Women and Humanism
Women and Humanism
Many may debate that life is better today than yesterday or perhaps better in what’s to come then where it came from. Yet within written texts we can grasp that life was indeed completely different not necessarily better or worse. We are not in right defense to judge something we haven’t experienced. With this in mind, the idea of the Renaissance let alone a Renaissance for women highlighted itself amongst my readings. Leaving curiosity as to its unfolding and sincerity to its title in relation with the development of education. The idea of humanism is interpreted as an outlook or system of thought attaching prime importance to human rather than divine or supernatural matters. In combination with the Renaissance it is known to be a cultural movement that turned away from medieval scholasticism and revived interest in ancient Greek and Roman thought. Tying both into the lives of women, it was the gateway to women’s full participation in the intellectual life. As the Renaissance ideal of learning spread, girls and young women of the upper classes became recipients of this idea. The education females received was to teach them how to act as ladies of the courts and patronesses of arts, not for gainful employment in a profession. Their education was usually acquired from their fathers or from private tutors.
The exclusion of women from the humanist community was humiliating and demeaning. Yet there were a good remainder of women from the fifteenth and sixteenth century whom fought and defended their stance and passion for their education. The strive of these women is what outstands the growth of education passed marriage or nunnery. Women like, Isotta Nogarola, understood that they would never be accepted into the humanist circle and though accused of immortality pursued to educate herself nonetheless behind the closed doors of her home. Though upper-class women in the Renaissance were given ways to express
Many may debate that life is better today than yesterday or perhaps better in what’s to come then where it came from. Yet within written texts we can grasp that life was indeed completely different not necessarily better or worse. We are not in right defense to judge something we haven’t experienced. With this in mind, the idea of the Renaissance let alone a Renaissance for women highlighted itself amongst my readings. Leaving curiosity as to its unfolding and sincerity to its title in relation with the development of education. The idea of humanism is interpreted as an outlook or system of thought attaching prime importance to human rather than divine or supernatural matters. In combination with the Renaissance it is known to be a cultural movement that turned away from medieval scholasticism and revived interest in ancient Greek and Roman thought. Tying both into the lives of women, it was the gateway to women’s full participation in the intellectual life. As the Renaissance ideal of learning spread, girls and young women of the upper classes became recipients of this idea. The education females received was to teach them how to act as ladies of the courts and patronesses of arts, not for gainful employment in a profession. Their education was usually acquired from their fathers or from private tutors.
The exclusion of women from the humanist community was humiliating and demeaning. Yet there were a good remainder of women from the fifteenth and sixteenth century whom fought and defended their stance and passion for their education. The strive of these women is what outstands the growth of education passed marriage or nunnery. Women like, Isotta Nogarola, understood that they would never be accepted into the humanist circle and though accused of immortality pursued to educate herself nonetheless behind the closed doors of her home. Though upper-class women in the Renaissance were given ways to express