This 1000-page English-language reference work has been produced with the collaboration of 23 scholars from Europe and North America and is intended as a guide to some of the most important developments in the history of the reception of the Church Fathers in the West, from the Carolingians to the Maurists. Particular emphasis is placed on the history of patristic scholarship which, unlike classical scholarship, has tended to be neglected by historians. However, the reception of patristic doctrines and ideas (...) is also included and patristic scholarship is placed in its doctrinal and cultural context. Articles do not confine themselves to summarising what has been done on a particular topic, but also suggest new approaches and areas of research to be opened up. In order to make this volume useful to graduate students and scholars from non-theological disciplines, full relevant bibliographical information is provided._The volume addresses the following general questions: what is meant by the "Fathers"; the problems of patristic as opposed to Scriptural authority; the types of patristic material available and the problems of attribution and misattribution; the uses made of the Fathers in constituting a theological doctrine and in response to a doctrinal difference; the abuses made of the Fathers, i.e. overly tendentious or polemical uses; the value of the Greek and Latin Fathers; the use made of the Fathers in defining heresy and orthodoxy. The volume is intended to open up a field of studies and is the first-ever work of its kind. This publication has also been published in paperback, please click here_ for details. (shrink)

The article considers arguments presented by Erasmus of Rotterdam, Julien Garnier and their modern followers against the authenticity of the Commentary on the Prophet Isaiah, which has been preserved in mansucsripts as a work of Basil the Great. A survey of the correspondence of Erasmus and of the circumstances of his attempted translation of the book shows that his critical judgement on the authorship was motivated by the need to justify his abandoning of the project of translation rather than by (...) the evidence of the text itself. The first systematic examination of Garnier’s critical dossier demonstrates that his statements about the incompatibility of many linguistic features of the Commentary with undisputed writings of Basil are not supported by the text of his own edition of the book. Moreover, his rigid criteria for stylistic analysis are based on misleading notions about textual aspects of the creation and transmission of Patristic works. Isolated observations of the modern followers of the Maurist need to be assessed on the basis of a new and critical edition of the text; however, without the support of his numerous unfounded arguments, they are not sufficient by themselves to refute the attribution of the book in the manuscript tradition. (shrink)

Traditional accounts of the Scottish Enlightenment present the half-century or so before 1750 as, at best, a not-yet fully realised precursor to the era of Hume and Smith, at worst, a period of superstition and religious bigotry. This is the first book-length study to systematically challenge that notion. Instead, it argues that the era between approximately 1680 and 1745 was a 'First' Scottish Enlightenment, part of the continent-wide phenomenon of early Enlightenment and led by the Jacobites, Episcopalians, and Catholics of (...) north-eastern Scotland. It makes this argument through an intensive study of the dramatic changes in historiographical practice which took place in Scotland during this era, showing how the documentary scholarship of Jean Mabillon and the Maurists was eagerly received and rapidly developed in Scottish historical circles, resulting in the wholesale demolition of the older, Humanist myths of Scottish origins and their replacement with the foundations of our modern understanding of early Scottish history. This volume accordingly challenges many of the truisms surrounding seventeenth- and eighteenth-century Scottish history, pushing back against notions of pre-Enlightenment Scotland as backward, insular, and intellectually impoverished and mapping a richly polymathic, erudite, and transnational web of scholars, readers, and polemicists. It highlights the enduring cultural links with France and argues for the central importance of Scotland's two principal religious minorities--Episcopalians and Catholics--in the growth of Enlightenment thinking. As such, it makes a major intervention in the intellectual and cultural histories of Scotland, early modern Europe, and the Enlightenment itself. (shrink)

Published here is a critical edition of Augustine’s Sermons 293 and 299, the first edition since the Maurists. Sermon 293 was preached in Carthage on the 24th of June 413, feast of John the Baptist, at a time when infant baptism was a controversial question. Sermon 299 was delivered on the 29th of June, in honour of Peter and Paul : its manuscript transmission and thematic likeness with Sermon 293 suggest that it was preached, according to Pierre-Marie Hombert’s hypothesis, (...) in the same year in the same city, not five years later. Both texts, numbered among the longest of the De sanctis sermons, contradict Pelagian theses about the origin of death and the notion of human impeccability. (shrink)

When one searches for the origins of an educational connection between Benedictine scholars and the University of Paris, one must reflect for a long time before arriving at even vague answers.1 Perhaps one may find these origins in the career of Jean Mabillon, the French Benedictine who gave diplomatic criticism a scientific foundation in history. The Reform congregation of the Maurists also attempted to make an impressive connection between the monastic life and the pursuit of education and research. History (...) as a science benefited in particular from the work of these highly educated Benedictines. The center of this new kind of scholarship was formed by the Benedictine... (shrink)

I first became interested in De dialectica in 1966, while I was doing re search on Augustine's knowledge of logic. At the time I made a transla tion of the Maurist text and included it as an appendix to my doctoral dissertation (Yale, 1967). In 1971 I thoroughly revised the translation on the basis of the critical text of Wilhelm Crecelius (1857) and I have re cently revised it again to conform to Professor Jan Pinborg's new edition. The only previously (...) published translation of the whole of De dialectica. is N. H. Barreau's French translation in the Oeuvres completes de Saint Augustin (1873). Thomas Stanley translated parts of Chapters Six and Nine into English as part of the account of Stoic logic in his History of Philosophy (Pt. VIII, 1656). I offer De dialectica in English in the hope that it will be of some interest to historians of logic and of the liberal arts tradition and to students of the thought of Augustine. In translating I have for the most part been as literal as is consistent with English usage. Although inclusion of the Latin text might have justified a freer translation, for example, the use of modern technical terms, it seemed better to stay close to the Latin. One of the. values in studying a work such as De dialectica is to see familiar topics discussed in a terminology not so familiar. In the translation I follow these conventions. (shrink)

This essay presents analogies between the development of historical writing and of physical science during the early modern period. Its necessarily spotty coverage runs from the mid sixteenth century to the beginning of the eighteenth. The analogies include arising from practical concerns; preferring material documents and experimental inquiries over texts; making use of mathematical auxiliary sciences; distinguishing between primary and secondary elements; establishing new fundamental principles; undermining the traditional world system; and devising methods to control rapidly multiplying knowledge. A history (...) of learning that meets today's standards of historical scholarship should identify and exploit such parallels, not only because of scholarly interest and responsibility, but also because an understanding of the historical importance of linkages between distant branches of learning may help redress the increasing imbalance in resources among the natural sciences, the social sciences, and the humanities in our higher schools and universities. (shrink)