The Northern Renaissance · 北方文艺复兴
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| Christian humanism/ˈkrɪstʃn ˈhjuːmənɪzəm/ | 基督教人文主义 | jī dū jiào rén wén zhǔ yì |
The same method, a different focus
- The Northern Renaissance retained a more religious focus, which resulted in more human-centred naturalism that considered individuals and everyday life appropriate objects of artistic representation.
- The CED's logic runs from the religious focus to the human-centred naturalism, which is worth reading carefully.
- A more religious art is here an art of ordinary people and ordinary rooms, not of classical gods.
同样的方法,不同的重心
- 北方文艺复兴保留了更强的宗教重心,这带来了更以人为中心的自然主义,把个人与日常生活视为艺术再现的正当对象。
- CED 的逻辑是从宗教重心推向以人为中心的自然主义,这一点值得仔细读。
- 在这里,更具宗教性的艺术,是关于普通人与普通房间的艺术,而不是关于古典神祇的艺术。
The CED's logic runs from the Northern Renaissance's religious focus to... · CED 的逻辑从北方文艺复兴的宗教关注延伸到……
A more religious art is here an art of ordinary people and ordinary rooms. · 这里的宗教艺术是普通人和普通房间的艺术。
Christian humanism
- Christian humanism 基督教人文主义, embodied in the writings of Erasmus, employed Renaissance learning in the service of religious reform.
- The CED's verb is employed — the philology of 1.2 is a tool, and here it is pointed at scripture and church practice.
- So the Northern Renaissance is not a weaker version of the Italian one; it is the same technique aimed at a different target.
基督教人文主义
- 基督教人文主义(Christian humanism),体现在伊拉斯谟的著作中,把文艺复兴的学问用于宗教改革。
- CED 用的动词是用于——1.2 中的语文学是一件工具,而在这里它被指向了经文与教会实践。
- 因此北方文艺复兴不是意大利文艺复兴的弱化版;它是同一种技法瞄准了不同的目标。
Christian humanism ____ Renaissance learning in the service of religious reform. · 基督教人文主义 ____ 文艺复兴知识，服务于宗教改革。
The philology of 1.2 is a tool, pointed here at scripture. · 1.2 中的语学是一种工具，此处指向《圣经》。
Why this matters for unit 2
- A scholar who can date a document and compare manuscripts can ask whether a church practice has the authority it claims.
- Erasmus produced a new edition of the Greek New Testament using exactly the methods of 1.2.
- So the Reformation of unit 2 has a scholarly precondition, and it is here.
这为何对第二单元重要
- 一位能够为文件断代、比对抄本的学者,可以追问某项教会实践是否具有它所宣称的权威。
- 伊拉斯谟正是用 1.2 中那些方法,做出了希腊文新约的新版本。
- 因此第二单元的宗教改革有一个学术上的前提条件,而它就在这里。
Shared, changed, or the consequence? · 共享、改变还是后果？
Sort each feature of the Northern Renaissance. · 对北方文艺复兴的每个特征进行分类。
Select all · 所有 the things the two Renaissances shared. · 选择 所有 两次文艺复兴的共同点。
Civic political models are the Italian outcome specifically. · 公民政治模式是意大利特有的产物。
The Northern Renaissance is the same method with a different target, not a weaker version. Christian humanism employed Renaissance learning in the service of religious reform — the philology developed to edit Cicero was pointed at scripture, which is what makes unit 2 possible.
北方文艺复兴是同一方法瞄准了不同目标,而不是一个弱化的版本。基督教人文主义把文艺复兴的学问用于宗教改革——为校订西塞罗而发展出的语文学被指向了经文,而这正是第二单元得以可能的原因。
The Northern Renaissance was a weaker version of the Italian one. · 北方文艺复兴是意大利版本的较弱形式。
Same tools, different target — and the target made unit 2 possible. · 相同的工具，不同的目标——而该目标使单元 2 成为可能。
Comparing the two Renaissances
- Shared: philological method, printing, classical learning, and an interest in the individual.
- Different: the Italian revival produced secular political models, the Northern one produced religious reform.
- Same tools, different objects — which is the comparison the objective is asking for.
比较两次文艺复兴
- 共同之处:语文学方法、印刷术、古典学问,以及对个人的兴趣。
- 不同之处:意大利的复兴产生了世俗的政治典范,北方的复兴产生了宗教改革。
- 同样的工具,不同的对象——这正是这一目标所要求的比较。
Match each part of the objective to its content. · 将客观目标的每个部分与其内容匹配。
Three verbs, three different answers. · 三个动词，三个不同的答案。
Developed, maintained and changed
- The objective is how Renaissance ideas were developed, maintained and changed as the Renaissance spread to northern Europe.
- Developed: philology and printing carried north. Maintained: classical learning and individual focus.
- Changed: a religious rather than civic application, and an art of everyday life.
被发展、被维持、被改变
- 这一目标是随着文艺复兴传播到北欧,其观念如何被发展、被维持与被改变。
- 被发展:语文学与印刷术被带到北方。被维持:古典学问与对个人的关注。
- 被改变:一种宗教性而非公民性的应用,以及一种关于日常生活的艺术。
Erasmus compares Greek manuscripts of the New Testament and finds that a familiar Latin reading rests on a translation choice. He is doing what Italian humanists did with Roman poetry. The technique is identical; the consequences are not, because this text is the basis of an institution's authority.
伊拉斯谟比对新约的希腊文抄本,发现一处大家熟悉的拉丁文读法,其实建立在一个翻译选择之上。他所做的,正是意大利人文主义者用罗马诗歌所做的事。技法完全相同;后果却不同,因为这个文本是一个机构之权威的基础。
The Northern Renaissance retained a more religious focus, which resulted in more human-centred naturalism treating individuals and everyday life as appropriate artistic subjects. Christian humanism, embodied in Erasmus, employed Renaissance learning in the service of religious reform — the same philological method as 1.2, pointed at scripture, which is the scholarly precondition for unit 2.
北方文艺复兴保留了更强的宗教重心,这带来了更以人为中心的自然主义,把个人与日常生活视为正当的艺术题材。基督教人文主义(体现在伊拉斯谟身上)把文艺复兴的学问用于宗教改革——这与 1.2 是同一种语文学方法,只是被指向了经文,而这正是第二单元的学术前提。