averroes) in his Vatican fresco “Causarum Cognitio” (1511); the astronomer Edmund Halley taught himself Arabic to be more enlightened; The Royal Society of London acknowledged the scientific method developed by Ibn Al-Haytham (Alhazen). In addition, if we study the Transatlantic texts of the late 18th century, it is not Kant, but instead enlightened thinkers like Anton Wilhelm Amo (born in present-day’s Ghana), Phillis Wheatley (Senegal region), and Toussaint L’Ouverture (Haiti), who mostly live up to the ideals of reason, humanism, universalism, and human rights. One obstacle to developing a more balanced presentation of the Age of the Enlightenment is the influence of colonialism, Eurocentrism, and methodological nationalism. Consequently, this paper, part II of two, will also deal with the European Enlightenment’s unscientific heritage of scholarly racism from the 1750s. It will be demonstrated how Linnaeus, Hume, Kant, and Hegel were among the Founding Fathers of intellectual white supremacy within the Academy. Hence, the Age of Enlightenment is not what we are taught to believe. This paper will demonstrate how the lights from different “Global Enlightenments” can illuminate paths forward to more dialogue and universalism in the 21st century.

scholarly journals COMPREHENSIVE COMPARISON BETWEEN THE QING IMPERIAL GARDEN AND THE ENGLISH LANDSCAPE GARDEN IN THE 18TH CENTURY: A CULTURAL HERITAGE STUDIES APPROACH

2019 ◽  
Vol XLII-2/W15 ◽  
pp. 1235-1239
Author(s):  
Y. Yin
Keyword(s):  
Cultural Heritage ◽  
18Th Century ◽  
Historical Context ◽  
Historical Background ◽  
Natural State ◽  
Heritage Studies ◽  
The World ◽  
Foreign Land ◽  
Comprehensive Comparison ◽  
Chinese Gardens

<p><strong>Abstract.</strong> In 17&amp;ndash;18<sup>th</sup> century, the spread of the image of the Qing Imperial Garden witnessed the cross-cultural exchanges and promoted the development of English Landscape Garden style. The reciprocal ‘far away foreign land’ between Chinese and British cultures and the influence of historical context had caused the discrepant view of European on Chinese gardens. This project focuses on the differences of cultural heritage values found in the two kinds of gardens: from the design of space and structure, poems and paintings representing designers' concepts, humanities factors, design conception, gardening elements and etc. Which hopes to fill up the gaps of relevant studies and stress the importance of documentation for gardens between the East and West. There are three aspects to illustrate the inner differences under the surface similarities between the two kinds of gardens. Firstly, the distortion and discontinuity through out the introduction and translation.This research attempts to cross-examine such an argument through an investigation into the journey to the West by the carrier of Chinese Imperial garden ideas. Then the meaning of ‘views of nature’ in the English Landscape Garden was inconsistent with the Chinese concept of ‘natural state of the world’. Thirdly, the differences of historical background, culture and values between the Qing Imperial Garden and the English Landscape Garden. All in all, this research could well invite a more factually-based understanding of the Sino-English architectural interactions as well as the Chinese contributions to the world architecture.</p>

scholarly journals The light of freedom in the age of enlightenment (2): England and France

2011 ◽  
Vol 22 (2) ◽  
pp. 129-155
Author(s):  
Aleksandar Molnar
Keyword(s):  
United States Of America ◽  
18Th Century ◽  
Max Weber ◽  
Institutional Development ◽  
The Political ◽  
Individual Freedom ◽  
Leading Position ◽  
Age Of Enlightenment ◽  
The One ◽  
Early 18Th Century

Although the philosophy (as well as the whole movement) of Enlightenment was born in the Netherlands and England in the late 17th and early 18th century, there were considerable problems in defying the freedom. By the mid 18th century, under the influence of ?national mercantilism? (Max Weber), the freedom was perceived in more and more collective terms, giving bith to the political option of national liberalism. That is why in the second half of 18th century this two countries have been progresively loosing importance for the movement of Enlightenment and two new countries emerged at its leading position, striving for democratic liberalism: United States of America and France. However, individual freedom faced not one, but two dangers during its philosophical and institutional development in the Age of Enlightenment: on the one hand, the danger of wanishing in the national freedom, and, on the other hand, the danger of becoming unbound and (self)destructive. The emerging (national) liberalism in England in the 18th century witnessed the first danger, while the second danger appeared in the wake of the Franch revolution. The French were the first in the Modern epohe to realise that the light of freedom is to powerful to be used without considerable precaussions in the establishement of liberal civil society. Therefore, some moderation hat to be taken into consideration. The idea of humanity, i.e. human rights, was at the end found as most helpful in solving the task of preserving individual freedom, without sacrifying social bonds between free individuals.

scholarly journals Reading as an English Lady’s Accomplishment in the Second Half of the 18th Century

2021 ◽  
pp. 65-78
Author(s):  
К.А. Созинова
Keyword(s):  
18Th Century ◽  
Female Education ◽  
Reading Habits ◽  
Male And Female ◽  
Good Reading ◽  
Age Of Enlightenment ◽  
Changing Attitudes ◽  
Educational Potential

Эпоха Просвещения связана с формированием новой концепции чтения, широко известной как революция чтения. В данной статье автор обращается к роли данного феномена в изменении подходов к женскому образованию во второй половине XVIII века. В этот период английские интеллектуалы и интеллектуалки выпускали для воспитания «идеальных» леди многочисленные педагогические трактаты и сочинения, в которых обсуждались проблемы женского образования и рекомендовались «идеальные» списки для чтения. Особый взгляд на роль женского чтения отстаивали М. Уолстонкрафт, Э. Шапон, К. Маколей, С. Пеннингтон, Х. Мор, Э. Дарвин и др. Относительно полезности в образовательном процессе той или иной литературы часто по-разному высказывались и сами интеллектуалки. Не все были готовы предложить юным леди книги философского содержания, камнем преткновения стал также вопрос о пользе и вреде чтения романов. Важное значение в данном контексте обретает формирование правильных читательских привычек. The Age of Enlightenment is associated with the formation of a new concept of reading, which is widely known as the Reading revolution. The author of the article focuses on the role the Reading revolution played in changing attitudes to female education in the second half of the 18th century. In the late 18thcentury, British intellectuals, both male and female, issued various pedagogical essays and treatises for the benefit of ideal ladies. In these essays and treatises, British intellectuals of the time discussed urgent problems of female education and compiled book lists of recommended reading. M. Wollstonecraft, H. Сhapone, K. McAuley, S. Pennington, H. Mor, E. Darwin, etc. expressed their own unique views on female reading. Female intellectuals also expressed their views on the educational potential of female reading. Some intellectuals suggested that young ladies should read philosophical works, others argued whether or not young ladies should be allowed to read novels. The formation of good reading habits was generally understood to be important.

Laziness in American Literature: The Inaugural Moment

2019 ◽  
pp. 72-144
Author(s):  
Zuzanna Ladyga
Keyword(s):  
American Literature ◽  
20Th Century ◽  
Social Participation ◽  
Early Republic ◽  
18Th Century ◽  
Historical Context ◽  
Didactic Literature ◽  
The Difference ◽  
Speaking Truth To Power ◽  
Romantic Aesthetics

The chapter serves as a historical prelude to chapters on modernism and postmodernism, by providing a historical context for how the trope of laziness evolved in American literature prior to the 20th century. First, it looks at how the motif of laziness functioned in early Puritan literature, how this function was broadened in 18th-century secular and religious didactic literature, and how it eventually developed into an aesthetic device in the Early Republic, when the new trope of laziness combined high Romantic aesthetics of the pastoral with unrefined motifs of vagabondage and delinquency, and in this way addresses the culture’s desire for freedom from the norm of collective labour and from patterns of inclusion and exclusion within the consensual networks of social participation. Second, the chapter explores the difference between the familiar Romantic topos of idleness, which has no subversive potential with respect to ethical normativity and the topos of laziness, which does. Walt Whitman’s trope of loafing is reread here via the Cynical tradition of performative indomitability as parrhēsia, or speaking truth to power. Herman Melville’s experiments with haptic poetics of laziness in Typee are interpreted as a critique of Romantic moralism and the emerging ethico-aesthetic norm of productivity.

Allusions to the Victim and Sacrifice in the Andrey Kurbsky’s History and Reception of the 17th — Early 18th Centuries

2021 ◽  
pp. 186-207
Author(s):  
Alexey I. Popovich ◽  
Keyword(s):  
18Th Century ◽  
Historical Context ◽  
Transitional Period ◽  
Literary Context ◽  
History Of ◽  
Interpretation Process ◽  
The Rich ◽  
Ivan The Terrible ◽  
Definition Of

The literary topoi and allusions to the victim and sacrifice in the biblical and historical context at the same time played a great role for Andrey Kurbsky as a traditionalist and innovator writer in the embodiment of the complex author’s intention of the History of the Grand Prince of Moscow (the second half of the 16th century). The article notes that the writer distinguishes, as opposites, the axiology of sacrificial feat for power doer and persecuted heroes. The article reveals the diverse reception of the author’s interpretation by readers and scribes of History. Kurbsky’s contemporaries and readers of the late 17th — early 18th century had different attitudes toward Kurbsky’s definition of the personality of Ivan the Terrible who makes unrighteous victims and the characterization of people affected by him as new martyrs. The rich handwritten tradition of History, including as part of the Kurbsky Collections, contributed to the emergence of new reader’s interpretations based on literary topoi and allusions used by Kurbsky. The intellectuals of the ‘transitional’ period A.S. Matveev, Evfimy Chudovsky, A.I. Lyzlov, V.V. Golitsyn and others were involved in this process. Textological and typological comparisons of certain monuments and Kurbsky’s History contributed to a deeper understanding of the literary context of the time when the prince’s writings spread. The study also helped to determine which Kurbsky’s ideas about the victim and sacrifice remained relevant for members of different class groups, and which were leveled out and outdated in the text interpretation process.

scholarly journals ‘A Supreme Fiction’: Michael Fried and Art Criticism

2017 ◽  
Vol 16 (1) ◽  
pp. 89-102
Author(s):  
Alison Green
Keyword(s):  
Nineteenth Century ◽  
Art Criticism ◽  
18Th Century ◽  
Theory And Practice ◽  
French Painting ◽  
Supreme Fiction ◽  
Historical Writings ◽  
Prior Relationship

One of the striking aspects of the trenchant legacy of Michael Fried’s ‘Art and Objecthood’ is its status as a piece of art criticism. Widely perceived as difficult and personal, philosophical and explicatory, doxa or sermon, the essay stands out. To explore its singularity, this article compares Fried’s conception of the period criticism of 18th-century French painting in his book Absorption and Theatricality: Painting and Beholder in the Age of Diderot (1980) and the method of criticism enacted in ‘Art and Objecthood’ (1967) which he saw as connected. The author pursues this and other crossings between Fried’s art historical writings and art criticism, tracking it to an extended endnote in Fried’s Menzel’s Realism: Art and Embodiment in Nineteenth-Century Berlin (2002). ‘Art and Objecthood’ is a key essay in this story aimed at Fried’s thinking about criticism, its history, theory and practice. Doing this matters because it puts the critic in a particular relation to art and to Fried’s idea of an ‘ontologically prior relationship between painting and the beholder’.

scholarly journals FORUM: CLOSENESS AND DISTANCE IN THE AGE OF ENLIGHTENMENT INTRODUCTION

2014 ◽  
Vol 11 (3) ◽  
pp. 603-609 ◽  
Author(s):  
JOHN BREWER ◽  
SILVIA SEBASTIANI
Keyword(s):  
Historical Writing ◽  
Historical Knowledge ◽  
History Writing ◽  
The Past ◽  
Michel De Certeau ◽  
Age Of Enlightenment ◽  
Historical Writings ◽  
Opening Up ◽  
Over Time ◽  
The Way

According to Michel de Certeau, distance is the indispensable prerequisite for historical knowledge and the very characteristic of modern historiography. The historian speaks, in the present, about the absent, the dead, as Certeau labels the past, thus emphasizing the performative dimension of historical writing: “the function of language is to introduce through saying what can no longer be done.” As a consequence, the heterogeneity of two non-communicating temporalities becomes the challenge to be faced: the present of the historian, as a moment du savoir, is radically separated from the past, which exists only as an objet de savoir, the meaning of which can be restored by an operation of distantiation and contextualization. In Evidence de l’histoire: Ce que voient les historiens, François Hartog takes up the question of history writing and what is visible, or more precisely the modalities historians have employed to narrate the past, opening up the way to a reflection on the boundaries between the visible and the invisible: the mechanisms that have contributed to establish these boundaries over time, and the questions that have legitimized the survey of what has been seen or not seen. But, as Mark Phillips points out, it is the very ubiquity of the trope of distance in historical writings that has paradoxically rendered it almost invisible to historians, so that “it has become difficult to distinguish between the concept of historical distance and the idea of history itself.”

scholarly journals Features of Formation of Russian Legislation on Higher Education of the XVII-XVIII Centuries

2021 ◽  
Vol 18 (4) ◽  
pp. 388-397
Author(s):  
A. G. Bykova ◽  
I. V. Kiselev
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Social Relations ◽  
18Th Century ◽  
Educational Institution ◽  
Historical Context ◽  
Well Being ◽  
Legal Regulation ◽  
University Education ◽  
Educational Institutions

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

scholarly journals The Origin of Feminism and the Feminist Movement in the Late 18th — Early 19th Centuries

2020 ◽  
pp. 78-84
Author(s):  
О.В. Захарова ◽  
Е.А. Нойкова
Keyword(s):  
Gender Equality ◽  
18Th Century ◽  
Feminist Movement ◽  
Social Changes ◽  
Late 18Th Century ◽  
Scientific Technical ◽  
Age Of Enlightenment ◽  
Role Of Women ◽  
Colonial Oppression

Вторая половина XVIII века в истории Европы богата не только войнами, революциями, колониальной политикой и множеством важных научных, технических и культурных открытий, но также и коренным социальными преобразованиями на европейском общественном пространстве. Именно эпоха Просвещения заложила начало к переоценке женщины как независимой личности, способной на равных правах с мужчинами полноценно участвовать в экономической, политической и производственной деятельности. Период протофеминизма дает богатый исторический материал о начале зарождения первых женских движений, лозунгов и выдвигаемых требований. На данном этапе появляются первые борцы за равноправие между мужчинами и женщинами, первые праматери феминистских движений, заложившие основы и постулаты для будущих поколений, появляются первые труды и первые произведения, положившие начало движению к равноправной гендерной свободе и борьбе женщин за свои права. In the late 18th century, Europe witnessed many wars, revolutions, colonial oppression, but it also saw many important scientific, technical and cultural discoveries and dramatic social changes. The Age of Enlightenment reassessed the role of women as independent personalities who can fully participate in economics, politics and manufacturing at par with men. Protofeminism anticipated modern feminism with its mottos and aspirations. In that era, there appeared first activists fighting for gender equality, forerunners of the feminist movement who formulated the principles of feminism. There appeared first works which lay the foundation of the gender equality movement and initiated womenʼs struggle for their rights.

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