5.2. Universities and Humanism

The earliest universities in Europe had been set up in Italian towns. The universities of Padua and Bologna had been centres of legal studies from the eleventh century.

In the eleventh century, two of the first universities in Europe were established in Italy: Padua and Bologna. These institutions became important centers for studying law due to the growing demand for lawyers and notaries. The rise of commerce in these cities prompted a need for legal experts who could draft and interpret contracts and agreements necessary for trade to flourish.

Think of modern universities as places where individuals go to learn specific skills that are in high demand, like engineers or doctors training to meet the needs of society. Similarly, in the past, Italian universities fulfilled this role by educating students in law to support the booming trade in their cities.

There was an increasing demand for lawyers and notaries... but there was now a shift in emphasis. It was studied in the context of earlier Roman culture.

Initially, legal studies focused on practical applications vital for trade. However, over time, the curriculum began to incorporate a broader context by emphasizing the influence of ancient Roman legal principles. This shift signifies a move towards a more cultural and historical understanding of law, inspired by the revival of interest in classical antiquity.

Just as today’s students might study modern science while also learning about its historical developments and implications, the legal students in these early universities were encouraged to see how Roman culture informed their current laws and practices.

This was the culture which historians in the nineteenth century were to label ‘humanism’. By the early fifteenth century, the term ‘humanist’ was used for masters who taught grammar, rhetoric, poetry, history and moral philosophy.

The concept of 'humanism' emerged as scholars began to prioritize studying humanities—literature, philosophy, and arts—rooted in the works of ancient Greece and Rome. By the early 1400s, educators referred to themselves as 'humanists' for their focus on grammar, poetry, and moral philosophy, emphasizing the importance of human experience and rationality over strictly religious education.

You can think of humanism as a school focused on developing well-rounded individuals who can think critically and express themselves rather than merely memorizing facts or religious texts. Just like students today learn various subjects to understand the world better, humanists encouraged this broad learning approach.

To Petrarch, antiquity was a distinctive civilisation which could be best understood through the actual words of the ancient Greeks and Romans.

Francesco Petrarch played a crucial role in promoting humanism by advocating for the study of ancient texts in their original languages. He believed that engaging directly with the works of ancient authors provided profound insights into human nature and society, contrasting the medieval focus on religious doctrines.

Consider how students today read primary sources in history classes to grasp the perspectives of people from the past. Petrarch’s approach was similar; he emphasized learning directly from classical texts rather than relying solely on later interpretations.

These subjects were not drawn from or connected with religion, and emphasised skills developed by individuals through discussion and debate.

Humanism significantly changed educational approaches by introducing non-religious subjects that encouraged critical thinking and personal skill development. The focus shifted towards debate, discussion, and the exploration of individual thoughts, rather than rote learning of religious doctrines.

In modern education, courses that promote critical thinking, like philosophy or debate clubs, mirror humanism’s values. These focus on developing reasoning skills rather than just acquiring information, similar to how humanists encouraged students to engage actively with ideas.

Giovanni Pico della Mirandola, a humanist of Florence, wrote on the importance of debate in On the Dignity of Man (1486).

In his work, Pico stressed that debate is essential for intellectual growth, comparing it to physical exercise that strengthens the body. He argued that engaging with differing viewpoints helps individuals develop a deeper and more vigorous understanding of truth.

Think about team sports where players practice together to improve their skills. Similarly, participating in debates allows students to refine their ideas and arguments, building their intellectual ‘muscle’ just like athletes do physically.

Humanist ideas attracted attention in many other universities, particularly in the newly established university in Petrarch’s own home-town of Florence.

Florence emerged as a vibrant center for humanist thought, attracting scholars and students. The city became renowned not only for its wealth but also for its intellectual contributions, spearheaded by figures like Petrarch who had a profound impact on education and culture.

Imagine a modern city like Silicon Valley that draws tech talent from around the world. Just as innovative ideas spread rapidly in such hubs, humanist ideas flourished in Florence, making it a magnet for thinkers.

The term ‘Renaissance Man’ is often used to describe a person with many interests and skills, because many of the individuals who became well known at this time were people of many parts.

The Renaissance era celebrated polymaths or 'Renaissance Men' who excelled in various fields such as art, science, and literature. This idea emphasized the belief in human potential and mastery over multiple disciplines, reflecting the comprehensive educational ideals promoted by humanism.

Think of modern-day individuals like Leonardo da Vinci, who was not only an artist but also an inventor and scientist, epitomizing the Renaissance man. This contrasts with how we might see specialization today, where people often focus on a single area.

Humanists thought that they were restoring ‘true civilisation’ after centuries of darkness, for they believed that a ‘dark age’ had set in after the collapse of the Roman Empire.

Humanists viewed their work as a revival of classical learning, arguing that the Middle Ages were a period of stagnation following the fall of Rome. They considered themselves the initiators of a new age marked by progress and enlightenment, reflecting a shift towards a more secular and rational worldview.

Like scientists who believe they are on the frontier of discovery after a long period of limited understanding, humanists felt they were unlocking the gates to a forgotten, vibrant past, reinvigorating civilization with renewed knowledge.

Recently, historians have questioned this division. With more research being done and more being found out about Europe in this period, scholars are increasingly reluctant to make sharp divisions between centuries in terms of being culturally vibrant or otherwise.

Contemporary historians are more cautious about labeling the Middle Ages as a 'dark age.' They argue that vibrant cultural, intellectual, and technological activities also occurred during this time, suggesting that dismissing the period entirely undermines its complexities and contributions.

Just as it’s unfair to label a certain decade in modern history as unproductive without recognizing its underlying developments, historians today argue for a more nuanced understanding of the Middle Ages, acknowledging both progress and regression.

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