Please read the selected theses below and pick the top four. In a comment to this post, tell me your selection (arranged 1 to 4 with 1 being the better) and explain why you chose these four. After you have posted your choices/comments, you may rewrite your own thesis if you wish. I may have changed a few words of the originals for concision.
- During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
- Renaissance philosophers stressed learning from a diverse range of sources as opposed to the Humanists who sought to establish a formalized system of education to produce what they considered the ideal learned man.
- During the Renaissance there was a shift in education that cultivated inward virtue and proper humanity to seek legitimacy and open the way to power and fame by using the liberal arts to advance their practical skills.
- Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
- The 16th century marked a shift in the Renaissance’s views of how one should serve his society.
- The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
- A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
- Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
- Though liberal studies were embraced, conflict among humanists concerning ideals and goals varied based on a citizen’s role in society.
- While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
- During the Renaissance, the ideals of education shift away from the Scholastics’ focus on belief to uphold the importance of taking pleasure in learning.
- During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
- Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
- An education revolution took place during the era of the Renaissance, one that engaged the upper-classes in different and more useful subjects.
- At the core of Humanism was a fundamental shift in the way one should be educated.
- Renaissance men studied the humanities in order to become active civic participants so that they could rule and cultivate their souls and become ideal men on earth.
- Renaissance scholars’ opinions differed greatly on what an ideal [human?] was and how to reach it.
European History 
1. Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: This thesis presents a clear, specific argument, rather than making a generic claim (e.g. “Renaissance thought came from many sources”). It is clear how the author might support his argument, due to the specific noting of Greek, Roman, Christian, and Italian influences. I suppose some might say it’s not arguable enough, but I don’t think so.
2. During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
Reasoning: This thesis presents a clear argument, and focuses in on a specific aspect of humanism, namely its relationship to scholasticism. It also notes specific differences (perceptions of “good”), and seems to cue the sorts of arguments that might follow in a paper/essay. However, the ideas of “highest” and “greatest good” could perhaps be articulated better.
3. Renaissance scholars’ opinions differed greatly on what an ideal [human?] was and how to reach it
Reasoning: This is a clear, concise, and disputable argument, provided that it has grounding in the documents. It might be good to note what some of these differing viewpoints, or at least what sorts of things people disagreed over.
4. An education revolution took place during the era of the Renaissance, one that engaged the upper-classes in different and more useful subjects.
Reasoning: This argument has validity, and it seems to tap important ideas (for instance, using the letter which notes that the Renaissance did little to educate the lower classes). However, it would be useful to have more specificity than “different… subjects”, a less subjective modifier than “interesting”, and a less cliched label than “revolution”. It might be beneficial to explicitly mention religion.
It would help having the numbers included.
13, 12, 17, 14
thanks – I looked em up already. You weren’t the only one without them – and I didn’t exactly ask for them in my instructions.
I. #4. Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
– This thesis highlights the development of educational philosophy during the Renaissance, while still recognizing a thread connecting Renaissance thinkers. Crucially, the writer also sheds light on the nature of this development, describing the “shift” from a formalized learning system restricted by social conventions to one guided by individual inquiry.
II. #8.Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
– I picked this thesis because it is consequential. It provides a possible cause of the “shift” described above, and does so in a clear manner. Probably one too many “ones” in there, though.
III. #7. A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
– Says the same thing as #8, but #8 said it better. Both theses emphasize the bastardization of Petrarch’s intellectual curiosity committed by certain “Humanists” in the name of civic participation, an assertion that should be especially to the 21st century reader (in the light the “STEM Revolution” and whatnot).
IV. #6. The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
– In addition to completing the reverse-ordinal trinity of theses (8-7-6), this thesis provides a reason for the indoctrination of the “humanities” against which the philosophers of the late-Renaissance rebelled (as described in #4). I would suggest using “introduced” instead of the distracting “induced”, but otherwise the writers does a good job of not letting the awkwardness of English get in the way of his idea. Another different yet equally effective approach would be “Politicians of the Renaissance utilized the innovation of liberal studies to navigate the volatile political atmosphere they found themselves in”, or something of that ilk.
-Bora
1) Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Quite clearly sets up an argument and an approach for the essay. Encompasses enough of the influences on Renaissance thought, but doesn’t muddle the thesis with purposes of Renaissance education. A concise argument for the origins, not the purpose, of Renaissance thought. And yes, even though the thesis doesn’t provide contrast, I also believe that this can be argued, especially the ‘marriage’ part.
2) Renaissance men studied the humanities in order to become active civic participants so that they could rule and cultivate their souls and become ideal men on earth.
A clear and concise argument for the application of the humanities. Sets up three different parts of the education, civic participation, soul cultivation, and ideal humanity. While the thesis doesn’t set up any contrasts, it raises questions about other applications of the humanities and why these three are the defining reasons. Completely arguable.
3) A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Clearly and concisely argues the changing nature of Renaissance education, but with a “real life application” twist. Stresses the difference between universal learning and specialization for achievements. Unlike #4 below, this argues for more concrete reasons. Could use a little more specifics on how universal learning is different from specialization. Quite arguable as a thesis though.
4) During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Though not quite concisely, the thesis argues the changing purpose of Renaissance education and lays out a duality. Emphasizes the broad and the focused, while stating the purpose of those systems of education. Could, however, be more specific on the difference between universal education and the freedoms/enjoyments . Are these 2 ‘educations’ mutually exclusive?
Joseph Lin
Ditto – see above
I. #4. Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Reasoning: This thesis touches upon the shift in the education, the crux of the differing documents. While the earlier documents focus primarily on trying to learn everything, there was clearly a transformation in the ideology behind what a “Humanities”‘s education should be. This thesis captures this contrast, and establishes where it will go in the essay.
II. #7. A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Reasoning: By highlighting the “proper education”, and how it changed, and relating that education to its role in personal and social life, this thesis discusses that not only was there a shift, but also how that shift challenged ideology through the introduction of civic participation and personal ambition. This thesis could discuss the “Why” of the shift, too, as opposed to simply the changes the education reform brought.
III. #8.Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
Reasoning: #8 is a similar thesis to #7. The role of civic participation and freedom are interesting additions added by the changing roles of education.
IV. #13. Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: This thesis grabs at the combination of ancient philosophy (the logic of the Greeks and the civic participation of the Romans), while introducing the notions of modern theology and the innovation that coexisted during the 14th century. I think it might have left out the many documents describing the new science and technology of the Renaissance though, that existed outside of theology though.
– Thomas Davidsen
1. #12 During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
Reasoning: Concisely relates scholasticism to humanism, and focuses on the evolution of the question “what is the highest good?” In this thesis, the argument is that the highest good shifts from scholasticism to humanism, and reflects the changing views of the Church and Christianity during the Renaissance.
2. #4 Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Reasoning: The thesis introduces a clear thought process: “Although X, Y happened.” The thesis does not see the Renaissance as one time period, but instead focuses on a ideological movement inside the renaissance portrayed by the shift from universal education to utility-tailored education.
3. #1 During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Reasoning: Similar to Thesis #4, this thesis involves a movement from a universal education to a more focused and individual education. Unlike #4, this thesis makes a bolder claim in stating that the elevation of individualistic education “guarantees personal intellectual freedom and enjoyment of one’s earthly life.” If defended properly, this thesis has more flavor to it than it’s similar counterpart, Thesis #4.
4. #10 While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
Reasoning: Despite potentially being misconstrued as “simplistic,” this thesis is clear, and importantly outlines the workings of the Renaissance, namely that the educational reforms directly benefited only the elite. The use of “‘new'” to describe elites alludes to rulers and elites who are elected or chosen by citizens, or who gain power illegitimately or who deserve it (meritocracy).
1. “During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.”
Very focused, getting straight down to what the author believes is a key difference between the Middle Ages and the Renaissance. Since Christianity was still highly influential in the Renaissance, the claim is definitely arguable, yet one can imagine it being effectively argued.
2. “Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.”
Clearly and succinctly expresses an argument that is defensible but not self-evident. The claim it makes, if true, is indisputably something that is of great importance to the character of the Renaissance. It is easy to see how the author might structure his support for the argument. Though I think the term “civic humanism” is slightly anachronistic in the context of the Romans, one can understand what the author means. Perhaps “civic virtue” works better?
3. “Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.”
Describes a shift that occurs during the Renaissance rather than from the Middle Ages to the Renaissance, which makes sense given that only one of the documents was written before 1400. Presents a definitive argument. I don’t even think I remotely agree with it, but it is devoid of vagueness and so establishes something tangible for the author to defend.
4. “During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.”
Like the last one, proposes a shift between early and late Renaissance (which might be easier to defend with the available documents). As with all the rest, it is nice and arguable.
Thesis #7) A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Reasoning: This thesis communicates a clear and sensible argument that lends itself to easy justification. Most notably, this thesis succeeds in identifying the change in a liberal arts education as a function of new ideas about the value of education. Its compactness adds to its merit as a well-crafted statement of argument. As a matter of fact, there is no need for “more” before “specialized”.
Thesis #6) The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
Reasoning: Apart from the clunky wording–no need for the article “a” before “cultivation”, “application” is superfluous–this thesis successfully incorporates a causal statement–i.e., “the volatile political atmosphere…induced”–before introducing its argument. The author rightfully identifies the “volatile political atmosphere” as a conflict, and suggests such a conflict initiated a response–in this case, the “cultivation…of the liberal studies.”
Thesis #3) Renaissance scholars’ opinions differed greatly on what an ideal [human?] was and how to reach it.
Reasoning: A few of my peers have condemned this thesis as “too simplistic,” but if we are to view succinctness as a hallmark of good writing, then this thesis succeeds in laying out is argument. In fact, this thesis touches on a very important idea: Renaissance thinkers sought to redefine the standards for good citizenship by creating a novel image of the “ideal human.”
Thesis #1) During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Reasoning: There are a few structural problems with this statement, even if its central argument is sound. This thesis is rather verbose. What its author says in 20 words can be accomplished in fewer. Nevertheless, the author does a solid job of asserting a position that can be can easily defended: he borrows from Burckhardt that Renaissance thinkers elevated the individual, and further argues, as the author of thesis #7 does, the goals of a liberal arts education changed during the Renaissance.
–Jim Hurson
Only two register for you? o – got it.
Didn’t I list four? Maybe it didn’t copy correctly. I’ll repost below
1__Thesis #7) A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Reasoning: This thesis communicates a clear and sensible argument that lends itself to easy justification. Most notably, this thesis succeeds in identifying the change in a liberal arts education as a function of new ideas about the value of education. Its compactness adds to its merit as a well-crafted statement of argument. As a matter of fact, there is no need for “more” before “specialized”.
2__Thesis #6) The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
Reasoning: Apart from the clunky wording–no need for the article “a” before “cultivation”, “application” is superfluous–this thesis successfully incorporates a causal statement–i.e., “the volatile political atmosphere…induced”–before introducing its argument. The author rightfully identifies the “volatile political atmosphere” as a conflict, and suggests such a conflict initiated a response–in this case, the “cultivation…of the liberal studies.”
3__Thesis #3) Renaissance scholars’ opinions differed greatly on what an ideal [human?] was and how to reach it.
Reasoning: A few of my peers have condemned this thesis as “too simplistic,” but if we are to view succinctness as a hallmark of good writing, then this thesis succeeds in laying out is argument. In fact, this thesis touches on a very important idea: Renaissance thinkers sought to redefine the standards for good citizenship by creating a novel image of the “ideal human.”
4__Thesis #1) During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Reasoning: There are a few structural problems with this statement, even if its central argument is sound. This thesis is rather verbose. What its author says in 20 words can be accomplished in fewer. Nevertheless, the author does a solid job of asserting a position that can be can easily defended: he borrows from Burckhardt that Renaissance thinkers elevated the individual, and further argues, as the author of thesis #7 does, the goals of a liberal arts education changed during the Renaissance.
1) While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
In addition to being concise, this thesis has the all-important quality of reflecting the documents it is based on. This thesis is accurate while still setting up an interesting essay that will be able to highlight both the nature of renaissance “civic humanist” education while also getting at its non-universal nature.
2) Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
This thesis makes immediately clear the structure of the essay that would follow. The topic of each body paragraph is succinctly outlined, and they are all tied together under a central idea. It would also be hard for this thesis to be any more specific. The writer may have some trouble with the given documents, especially since some don’t specifically deal with 14-th century Italy, but it would still be difficult to write a bad essay from this thesis.
3) During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Of the theses that focus on some sort of an educational shift in the Renaissance, this one seems best. This thesis presents a clear contrast and sets up a strong direction for the essay itself. Other than some minor structural qualms and some issues of vague language such as “universal education”, and “that which elevates the individual”, the clarification of which would give the writer an easier time with the rest of the essay, this is a solid thesis.
4) Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
This thesis is similar to the previous one, but doesn’t express its point quite as well. Again, the focus on a shift helps set up a good essay, but the language is more vague, especially towards the end. This thesis still has solid potential.
Philip H.
1) #1 During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
This thesis clearly outlines an argument (that a shift occurs from universal to more specific education) and does so elegantly. The whole idea of a shift based on the chronology outlined in the documents seems to be the thesis that is best supported by the documents, and this thesis is the best of all of those that follow that line of reasoning, chiefly due to its elegance and effective description of what the shift actually resulted in (that is, learning that “elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life”)
2) #4 Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Very similar to thesis #1 (and ranked highly for similar reasons), albeit noticeably less pretty and well-stated. The argument here is the same, more or less, although it focuses more on the binary change from universal to specific education rather than #1’s focus on the actual outcome of the shift. Generally speaking this thesis is much simpler, which can be seen as good or bad (in my opinion, bad, in this case), but either was it is certainly arguable.
3) #7 A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Well done, again along similar lines as the first two, but this time with an absolute focus on the result of the so-called shift and its focuses (bonus points for concision). The thesis sets up three arguable points and it’s very easy to see how it would become a five-paragraph type essay, unlike many of the other theses. That easy transition to an actual essay sets #7 apart from the pack.
4) #8 Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
While also referencing a shift, this essay makes the distinction that it’s a shift towards education focused on social profit. While I don’t entirely agree with this (and also I see this as a case where the thesis is oversimplified), there is some evidence within the documents to back it up and, if the essay was written well, it could constitute a compelling and unique argument.
1.Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
a.This thesis has a clear thematic and subjective organization of the evidence. The documents are separated into three categories and connected by their relationship to the early Italian Renaissance. The thesis explains the nature of Renaissance thought and its influence on Italian society. Although, the thesis should define the “introspective lens.”
2.The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
a.This thesis addresses well the political significance of the Renaissance and its effect on education. However, examining the impact of political atmosphere on cultural, economic, etc. conditions can strengthen this thesis and essay.
3.Renaissance scholars’ opinions differed greatly on what an ideal [human?] was and how to reach it.
a.The documents point to a difference of opinion among Renaissance scholars. This thesis is broad and implies that the essay will be organized by the scholars’ views. However, the significance of the difference in opinion is not addressed.
4.During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
a.This thesis divides an essay into two categories of Scholasticism and humanism. The point of the Renaissance as shift to humanism is relevant, but broad. The documents display the shift of the Renaissance addressed in the thesis; however, the importance of the shift on the European world also requires analysis.
-Celeste Pallone
1.______Thesis No. 10 During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
This thesis discusses the development of Humanist thought from ‘education for the sake of education’ to having a stated purpose for learning. I think the ends of his “refinement” are especially reflected in authors like Pico della Mirandola, with liberal arts as the studies that “set one free” or in The Prince, with knowledge and learning as the path to personal improvement. He also makes a reference to the earthly teachings of the humanist movement, something that the Church was in opposition to. I would change a bit of the wording here and there, but this thesis could easily form the backbone of a great essay, as long as it was supported correctly.
2.______Thesis No. 8 While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
While very short, this thesis is also very concise. The author’s point jumps out of the page, as he discusses the elitist underpinnings of Renaissance humanism while also discussing the change from the medieval worldview to the Humanist worldview. He also alludes to a shift in the nature of the aristocracy themselves, calling them “new,” alluding to the illegitimacy of many in power at the time: a shift that required the non-hereditary nobility to become educated in the liberal studies and fund the arts.
3._______Thesis No. 4 Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
This thesis is very similar to thesis No. 1, touching on many of the same points that I discussed above, but the wording just isn’t there. It is kind of vague, without any specificity as to what kind of “usefulness” and what kind of “delight.” All in all, I liked this thesis, but I don’t think that it is the best expression of the ideas the author attempts to convey.
4._______Thesis No. 13
Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
This thesis has sound concepts and a solid premise. Humanism was mainly a synthesis of classical philosophy and Christina theology, but I don’t think that there is much of an argument here. This thesis is more a statement of fact—something which forms the foundation upon which to build an argument. In order to remedy this, the author could have said that this “marriage” was a shift away from the ideas of the Middle Ages or he could have talked a bit about how the introspective lens of the Italians developed their new methods of education. His thesis is well written, showing a good grasp of the ideas of humanism, but he needs to apply his knowledge just little bit better. I think, after this change, the author could make a very compelling argument with the documents at hand.
-Sebastian Viscuso
I. #4 Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
II. #13 Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
III. #8 Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
IV. #12 During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
Reasoning:
#4 This is a clear, comprehensive thesis, that identifies a change over time. I thought it was certainly an arguable statement, that defines specific aspects of the Renaissance education, and addresses the development of the Humanist ideals over time.
#13 I liked this thesis because it shows the author’s thoughts about Renaissance thought, and outlines the rest of the essay. This thesis gives a distinct viewpoint, and prepares the reader for the arguments and examples that are to come in the following essay.
#8 This thesis is simple, concise, but adequately illustrates the author’s opinion. I also thought that the brevity helps to make the thesis’ thought more powerful.
#12 The thoughts of the author are certainly arguable, and relate to the text. However, I thought that this thesis could have been tightened, and would be much sharper if it was not as wordy. The ideas of the thesis are sound, but the phrasing is rather awkward.
Humanism Theses
1.Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: The author does well to touch on the point that the Renaissance was the fusion of many different ideas. Reading it, I can tell where the author is going to go with his argument. My only qualm with this thesis is that it could potentially be very broad, and the author may not delve deeply enough into specifics.
2. While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
Reasoning: This thesis illustrates the change from hereditary leadership to a more meritocratic form of rule with the phrase “’new’ elites.” I think that is the heftiest part of the thesis. It also emphasizes how limited this movement was to the elite class, as well. Yes, the lower classes could marvel at the art that patrons paid for, but they were out of the ring for the most part. The author could expand a tad more in the beginning, like perhaps giving a few examples of the shifts in social, cultural, and educational ideas.
3. Renaissance men studied the humanities in order to become active civic participants so that they could rule and cultivate their souls and become ideal men on earth.
Reasoning: Compared to the other theses, this one may seem a bit dry at first. This thesis, however, is distinguished in that it is very focused on three distinct things: rule, cultivation of soul (presumably through education and the more frivolous arts), and man’s increasing role as a figure of divinity on Earth. There are several documents I can think of right now that directly relate to this thesis, whereas with others, I feel I would have to extrapolate a bit more. I feel like it’s a bit unclear, though, whether the civic participant part relates to the rest of the thesis or only to the ruling. I would replace the ruling with becoming a civic participant.
4. During the Renaissance, the ideals of education shift away from the Scholastics’ focus on belief to uphold the importance of taking pleasure in learning.
Reasoning: This thesis clearly contrasts the Medieval scholastic learning tradition to the Renaissance humanistic learning tradition. This is definitely arguable, and there is plenty of evidence to support this point. “Taking pleasure in learning,” is definitely the focal point of the thesis. Renaissance men learned for the sake of learning and for pleasure, and the author definitely grasped that. I don’t believe, though, that taking pleasure in learning was important, per se. Rather, I believe that Renaissance men were able to take pleasure in their learning because they appreciated it more when they learned for their own self-improvement. The importance of it evades me.
1) #12 “During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.”
Reasoning: There is a clear trail of thought behind this thesis. It takes Scholasticism and Humanism and ties them together in a comprehensive yet concise thesis. It is simple and gets the point across.
2) #4 “Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.”
Reasoning: This thesis is less concise than the others, but makes an excellent point and expounds the details well. It is clear what this writer plans to argue and what he plans to make his central topic.
3) #7 “A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.”
Reasoning: This thesis makes a great point, but could be strengthened by simply identifying Humanism and Scholasticism as the start and end points of the shift in education.
4) #13 “Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.”
Reasoning: This thesis is unique compared to the rest and, as a result, interesting. It ties together the roots of renaissance thought as opposed to the goals of renaissance thought. While it does this, it manages to avoid shunting the quatrocento ideologies saying “an introspective lens native to 14th century Italy.”
1. Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
Reasoning: Succinct and focused, this thesis captures the overall trend of the shift in thought over the course of the Renaissance as a whole.
2. Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: This thesis rather explains the “marriage” that led to the shift mentioned in my first ranked thesis. It demonstrates a comprehensive understanding of the influences under which Renaissance minds operated.
3. Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Reasoning: My third-ranked thesis is similar to my first-ranked thesis in that it focuses on a shift in trends of thought. More specifically, it identifies the shift of thinking from that of Plutarch to that of Montaigne (more like Cicero; thought should be useful…thinking alone does not make you great).
4. A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Reasoning: Very similar to my third-ranked thesis, either could be ranked above the other. This thesis once again embodies the central shift of thought that took place primarily between the quatrocento and cinqecento.
-Vincent Kardos
1. Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Succinct, descriptive, and grammatically correct, with a clear comparative argument structure.
2. A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Similar to the previous, but more result-focused and less comparative. Again, strong argument structure. Would benefit from the addition of a phrase like “the concept of” at the beginning, since it was really the view of what a liberal arts education was that changed.
3. Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
Again, similar thesis, and solid argument structure, although this one is more simplistic and less descriptive.
4. During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
Clear argument structure, wording, and comparative process. On the other hand, I’m just not sure there was enough Scholastic ideas specifically referenced in the documents to properly play out this thesis.
1) 13. Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: This thesis provides a structure for the essay by listing the influences on the Renaissance, including the ancient philosophy, and the theology that was important to the medieval scholars, while also noting changes in the 14th century Italy.
2) 8. Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
Reasoning: This thesis, short and to the point, clearly shows a change over time and hints at a cause. The author could have stated the cause more directly.
3) 7. A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
Reasoning: This thesis is similar to number eight, making almost the same argument. However it takes more words and is slightly less clear than number eight.
4) 6. The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.
Reasoning: This thesis shows how the environment of the Renaissance caused the growth of the liberal arts. However I think that it is too broad – more specificity could help make it a stronger thesis.
-Isabelle Craner
I – #4) Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
This thesis does an admirable job addressing an argument that encompasses aspects of each document in some manner, rather than choosing several and disregarding the rest. It also goes beyond the mere assertion that an educational shift occurred by delving into the specifics of what that shift actually entailed. Most significantly, however, the thesis uses the words “usefulness” and “delight” (though better words can be chosen) to aptly characterize the result of said shift. The words imply that the new purpose of education was not merely to better the individual for the individual’s sake; but rather, to allow the individual to devote time to whatever he deemed worthy, regardless of whether it objectively bettered him.
II – #7 A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
The author of this thesis follows a similar thought process to that of the author of #4, as he/she also attempts to deal with all the provided documents by both acknowledging the existence of a shift and providing details of what the proposed shift actually was. The thesis does well in addressing the significance of the “usefulness” aspect of the new meaning of a liberal arts education (as mentioned in #4). However, it does not discuss the aspect of personal enjoyment that #4 highlighted, thereby neglecting the budding distinction between the ability to better oneself as one chooses and the ability to simply do as one chooses, regardless of betterment.
III – #1 During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
This thesis is in the same vein as the two before, differing mostly in that it does not expressly mention #4’s all-important “usefulness” aspect, instead opting for the vague phrase “elevates the individual”—a phrase that should be used after referring to how its definition changes with the purpose of education. Additionally, the dense concentration of words sometimes dilutes the intended argument.
IV – #8 Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.
Again, the thesis in question comes from the same family of thought as the ones before, However, the inclusion of a shift away from freedom and the exclusion of any mention of personal enjoyment as one of the resultant aims of education bear reexamination (for reasons discussed above). It would also do well in highlighting that the scope of education narrowed as the Renaissance progressed, using this argument to segue into the two points stated before.
Matthew D.
[ONE] #1 During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
This thesis gets at all the important themes of almost all the documents and seems to find that which leads to the “birth of the modern man”, and does it in a way that allows for great freedom of focus for the essay. It is the “goal of learning” to elevate position in one’s earthly life that shows the most contrast between the renaissance and all human history before then.
[TWO] #12 During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to Humanism, the love and study of man as the greatest good.
This thesis also touches on why the Renaissance (to Modern times) was so special relative to ages past. In addition it gives historical context to the Renaissance. It manages to fit in all the documents including even Pico’s take on the Aristotelean “great chain of being”, the anatomical drawings, the Vetruvian man, and The Prince. It seems to fit the main idea of all the documents, that man can make himself better and elevate himself to a position just as high as god and is worth studying. Thesis seems to be lacking in the “Why?” category, and perhaps a short “which led to ____, _____, and _____…” clause should be added at the end.
[THREE] #4 Renaissance men studied the humanities in order to become active civic participants so that they could rule and cultivate their souls and become ideal men on earth.
This thesis is a shortened version of Thesis #1 which manages to convey the same argument with just a little less historical context. And it conveys the right argument in the right way. Captures Pico: “become ideal men on earth”. It lacks the causes/context side but the “why?” and “effects” side is strong.
[FOUR] #13 Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
This thesis is the most well structured of the theses and puts forward a true statement in a very attractive way, but it lacks any real motion (or emotion). It has great potential to be a masterful thesis though if combined with one of the other theses. Sure, the mixture of Roman, Greek and Christian thought is present, but what’s the purpose? What does this lead to? New ideas of man’s position in the universe? How do “leaders” like Cosimo de Medici(statesmanship), Leonardo da Vinci(art and invention), Bruni(humanities/history) and Versallius(medicine) spawn from this “marriage”?
-Nikolai Medish
1) #9 Though liberal studies were embraced, conflict among humanists concerning ideals and goals varied based on a citizen’s role in society.
This thesis is the only one of the group that clearly points towards a difference among the collection of documents when it comes to the goals of the citizens about whom the documents described. In other words, it shows that not everyone at the time agreed on why the clear shift toward liberal studies should take place.
2 ) #7 A liberal arts education shifted during the Renaissance from one focused on universal learning to one more specialized for mental and social achievement, personal success, and profit.
This thesis clearly lays the foundation for an essay with a clear and complete argument. Reading it, one can tell exactly what the writer is going to argue.
3) #11 During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.
Although this is one of the broader theses, its point is definitely one that captures the essence of the overall collection of documents. It clearly and effectively defines a shift which the writer is going to explore, and that shift is one which seems to be an important over-arching theme of the documents.
4) #13 Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
This thesis takes the information given in the documents and, more than most of the other theses in the group, forms a uniquely phrased and disputable argument. It is well written and succinct, and the reader knows exactly what he’s going to be reading about.
My top four, in order from best of the best to worst of the best: 4, 1, 10, 13.
General Thoughts:
These four valid theses have in common many things, which are things that in general lead to a strong thesis. They are clear and concise. They are opinions, not facts. They are not wordy, but they are still specific. The documents support—or rather, do not contradict—each part of each thesis. In addition, the theses that note some kind of “change” also mention an initial state and a resultant state of the aforementioned change, and both states are supported by the documents.
Specific Thoughts & Criticisms:
1. (4) I believe this thesis best supported by the documents—any and all of them can be used as evidence. The writer notes an important similarity throughout the entire time period, but then argues that an important difference can be found, specifically in terms of the definition of an education. My only (small) problem with this thesis in in the last couple of words, “usefulness and delight.” The Humanists definitely saw their view of the “complete” education is useful; otherwise, why would they advocate it? I would say the same of the choice of the word “delight,” though with less criticism. However, I don’t see these problems as too important; when the thesis states “shifted,” it certainly isn’t stating that either period completely lacked certain aspects of the other period.
2. (1) The writer notes a shift in the definition of an education. This thesis is very strongly supported by the documents, but it suffers from a bout of wordiness in addition to the same problems as number (4); the generalizations made in the last couple of words (“intellectual freedoms” and “enjoyment of one’s earthly life”) can also apply in a small way to the early period of the Renaissance.
3. (10) This thesis highlights a very important aspect (the “elitism”), it is incredibly concise (to a fault), and it can supported by some of the documents. I picked this mainly because with some edits, this thesis could be amazing (more amazing than other theses). My problem is that first part of the thesis is incredibly broad, and serves no purpose to his/her argument. I would focus on the last part (“their teachings…elites’”) and develop the thesis from there. In addition, the last part implies many things, but doesn’t focus on any of them. For example, the writer could choose to go down many routes; he could focus on the aspects that made the “new elites” “new” and “different,” he could show how the teachings were not intended for a broad audience, or he could also show how even though the teachings were only intended for “elites,” they ended up affecting most people.
4. (13) Extremely specific, and argues how Renaissance thought came about—obviously an important topic. My only problem is that I believe this thesis is not the best one to support considering the implications of the collection of documents that we discussed. Furthermore, the thesis has slight “fact” undertones—in other words, a “duh” sense too it, in that it feels a bit too easy to pick and choose which documents you would use to support certain parts of this thesis (this thesis is too easy to support). Ideally, the writer would go deeper into each part of his argument; maybe including why each element of these influences was selected.
Nicholas R.
#4 “Although Renaissance figures agree on the role of education to make man free, educational ideology shifted from the ‘complete’ and ‘universal’ education of the early Humanists to the idea of education best tailored for usefulness and delight.
Reasoning: Similar to #1, #4 makes a thorough argument about the transition through the Renaissance. This pair are more of a 1 and 1a than a 1 and 2. #1 references “personal intellectual freedom” which more effectively alludes to Montaigne learning what he wants to learn. They even share similar pitfalls, with the use of the vague term “universal.” #4 is ranked slightly higher because of the excellent word choice in order to eliminate clunky phrases and the inclusion of how the Renaissance figures agreed (that education was to make man free).
#1 “During the Renaissance, the concept of education experienced a refinement from the Humanities’ broad purpose of universal education to a more focused goal of learning that which elevates the individual and guarantees personal intellectual freedom and enjoyment of one’s earthly life.
Reasoning: This thesis takes into account nearly all of the documents by acknowledging the timing of the documents and the transition from early to late Renaissance. It also covers some of the same arguments of many of the other theses in a more refined, polished, and succinct way. The thesis also makes a clear argument rather than just stating a fact. However, there is some vague wording like “universal education” and “more focused” which is confusing. I think I understand what the author was trying to say, but the phrasing wasn’t perfect for readily understanding his or her meaning.
#6 “The volatile political atmosphere of the Renaissance induced a need to stabilize the states through a cultivation and application of the liberal studies.”
Reasoning: I love that this thesis takes a strong stand and makes an argument. I also like how focused the argument is, rather than some sprawling all-encompassing thesis. Yet, I don’t recall how the documents specifically point to a volatile political atmosphere inducing the need for liberal studies, nor how liberal studies stabilized the states.
#12 “During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.”
Reasoning: Again, makes a clear argument. Also, shows a change throughout the documents. One potential pitfall is that religion was still hanging over all of the Renaissance so God still played a huge role, but otherwise, this thesis has a focused argument, identifies a transition, and sets up an essay effectively.
#12 “During the Renaissance educators shifted focus from Scholasticism, the love and study of God as the highest good to humanity, to humanism, the love and study of man as the greatest good.”
Reasoning: I believe this transformation in thought stood at the center of the Renaissance, as a man must understand himself in order to achieve anything of worth. Structurally the dual use of “good” works well and the use of the same introduction to both phrases highlights the change from “God” to “man.” This statement is backed up by writers from the Italian Renaissance such as Pico della Mirandola along with writers from the Northern Renaissance such as Montaigne.
#8 “Over the course of the Renaissance, the focus of education shifted from one aimed at personal enlightenment and freedom to one aimed at social profit.”
Reasoning: This thesis captures the progression from accumulation of knowledge to application. Around the time of Petrach the early humanists were rediscovery long forgotten classical texts and thus rescuing some of the brightest philosophical thoughts. As these early Humanists, such as Bruni, compiled massive libraries later scholars looked for a way to project this outward, such as Machiavelli does in The Prince.
#10 While Renaissance humanists caused a shift in social, cultural, and educational ideas, their teachings were intended for the ‘new’ elites.
Reasoning: Although the first phrase offers little insight into how Renaissance humanists caused this shift, the second idea is valid. Humanist education was not available to all, and although classes were less stratified and rulers were often illegitimate there was an idea that only the elites needed the finest education. A couple of the documents got at this idea, and the idea of new elites parallels the New Monarchy we discussed in class.
#13 Renaissance thought was a marriage of the logical inquiry of the Greeks, the civic humanism of the Romans, and the theology of Christianity, all viewed through an introspective lens native to 14th-century Italy.
Reasoning: While this statement is certainly profound, it seems like it would be more appropriate as the title of the textbook then as the thesis of a shorter essay. While I like the phrase “introspective lens” as a way of describing the early Renaisasance, the first three points would require lots of historical background in order to support.
Top Four: #1, #7, #6, #13
Thesis #1
It accurately describes the role Humanism played in the Renaissance, mentions the shift in how man educated himself, but also brings up the point about how education allowed man to become more free, an debatable point that is also very important to Humanism in the Renaissance. It’s long, but reads well and uses good language.
Thesis #7
Recognizes the shift that we saw in the documents from the 15th century to the 17th century about how philosophers didn’t really think that complete liberal arts education was entirely necessary, and that all man really had to do was study his profession and how he could improve society.
Thesis #6
One of the only theses to bring up the effect that politics had in creating and spurring the Renaissance. Politics during the Middle Ages were chaotic, violent, and power-hungry monarchies, which made philosophers like Petrarch revisit the ideologies of the once-great Roman Empire. The other role politics played was that the competitive atmosphere allowed these artists and intellectuals to work as hard as they could to show off their own talent and mental prowess.
Thesis #13
Incorporates all the different aspects of the Renaissance we saw in the documents that we read and does not focus only on Humanism, but on the other cultures and philosophies that impacted the movement.