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チャ−ルズ・H．ハスキンズ
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十二世紀ルネサンス 新装版 単行本 – 2007/3/1

5.0 5つ星のうち5.0 10個の評価
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  1. 本の長さ
    397ページ
  2. 言語
    日本語
  3. 出版社
    みすず書房
  4. 発売日
    2007/3/1
  5. ISBN-10
    4622049171
  6. ISBN-13
    978-4622049173
  7. すべての詳細を表示
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  1. 十二世紀のルネサンス ヨーロッパの目覚め (講談社学術文庫)
  2. 十二世紀ルネサンス (講談社学術文庫)
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商品の説明

内容（「MARC」データベースより）

ラテン中世文化の花開いた12世紀ルネサンス。それはラテン語という国際語の時代、世界と人間を発見する国際文化の時代だった。綿密な写本研究と文献学の成果にもとづき、その時代の精神生活の諸相を描く。

登録情報

  • 出版社 ‏ : ‎ みすず書房 (2007/3/1)
  • 発売日 ‏ : ‎ 2007/3/1
  • 言語 ‏ : ‎ 日本語
  • 単行本 ‏ : ‎ 397ページ
  • ISBN-10 ‏ : ‎ 4622049171
  • ISBN-13 ‏ : ‎ 978-4622049173
  • カスタマーレビュー:
    5.0 5つ星のうち5.0 10個の評価

著者について

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チャ−ルズ・H．ハスキンズ

チャ−ルズ・H．ハスキンズ

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上位レビュー、対象国： 日本

punting univ.
5つ星のうち5.0 エネルギーにあふれる中世の断面が描かれた名著
2008年2月11日に日本でレビュー済み
原著は1927年ですから、80年以上も前ですが、輝きを失うことのない
名著だと思います。王朝の移り変わりや、単なる歴史上のイベント
にふりまわされることなく、十二世紀という時代にヨーロッパ各地
をめぐり活躍した、個性的な人達の息吹が、エネルギーが伝わってくる本です。

もともと、あまりよいイメージをもたれない傾向が中世にはあると
思います。農民は土地にしばりつけられて働かされ、十字軍が猛威
をふるい、説教くさい宗教家がたくさんいて、停滞したイメージが
つきまとう等等。

文化史が専門のハスキンズはそこにあって「十二世紀ルネサンス」
をみずから提唱した人物です。相当なプレッシャーが当時はあった
でしょう。彼がこの一冊を投じた波紋は大きかった様子で、解釈の
可能性、修正などの議論がなされ、その後、1960年代になってよう
やく「十二世紀ルネサンス」という概念は中世研究に定着するよう
です。

数多くの研究者により、ハスキンズの収集した史料やデータが正確
で有用であることが確認された結果であり、同時に、十二世紀に古典
の復活、学問の振興があり、ルネサンスと呼ぶにふさわしい文化現象
が存在したことが確認された結果です。その後中世の専門家だけでなく、
思想、文学を研究する人達からも、「十二世紀ルネサンス」は認知され
るようになります。

浩瀚な文献・資料にもとづき、同時代の証言や興味深い逸話をまじ
えながら解説されるハスキンズの十二世紀は、ときとして寄り道が多く
若干まとまりなく見えることもありますが、しかし、多大な魅力に満
ちていることは確かだと思います。
21人のお客様がこれが役に立ったと考えています
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他の国からのトップレビュー

すべてのレビューを日本語に翻訳
bob
5つ星のうち5.0 Good book on tbis subject
2017年5月4日にドイツでレビュー済み
Amazonで購入
A classic book. It shows a Renaissance is far more than just a scientific revolution.it touches an entire culture including poetry., latin language etc. Great book despite its age. But the middle ages are far older.
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James E. Egolf
5つ星のうち5.0 A Good History of an Intellectually Stimulating Historical Era
2008年5月4日にアメリカ合衆国でレビュー済み
Amazonで購入
Charles Homer Haskins' book titled THE RENIASSANCE OF THE TWELFTH CENTURY is a well written, well researched book that refutes the notion that somehow the years between c. 500-1500 AD were "the Dark Ages." Haskins book is "a must read" for those who have an interest in Medieval History.

Haskins presented an interesting thesis about cultuural/intellectual exchanges prior to the 12th.century(1100s). The book challenged the notion that Medieval Europeans were ignorant and unlearned prior to the Crusades (1096-1291). Haskins argued that there were cultural/intellectual exchanges prior to the Crusades espeacially in Southern Italy. The Byzantines Greeks and Arabic Moslems had trade in this area even after the disintegration of Roman Empire. Haskins suggested that the market place of goods was also a "market place of ideas." Gradually such exchanges and ideas penetrated Northern Europe.

Haskins dicussed early Medieval intellectual centers which were concentrated in the monestaries and cathederal schools. The monestaries were in effect beacons of light and learning. A point that other Haskins and other Medieval historians have made is the intellectual debt that Western Civilization owes to the nameless heroic monks and nuns.

The chaper on the production and publication of books is simply an important part of this book. Haskins gave precise details of how the monks hand copied books including the Ancient Clasics and the Bible. He commented that writing/hand copying books was "a labor of love." The monks believed that every word, sentence, and page meant the forgiveness of sins. There is an anecdote whereby one monk wrote one more word than he committed his sins which led to his salvation. The work of book production was so important that those monks who did such work were relieved of physical labor. Often groups of scribes would collaborate to get a book finished, and when the book was finished, there was celebration and a feast. The value of books was very dear. Haskins provided and example whereby in 1043, the Bishop of Barcelona gave a house and land for two books. Books were indeed valuable. The notion that anti-Catholics use that the Catholic authorities did not want people to read the Bible is ludicrous. Haskins stated that Bibles were chained in the cathederals and monestaries to prevent theft. These Bibles were chained to insure their continued use rather than any attempt to restrict their use. Readers must know that just how hard book production was and the arduous efforts involved in such publication efforts.

The teachers and students were also involved in reviving and enhancing the Latin Classics and the Latin language. One must know that the Latin language was the universal language of all teaching, learning, and the Catholic Church. The Latin classics and translations of Greek literature was at first read and learned for moral instuction. Gradually such learning was done for the joy of great literature. While some Catholic authorities were cautious of such learning from pagans, the decision was made to encourage such learning because Catholic authorities did not want ignorant priests and monks.

The introduction of Aristotle's philosophy was an interesting part of this book. Church authorities were concerned of Aristotle's influence corrupting the Catholic Faith. While there were offical restrictions on teaching and learning of Aristotle in the Medieval schools, these were never rigidly enforced. By 1255, such restructions were abondoned. While the Latin Classics were never abandoned, they were reduced in importance by the introduction of Aristotle's logic and dialectic. Haskins cited a Medieval work about the War Between the Liberal Arts and Logic in which Logic won.

The section of the revival of the study of law was also informative. The Medieval Canon Law jurists not only revived Roman Law and developed Canon Law, the Catholic Canon Law jurists developed a "scientific legal system." Roman Law was viewed with suspicion in Medieval England, and Henry II (1154-1189)tried to eliminate such studies. Haskins was very specific to explain that improved studies in Law began in Italy and preceeded Gratian's exhaustive work which was produced c. 1140.

One must ask how so much learning that was written in Greek and Arabic became available in the Latin West. Haskins gave a detailed explanation of the translators who did the translations to make Greek and Arabic knowledge available in the Latin West. Such work must have been taken seriously. Historians have combed a monastary that existed c 1140. Historians discovered texts written in Arabic, Greek,and Hebrew. This undermines the notion that somehow the monks were ignorant and unlearned men.

The chapter on translators was logically followed by the revival of studies of philosophy which became "the handmaid of theology." As one might expect that while there serious studies of Plato's DIALOGUES, Aristotle's philosophy dominated philosophical studies. Yet Haskins made clear, Aristotle could be just as mystical as Plato.

The chapter on universities is thorough. One can glean this topic by reading Haskins book THE RISE OF THE UNIVERSITIES which this reviwer has previously reviewed. Haskins undermined the notion that everyone was forced to think the same which is simply not true. Rarely did the Catholic authorities interfere, and Medieval teachers and students thought of themselve intellectually free. An important part of Medieval teaching and learning was the debates which, according to sources, were lively and spirited. For example, Peter Abelard (1079-1142)wrote a university text titled SIC ET NON (YES AND NO)in which he showed students the apparent contradictions of the Bible, Church Fathers, Catholic Church councils, etc. Abelard did not resolve these apparent contractions, and he used this text to have his students logically resolve these problems. Abelard was never admonished for this book. Further examination of Medieval universities can be learned from the above mentioned book.

Haskins book is a good comparison and contrast of contemporary learning and teaching. Compared to totalitarian regimes and their control over education, this book is refreshing antidote. One must also consider the childish and nonsensical political correct atmosphere of most U.S. unversities which discourages intelligent debate and exchange. Medieval universities encouraged intense learning and debate which was "uninhibited, robust, and wide open." One wonders which age was the "Dark Ages" when comparing the two concepts of teaching and learning. Contemporaries can read and enjoy this book if only as an escape from what many try to pass off as education.
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