Greek classical Humanism
Abstract
Humanism is a life’s perspective or attitude of which when assumed influences the humans systems of belief and philosophy in relation to its major concern-Humans. It centers on human concerns including experiences, desires and needs as the central focus point of any system and course of thought. It is more of a perspective or attitude and less of a doctrine or system of philosophy and belief. Greek classical humanism is indeed the mother of humanism and modern day learning. This research paper seeks to prove this fact by showing the flow through time of the Greek classical humanism influence on the modern day humanism and scholarship.
Introduction
Humanism was in fact, in existence, in Greece before its term (Humanism) was officially coined and used during the European renaissance (13th– 14th century). Perhaps the first person that could be termed as a humanist was Protagoras. He was a teacher and philosopher that lived during the fifth century (5th century BCE) in Greece. Protagoras made humanity the central point of consideration for values through his famous statement that man was indeed the measure of all things. Protagoras is one of the earliest documented forerunners in humanism, though; there might be cases of un-documented individuals before him. Greek classical humanism is characterized by a materialistic nature which seeks answers for questions on the happenings in the natural, human world. It also placed humans at the centre of all social and moral concerns as well as fostered imaginative speculation of new possibilities and a value for free inquisition.
The flow of humanism and its influence through time and places
Almost all ancient time forerunners in the field of humanism were found in Greece. After Protagoras later in succession followed other Greek humanists including, Aristotle, Plato, Socrates, Democritus, Epicurus, Sophocles, Euripides and Pericles. As Rome rose in dominion over the Mediterranean, it adopted basic ideas on philosophy from Greece. I believe that the adoption coupled by the practical rather than mystical Roman attitude gave humanity a second fertile ground to develop. Rome tended to adopt ideas that seemed to work towards their goal achievements and thus saw humanism as a more of a practical approach on issues and ideas (Cline, n.pag). Though forerunning humanists were found in Greece, many humanists from the European renaissance got their inspiration and content from the Romans who were their forerunners and ancestors (McGrath, 40). The Romans had in turn, gotten it from the Greeks during the conquest and dominion over the Mediterranean. Through the inspiration obtained from the political, artistic and philosophical Roman writings the European renaissance humanists were able steer away from the otherworldly religious philosophy to a more this-worldly concern. These European renaissance humanists obtained most of their inspirations from forgotten manuscripts discovered in ancient Greece. The Turkish conflict with Constantinople led to the flight of many Greek thinkers to Italy as Turks took over the last bastion of Rome’s empire. These fleeing Greek thinkers encouraged the development of humanism in Italy, from where it would later flow to the whole world. These European renaissance humanists are also credited with the coining of the word ‘humanism’ which did not exist before the renaissance though, its concepts had been alive through time. The commencement point of the humanism of the renaissance was Italy in the 14thcentury through to the 16th century. The renaissance ended in the middle ages and paved way for the modern era. This rebirth of humanism was inspired by the discovery and spread of classical texts from Rome and ancient Greece (Cline, n.pag). Thus, the flow of humanity from the start finally ended as it spilled into modern times with its influence.
The influence of humanism on modern scholarship and learning through time
The humanistic value of open and free inquiry plus its belief in the existence of answers to causes of events in the natural, human world has been the drive in research, in all fields of study and sciences. Humanists believe that the workings of this world can be analyzed in a naturalistic manner to obtain answers and the workings should not be considered as actions of gods. This is the basis of research as a tool for obtaining knowledge on this world and humans for the purpose of improving their own lives. An example is Democritus argument that nature can be only explained by materialistic explanations. He further claimed that all universal matter was composed of tiny particles as a reality and that there was no spiritual world beyond this present life (Cline, n. pag). I believe this clearly gave education its sense of basis on facts researched and found plausible rather than mere myths and beliefs based on religion or ancient history. The core focus of humans’ welfare in humanism finds its considerations taken care of in education because the purpose of education in the current world is focused on improving human welfare. This purpose and aim of education has been passed down through generations since education began. This similar naturalistic approach is applied to human conditions as understanding is sought on issues including politics, aesthetics and ethics. I also note that the consequent advance of humanistic philosophy in the renaissance period included a higher emphasis on education’s importance. Humanists had principle that learning and any ideas should be shared to everyone possible and not just a few elite individuals. Black states that the restrictions on access of information were over-came by humanists through cheap printing presses that made material widely available to all people. People could then easily access ideas and wisdom of ancient Romans and Greeks from the prints (12). In turn the people had to learn Latin and Greek in order to interpret and understand the manuscripts from ancient humanists. As a result, this led to more education in the philosophies and arts that went along with the ancient manuscripts. This led to an era of technological and scientific development in the renaissance period. This overcame the spirit of hostility towards free inquiry and learning imposed by the religious and political elite during ancient times.
Conclusion
Humanism is indeed the mother of modern education and learning. It bases all events and happenings on natural causative factors that can be researched on and explained in a materialistic nature. It is also a fact that as depicted by the flow through time, humanism originated from Greece and the Greeks and was passed on by the Romans on to the Italians. The Italians, in turn, nurtured it through the renaissance and passed it on to the new world.
Works cited
Black, Robert. Humanism and Education in medieval and Renaissance Italy: Italian renaissance education. Cambridge, UK: CambridgeUniversity Press, 2001. Print.
McGrath, E, Alister. The Intellectual Origins of the European Reformation: Humanism and the culture of renaissance. Oxford, UK: Blackwell Publishing, 2004. Print.
Cline, Austin. “Renaissance Humanism”. About.com: Agnosticism/ Atheism, n.d. Web. 28thApril 2010.
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