Academies

Purpose: Today, in many developed countries, talent management throughout is the long-term process, under the supervision of expert executive managers and coaches, has been done and is an important concept in football. Therefore, in many developed countries, talented people can come to talent programs and received trained continuously to become professional players. Method: In this study, based on German's football talent management program, and procedure informed by Sandelowski and Barroso's qualitative meta-synthesis. Results: The suggested model has three sections: 1- hardware system, 2- software system, and 3- many subsystems that are collaborating in an executive context. Achievements of this program are not just the detection of talented young players at an early age, but rather a long-term process that is a high-level management program, which, for full success, requires collaboration between many organizations such as the government, football association, footballlea...

The Arab world stretches from the Indian Ocean in the
East to the Atlantic Ocean in the West. Twenty Arab
countries occupy the southern and eastern shores of the
Mediterranean and border the Red Sea.
It is an area of historical importance, as it is the birthplace
of the world’s three Abrahamic religions. For centuries, the
region was a hub of groundbreaking science. It is of
contemporary strategic importance owing to its location
and a wealth of subterranean natural resources, essentially
in the form of oil and natural gas – 32% of the world’s
known natural gas reserves are to be found in the region –
as well as phosphate: Morocco alone possesses more than
half of the world’s reserves.
The region encompasses remarkable cultural similarities as
well as highly distinct political and economic systems with a
heterogeneous social fabric. Its peoples share a commonality
of language, history and religion but their societies are at
variance in terms of natural wealth, governance, currency,
traditions and socio-economic systems.
The period since the UNESCO Science Report 2005
appeared has been one of mixed fortunes for Arab
countries. The region has witnessed continuing political
upheaval and military conflict in the Gaza Strip and the
West Bank, Iraq, Lebanon and Sudan. The oil-exporting
Arab states of Kuwait, the Libyan Arab Jamahiriya, Qatar,
Saudi Arabia and the United Arab Emirates have enjoyed a
short-lived downpour of revenue resulting from the hike
in international oil prices to a peak of more than US$ 140 a
barrel in July 2008. Conversely, oil-importing countries
such as Jordan, Tunisia and Morocco have faced fiscal
difficulties due to their mounting national energy bills, a
situation compounded by the associated rise in the cost of
imported food commodities.
The subsequent plummet in oil prices, which fell to about
US$ 40 by the end of 2008 before recovering slightly in
2009, has brought this exceptional situation to an end.
It has also highlighted the volatility of oil prices and the
need for Arab oil-exporting countries to diversify their
economies in future.
Notwithstanding these difficulties, the same period also
witnessed renewed interest on the part of many Arab
countries in reinvigorating science and technology (S&T)
and higher education, with the launch of a number of topdown
initiatives to support education and research. Some
of these will be highlighted in the present chapter. A
handful of countries have also approved plans to allocate
more resources to research and development (R&D),
among them Egypt, Tunisia and Qatar.
The current global economic recession may not affect
Arab states in the immediate term, as the banking sector
in the majority of Arab states is highly regulated and only
loosely linked to international money markets. However,
the economic fallout will ultimately be felt by all,
negatively affecting foreign direct investment flowing into
Arab countries and real estate markets. This will cause a
slowdown in economic growth and a rise in
unemployment in the region. Arab countries reliant on
exporting goods and services to the USA and European
Union (EU) and those that normally receive aid from these
quarters may suffer. Even before the economic recession
emerged in the last quarter of 2008, unemployment in the
Arab world was higher than in any other part of the world,
at around 12%. Young job-seekers constitute over 40% of
the region’s unemployed (UNESCWA, 2007).
Despite the international economic uncertainty, Arab
states will have no choice but to stimulate science,
technology and innovation (STI), together with the
education sector, if only to overcome some lingering
problems like food, water and energy insecurity. Arab
countries can also learn from the remarkable socioeconomic
progress of countries such as Brazil, China,
India, Malaysia and Mexico, due in part to S&T.

Purpose: Today, in many developed countries, talent management throughout is the long-term process, under the supervision of expert executive managers and coaches, has been done and is an important concept in football. Therefore, in many developed countries, talented people can come to talent programs and received trained continuously to become professional players. Method: In this study, based on German's football talent management program, and procedure informed by Sandelowski and Barroso's qualitative meta-synthesis. Results: The suggested model has three sections: 1-hardware system, 2-software system, and 3-many subsystems that are collaborating in an executive context. Achievements of this program are not just the detection of talented young players at an early age, but rather a long-term process that is a high-level management program, which, for full success, requires collaboration between many organizations such as the government, football association, football leagu...

Anne RUOLT (2017). « 500 ans d’éducation protestante ». Sébastien Fath (éd.) 500 ans du protestantisme, 500 ans du Havre 1517-2017, Lillebonne, Foi et victoire, p. 108-129.

exposition coordonnée par Sébastien Fath
Panneaux "Histoire des protestantismes", "Francophonie", "Chant" Sébastien  Fath
Panneaux "histoire du protestantisme au Havre et environs" Jean-Yves Carluer
Panneaux "éducation", Anne Ruolt

Today it would seem that the history of French equitation can be written without mentioning Dupaty de Clam. Yet such an omission was unthinkable a short time ago, so great an influence did this “Ecuyer of the Enlightenment” have on equitation in parts of Europe right up to the 20th century. At times accused of being “a chamber écuyer”, at others considered to be one of our best equestrian writers, recognised in any event as “the first to write about Equitation, according to the principles of Physics”; put simply, he was “a thinking écuyer”.

The ECA Youth Academy Study is the biggest ever survey conducted by ECA, with 123 clubs from 42 different national associations having participated. Initiated by the ECA Youth Academies Task Force, a specialised task force under the umbrella of the ECA Youth Working Group, the study looks to provide an overview of best practices at youth academies across European football clubs. In accordance with these results and based on recommendations from members of the task force, ’12 Professional Youth Academy Quality Areas’ were developed, which can be used as a guide for clubs on how to run a successful youth academy.

Commenting on the Youth Academy Study, Edwin van der Sar, ECA Youth Working Group Chairman, stated:

"The issue of quality sounds true across all levels of running a football club and no more so than at youth level. The '12 Professional Youth Academy Quality Areas' can serve as a mechanism to safeguard and promote the development of future generations of footballing talent at European football clubs."

This book sketches the history of higher education, in parallel with the development of science. Its goal is to draw attention to the historical tensions between the aims of higher education and those of science, in the hope of contributing to improving the contemporary university. A helpful tool in analyzing these intellectual and social tensions is Karl Popper’s philosophy of science demarcating science and its social context. Popper defines a society that encourages criticism as open, and argues convincingly that an open society is the most appropriate one for the growth of science. A closed society, on the other hand, is a tribal and dogmatic society. Despite being the universal home of science today, the university, as an institution that is thousands of years old, carries traces of different past cultural, social, and educational traditions. The book argues that, by and large, the university was, and still is, a closed society and does not serve the best interests of the development of science and of students' education.

Through a close study of artists’ portraits, this essay explores intimate relationships that developed at the Académie Royale in eighteenth-century Paris. Written as three stories about six artists, the essay examines three different kinds of intimate relationship: family (with Jean-Marc Nattier and his son-in-law Louis Tocqué), friendship (with Jean-Baptiste Greuze and Johann-Georg Wille), and rivalry (with Maurice-Quentin de La Tour and Jean-Baptiste Perronneau). Traced through and told via the portraits that the artists made of themselves and each other, these stories of academic intimacies reconstruct something of the complex social networks of artists in early modern Paris, and reveal the crucial role played by art objects in the negotiation of their relationships. Combining art-historical and microhistorical approaches in a step towards a more intimate understanding of the Académie as an artistic community, this essay also offers insights into the unique value and agency of portraits as aesthetic, social, ritual, and historical objects.

Purpose: Today, in many developed countries, talent management throughout is the long-term process, under the supervision of expert executive managers and coaches, has been done and is an important concept in football. Therefore, in many developed countries, talented people can come to talent programs and received trained continuously to become professional players.
Method: In this study, based on German's football talent management program, and procedure informed by Sandelowski and Barroso's qualitative meta-synthesis.
Results: The suggested model has three sections: 1-hardware system, 2-software system, and 3-many subsystems that are collaborating in an executive context. Achievements of this program are not just the detection of talented young players at an early age, but rather a long-term process that is a high-level management program, which, for full success, requires collaboration between many organizations such as the government, football association, football leagues, clubs, academies, education schools, football schools, coaches, and players.
Conclusions: According to results, the growing process of this cycle and its periodic revision show the brilliant future of the German football community in gaining championship and promoting the national identity of Germany over the years. We hope that by studying this system we can introduce it to the researchers and officials in developing countries, who are interested in furthering a developmental view of football.

Seventeenth-century English virtuoso attitudes to the visual arts have often been contrasted with a putative eighteenth-century culture of connoisseurship, most notably in a still influential 1942 article by Walter Houghton. This essay revisits Houghton’s influential thesis and argues that English virtuoso culture did indeed allow for an incipient notion of artistic connoisseurship but that it did so in a manner different from the supposedly normative French model. The first section details a virtuoso aesthetic in which a ‘modern’ approach to the cultural heritage of antiquity was central. The instructive ethical and historical attributes of an art work were deemed more important than attribution to a master artist, although one can discern the development of a virtuoso canon of great artists. The second section examines the social and institutional position of the English virtuosi and argues that the lack of a Royal Academy of arts in the French manner made virtuoso attitudes to the arts unusually receptive to outside influences such as the Royal Society and other private clubs and academies. It concludes by considering the ways in which some eighteenth-century concepts of taste and connoisseurship defined themselves in contrast to an earlier and wider-ranging virtuosity even if they failed to fully supplant it. Historians of modern art connoisseurship are thus well advised to take seriously the early modern origins of their subject in virtuoso culture.

PRÉSENTATION

Ce livre raconte plusieurs histoires en une. D’une part, celle d’une des académies les plus originales et les plus productives de la fin de la Renaissance florentine, l’académie des Alterati (1569-ca. 1630). D’autre part, celle d’un groupe social restreint, constitué de quelques dizaines de jeunes patriciens florentins que le pouvoir médicéen ne voyait pas d’un bon œil parce que leurs ancêtres avaient lutté pour maintenir la République oligarchique. Ces jeunes nobles firent de leur académie un lieu où occuper leurs loisirs et partager leurs plaisirs — artistiques et autres —, mais aussi un collectif où travailler ensemble à leur intégration dans la société de cour médicéenne.

En troisième lieu, ce livre raconte l’histoire d’un corpus de documents, aujourd’hui dispersé, mais qui constituait jadis le fondement de toutes les activités des « Altérés ». Ces milliers de folios de documents, pour l’essentiel restés à jamais manuscrits — et très largement inexplorés — contiennent des discours académiques, des lettres, des registres d’activité, des dialogues, des poèmes collectivement corrigés, etc. Leur analyse permet de suivre au jour le jour les activités des Alterati pendant près de six décennies, et d’examiner, à travers la forme matérielle que prirent leurs travaux, comment émergèrent en leur sein, au fil de leurs débats, des horizons intellectuels collectifs.

Par l’entrelacement constant de ces trois histoires, ce livre en raconte enfin une quatrième : celle des actions, activités et discours qui, au sein de l’académie des Alterati, ont participé à la constitution de l’esthétique en savoir (et en savoir-faire) d’un type nouveau. À travers le cas des Alterati, ce livre pose ainsi la question de la formalisation des savoirs et pratiques esthétiques qui sont aujourd’hui les nôtres — et celle des liens entre leur émergence et la montée en puissance de l’autoritarisme politique moderne, au sein des aristocraties européennes de la première modernité.

TABLE DES MATIÈRES

Introduction — Investir les arts en tant que particuliers dans la Florence des Médicis

Chapitre 1. Fondations
1. Au(x) commencement(s) des Alterati
1.1. Dire son désir — et le taire : le Desioso, historiographe d’un non-dit
1.2. Silences, tensions et étrangetés

2. Mémoire(s) : une impossible mise en récit ?
2.1. Faire et raconter : mémoire n’est pas histoire (1570-1580)
2.2. Dire l’académie, enfin ? Histoire d’un ultime naufrage (1618-1621)

3. Effacer les dynamiques de pouvoir : coups de force et re-historicisation(s)
3.1. Les Alterati dans la mémoire des letterati du grand-duché
3.2. Au miroir de l’Académie Florentine — ou l’envers d’une histoire
3.3. Un coup d’académie ?
3.4. Les ailes du désir : l’accademia privata, un rêve de liberté ?
3.5. L’affirmation discrète d’une culture académique alternative


Chapitre 2. Les ambivalences d’une académie patricienne : commémorer la République — ou l’enterrer ?
1. D’un palais l’autre

2. Giovan Battista Strozzi : carrière de patricien lettré dans la Florence des Médicis
2.1. Un homme riche mais dont l’insertion à la cour fut longtemps incomplète
2.2. Une transition difficile à négocier
2.3. Rome et Milan (1590-1599)

3. Les Alterati : une académie où le patriciat s’assemble et se ressemble
3.1. Entre soi
3.2. L’opposition aux Médicis en héritage
3.3. Endogamie(s) : l’académie entre reproduction et distinction

4. Dissidence et/ou adhésion : une institution ambivalente
4.1. La République et l’académie : un jeu pour un autre ?
4.1.1. Une caricature de République ?
4.1.2. Carrières académiques et magistratures civiles
4.1.3. L’activité académique comme vie civile relocalisée
4.2. Enterrer la République dans le jeu, l’ivresse et l’autodérision burlesque ?
4.2.1. Les Alterati, une République ivre et avide de plaisirs
4.2.2. Rejouer la République et/ou s’en moquer : de la nostalgie à la parodie

5. L’académie comme tremplin ? Marginalités et réinsertions
5.1. De l’académie pensée comme instrument d’une réintégration sociale collective
5.2. Une réinsertion par la culture ?


Chapitre 3. Les Alterati au miroir de leurs productions académiques
1. Vous avez dit (production) académique ?

2. Transmissions : de l’armadio académique aux collections nationales

3. Destinations internes, communauté scripturaire et effets de coterie

4. Se publier collectivement par le secret : l’art, la manière et les finalités

5. Oralité, circulation manuscrite et stratégies de publication par l’imprimé
5.1. Oralité et éciture : dire et écrire en milieu académique
5.2. Jeux de manuscrits : un cas de publication manuscrite différenciée
5.3. Publication manuscrite et publication par l’imprimé
5.4. L’imprimé : éloge, monument(s) et formes de la publication doctrinale
5.5. Modes de publication et régimes de publicité

6. Penser collectivement : une communauté où l’unanimité n’est pas de mise
6.1. De la collaboration comme éthique plutôt que comme produit ?
6.2. Travail en commun et perspectives partagées
6.3. Individualités noétiques et sentiment collectif en milieu académique

7. Comment lire une production académique — et même comment lire une académie ?


Chapitre 4. L’académie comme lieu de l’art : loisir, critique, plaisir(s)
1. Vivre en patriciens : les Alterati, entre villa et académie

2. L’otium académique : un état défini par le travail des arts
2.1. Exister hors des logiques de l’office, de la profession et du service
2.2 : Travailler aux arts : s’exercer, contempler, s’élever

3. S’exercer à juger, à corriger et à créer : pratiques et enjeux
3.1. Évaluer des conduites, apprécier des écrits : accusation, censure, amendement
3.2. Contrer l’expurgation : la censure comme amélioration et comme collaboration
3.3. Corriger ou critiquer : les Alterati, censeurs implicites de la Crusca ?
3.4. Secrets de métier et arts de faire : la production poétique comme travail collaboratif
3.4.1. Procédures collaboratives : évaluations et classements
3.4.2. De l’essai à l’art ?

4. L’académie comme lieu de plaisir(s) partagé(s).

Chapitre 5. Les détours du plaisir : théories et pratiques de l’art, entre cour et académie
1. Les Alterati dans le sillage du Tasse

2. Énoncer les logiques du plaisir : un discours fragmenté, pluriel et dissimulé
2.1. Matérialités : le plaisir comme principe premier
2.2. Sensualité, intellectualité et transcendance : l’art comme mode d’accès au divin
2.3. Plaisirs, honnêteté et pouvoirs : l’art comme lieu d’une liberté contrainte

3. Art, transcendance et pouvoir dans l’Euridice (1600)
3.1. Dedans/dehors : les Alterati et la production d’un divertissement curial
3.2. « Altérer » la fable d’Orphée : secret, allégorie et représentation indirecte de soi
3.3. Figuration d’une matérialité transcendante : sensualité, spiritualité et spectacle
3.4. Entre sacré et profane : la Rappresentatione de Cavalieri, l’Euridice des Alterati et l’Orfeo des Invaghiti
3.5. Euridice ou le spectacle de la confrontation de l’art et du pouvoir
3.6. L’Orfeo des Alterati ou l’art entre sujétion et indépendance


Épilogue — (Re)penser l’histoire de l’esthétique à travers celle des Alterati ?
Inventaire analytique des documents manuscrits consultés
Bibliographie des sources imprimées
Index des noms de personnes, oeuvres, lieux et institutions
Index des manuscrits et des livres annotés
Remerciements
Table des illustrations


https://www.lesbelleslettres.com/livre/9782251452746/le-principe-de-plaisir

Nel 2013, in occasione delle celebrazioni del terzo centenario dalla morte di Carlo Maratti, l’Accademia di San Luca ha promosso la mostra "I ritratti dei santi artisti. Una regia di Maratti per l’Accademia di San Luca", curata da Marica Marzinotto, Valeria Rotili e Stefania Ventra. La mostra documentava, attraverso l’esposizione dei dodici ritratti di Santi Artisti donati da Maratti, insieme ad altri due dispersi, al momento del suo insediamento come Principe perpetuo dell’Accademia nell’anno 1700, un episodio significativo dell’impegno di Maratti nell’istituzione romana. 
Questo volume raccoglie i risultati delle ricerche che hanno accompagnato l’ideazione della mostra e le prime riflessioni critiche sulla serie dei Santi Artisti, realizzata dai «giovani» di Maratti sotto la direzione del maestro.

Synthèse introductive du dossier  « Académies et universités en France et en Italie (1500-1800) : coprésence, concurrence(s) et/ou complémentarité ? », sous la direction de Déborah Blocker, paru dans Les Dossiers du Grihl [En ligne], 02 | 2021, DOI : https://journals.openedition.org/dossiersgrihl/8562.

Dell'attività dedicata al volgare nell'Accademia degli Alterati di Firenze (1569-1634) rimane una trattazione ragionata intorno al lessico, ovvero alla struttura e alla formazione delle parole antiche e moderne in toscano, fittamente corredata da esempi delle opere di Dante, Petrarca, Boccaccio e Giovanni Villani, ma anche del «Novellino» nonché dalle citazioni tratte dai «buoni libri a mano» di altri testi trecenteschi. Quest’opera linguistica di mano di Francesco Bonciani (l'accademico Aspro) conservata nella Biblioteca Riccardiana testimonia le ricerche intorno al fiorentino antico condotte dai giovani Alterati alla scuola di Vincenzo Borghini, ancor prima dei lavori di Lionardo Salviati e degli Accademici della Crusca.

A study of how a festive company, the Compagnia della Cazzuola, founded along with two other festive companies, the Companies of the Diamante and Broncone, in the fall of 1512, used a clever manipulation of the hidden meanings of classical myths to express opposition to the Medici regime, newly reestablished in the city after 18 years of republican rule.

A “giuntina” edition of «Perì hermenèias» (Florence, Biblioteca Riccardiana, Stamp. 15826), belonging to Benedetto Varchi (1503-1565) and by him richly annotated, testifies on his study on Logica. During his stay in Padua (1537-1541), while giving lectures on Philosophy at the «Studium» and taking part to the Accademia degli Infiammati, the Florentine scholar prepared the ground for building a vernacular philosophic prose by translating and commenting Aristotle's work. When he was called back to Florence in 1543 with the assignment of writing the «Storia fiorentina», Varchi persevered in his efforts to realize the project of putting the philosophic and scientific doctrine into vernacular, by giving lectures on Dante and Petrarch at the Accademia Fiorentina. Such project, moreover, matched with the aim of Duke Cosimo I to make Florentine language an efficient tool of his cultural policy. ***************************************************************************************
L’edizione giuntina del «Perì hermenèias» (Firenze, Biblioteca Riccardiana, Stamp. 15826), appartenuta a Benedetto Varchi e da lui fittamente postillata, è il testimone dei suoi studi sulla logica. Durante il soggiorno a Padova (1537-1541), fra le lezioni di filosofia nello Studio e l’attività all’Accademia degli Infiammati, il letterato fiorentino, traducendo e commentando l’opera di Aristotele, pose le basi alla costruzione di una prosa filosofica in volgare. Richiamato a Firenze nel 1543 per scrivere la Storia fiorentina, Varchi s’impegnò anche, con le letture dantesche e petrarchesche all’Accademia Fiorentina, a mettere in pratica il progetto di trasferire in volgare la dottrina filosofica e scientifica, un progetto che nei principi s’incontrava con l’aspirazione del duca Cosimo I a fare del fiorentino un mezzo efficace della sua politica culturale.

Academy schools have now been part of the educational landscape in England for nearly two decades. Originally introduced by the New Labour government (from 1997 – 2010) in 2000, and significantly expanded and evolved by the Conservative-led Coalition government (from 2010 – 2015) in 2010, this school model has consistently adhered to Neoliberal governmentality and rhetoric, and has promised to raise educational standards and reduce the achievement gap between the most and least disadvantaged pupils. However, over the years, a growing body of contradictory evidence has fuelled major criticism and uncertainty surrounding academies and their complex relationship(s) with achievement, autonomy, accountability and collaboration. This was the focus of this paper, to delve into these debates, and review, analyse and critique the past and current evidence on the Coalition Academy Programme, ultimately questioning its success or failure in addressing the social class achievement gap.
By critiquing the growing evidence surrounding the Coalition ‘converter’ academy model (through the sociological lenses of Functionalistic, Marxist and Social and Cultural Reproduction Theory), it was found that this Academy Programme was and is being used by the Coalition (and the current Conservative) government as a functionalistic and exploitative medium for legitimising and reproducing social and educational inequality, which poses the greater risks of increased academy school selective practices, the further social segregation and exclusion of disadvantaged pupils and a continuation of the gaps in achievement between advantaged and disadvantaged pupils.
However, by critiquing other conflicting evidence surrounding the Coalition ‘sponsored’ academy model and academy chains (through the different interpretations and counter-arguments of other traditional and more contemporary researchers), it was found that working class parents themselves contribute to this social segregation, and that even though this academy policy is founded upon Neoliberal principles, they are employed through ‘quasi-markets’ and seemingly democratic rhetoric, which differs from the traditional educational markets. Policy which promises the development of the ‘self-improving school system’, increased cooperation and collaboration between schools, and a realistic and sustainable solution to the social class achievement gap.

In 2013 a dispute over the meaning of 'misogyny' gave Australians a brief glimpse of the potential of the worlds of lexicography and politics to collide.  Fifteen years earlier, politics intruded into the world of Greek lexicography in a much more sustained and menacing fashion, when some controversial entries in a new dictionary of Standard Modern Greek led to a court order for its withdrawal from sale. The distinguished scholar who compiled the dictionary was prohibited from reissuing it unmodified, on pain of imprisonment and a fine of two million drachmas.  The ensuing controversy embroiled not only the academic and legal communities and politicians of all stripes, but fanned North-South antagonisms in Greece and triggered a formal diplomatic démarche.  Its analysis illustrates the capacity of lexicography to generate offence and conflict, and raises issues of scholarly independence of local, national and international sensitivities.

In virtù dell'analisi dei testi linguistici di Benedetto Varchi, rimasti manoscritti fino all'Otto e al Novecento, si individuano le tappe in cui, in concomitanza con gli studi di testi aristotelici (la logica al primo posto), nell'autore dell'«Ercolano» prendevano corpo una solida definizione della natura del linguaggio e la determinazione delle strutture di una lingua. Applicata alla situazione linguistica coeva, l’analisi scaturita dallo studio delle lingue e dei testi classici ha portato Varchi a riflettere sulla complessità della lingua volgare e dei suoi registri, nonché a reinterpretare le teorie di Pietro Bembo.
Il punto di svolta nella formazione del pensiero linguistico varchiano è rappresentato dagli studi filosofici all’Università di Padova (1537-1541) e dalla riflessione sulla «Poetica», sulla poesia e sui generi letterari all’interno dell’Accademia degli Infiammati (1540-41). Cruciale (si sottolinea) è stato il momento degli interventi nel cenacolo patavino di Lombardi e di Maggi che leggevano la «Poetica». Il pensiero linguistico di Varchi che aveva preso avvio dal passo del «De interpretatione» di Aristotele (16a 3-4) si consolidava in forza della lettura del capitolo linguistico della «Poetica», commentato da Vincenzo Maggi, il quale nell’"explanatio" del brano aveva accentuato il criterio scrupolosamente grammaticale dell’esame condotto dal filosofo greco. Negli scritti di Varchi, che risalgono a quel periodo, molto prima dell'«Ercolano» (grammatiche del latino e del toscano, nonché gli abbozzi di un nuovo alfabeto per il volgare), si osserva una coerenza teorica nel porre in rilievo il fatto che le lingue sono prima di tutto parlate e l’uso corretto della lingua volgare si fonda sulla capacità di ben parlare. Da questo presupposto il Varchi muove nella sua teorrizzazione sul linguaggio, sul volgare letterario e sulla lingua d’uso.

In the sixteenth century, the sovereignty of the Venetian Republic over Verona denyed local patricians a role in the government of the town, so that they were relegated to administrative duties. The former ruling class, therefore, endeavoured to confirm its identity — claimed to be provided by virtue, wealth and power — in a realm secluded from the theatre of politics (even if somehow mirroring it). That sphere was the Accademia Filarmonica, established in 1543, marked by ideological and philosophical conceptions affected by Platonism, and soon fallen under control of the upper class. Inspired by Italian courts, the institution acted as a kingdom ruled by its own laws, not subjected to any other authority, and became an advocate of a patronage model comparable to that exercised by princes. As a result, the Filarmonica was reputed to be the sole association in the territory capable of promoting the relationships between its members, guests of noble lineage, and representatives of the Venetian government. In compliance with the eminent function that behaviour manuals ascribed to music in the improvement of the gentleman, the academy stimulated its fellows to the practice of singing and playing; for that purpose, it also provided itself with a rich music library and an extraordinary equipment of musical instruments. Furthermore, the academy promoted public musical events, recruited skilled personnel and protected the composers by accepting the dedications of their works. Those forms of sponsorship constrained the musicians with patron-client ties described by the social gap between masters and servants, the heterogeneity of services provided, the longevity of the relationships, and the extensibility of obligations and benefits to the relatives of the two parties. For example, Jan Nasco, the first “maestro di musica”, engaged in 1547, apart from teaching to sing and composing music on the poems submitted by his employers, was requested multiple tasks, also exceeding the contractual arrangements, and was expropriated of the opuses written during the period spent serving the institution. On the one hand, the resort to occasional musicians, mainly for balls offered to notables of the city or from abroad, demonstrates the type of patronage defined as institutional, that symbolized high rank according to stereotyped canons deduced from courtly and municipal ceremonials, and, as a consequence, did not reveal patrons’ particular leanings. On the other hand, the performances occasioned by the first of May (anniversary of the establishment) and various festivities, which involved the academicians as singers and instrumentalists, appealed to the paradigm of the so-called humanistic patronage, charged with the display of their superior musical competence. In order to defend its reputation, the academy attentively evaluated the pieces to be admitted in its repertoire as well as the editions received owing to a dedication: elective commitees of members listened to the compositions for issuing an opinion. However, a check I carryed out on the thirteen books of music offered to the academy between 1548 and 1600 shows (when the relevant documentation survives) that the acceptance and the resulting donative were approved after the publication. The pieces addressed to, or otherwise selected by, the academy were delegated to advertise its aristocratic superiority. Even though the inquiry about the intrinsic qualities of those musical works goes beyond the limits imposed on this paper, on account of the fact that the publicly ostentated performance constituted the ultimate goal of musical patronage, it is worth noting that such a research should not leave out of consideration the criteria adopted by the academicians and/or their subordinates to convert those compositions into sounding events. Notwithstanding the archival records do not provide conclusive responses to those queries, various evidences suggest that the “concerto”, being an extraordinary and very exacting performing option, represented, both from the symbolic and sonorous points of view, the ideal consistent with the academicians’ conceptual and ideological attitudes. Urged to certify their social, cultural and, in some manner, even political eminence, they made use of music — whom Platonism attributed very strong powers — as the more appropriate expedient of persuading their interlocutors.

This book follows the life of Ivan Aguéli, the artist, anarchist, and esotericist, notable as one of the earliest Western intellectuals to convert to Islam and to explore Sufism. This book explores different aspects of his life and activities, revealing each facet of Aguéli's complex personality in its own right. It then shows how esotericism, art, and anarchism finally found their fulfillment in Sufi Islam. The authors analyze how Aguéli's life and conversion show that Islam occupied a more central place in modern European intellectual history than is generally realized. His life reflects several major modern intellectual, political, and cultural trends. This book is an important contribution to understanding how he came to Islam, the values and influences that informed his life, and-ultimately-the role he played in the modern Western reception of Islam.

The particular chapter explores Aguéli's artistic relations with departure point in the concept "Avant-garde institutions" (David Cottington). It follows how he made himself public, that is, through the structure in the way he appeared in publications and exhibitions. In particular, his art criticisms published in Paris in the 1890s is visited. By paying close attention to the public positions he took through his works and actions, as opposed to his authorial intentions, reveals an image of an artist deeply embedded in particular networks of his time, in Paris and in Sweden.

As countries across the world, particularly those which are part of what Sahlberg (2011) refers to as the 'Global Education Reform Movement', compare, contrast and borrow education policies from one another in an attempt to raise standards and move up the international league tables, many look towards what is happening in the United Kingdom for models of good practice. However, what some international observers fail to recognise is that in relation to education the four component nations within the UK are separate administrative jurisdictions and have very different and distinctive approaches. The most pronounced differences within the UK can be seen when comparing and contrasting the educational trends of Scotland and England. This article explores some of the key differences between the educational developments in the two countries and also identifies where there may be greater commonality than first might be supposed. It concludes by cautioning that in its moves to copy some of England's policies linked to school autonomy, and being prepared to go only so far down this path, Scotland runs the risk of being left stranded in policy terms.

The House of the Marquis of Villatorcas was famous in the late xviith century Valencia due to its important library and to the scientific and literary meetings that took place in it. In 1702, the son and heir of the marquis, Juan Basilio Castelvi, married the countess of Cervellon and on account of this marriage, he was granted by his father with an important art collection. It was made by paintings, most of them of italian origin, specially from Naples, and a great number of genre painting, landscape, ruins, and still-life. This article allows us to analyse this collection and its distribution in the house.

The study is a part of the book which describes general development of Czech (Bohemian) and Czechoslovak scienctific and scholarly institutions beside universities. This chapter focuses on the organizational structure of science in the Czech Lands in three periods: in the end of Austro-Hungarian Empire (1882-1918), during the first Czechoslovak Republic (1918-1938/39) and during Nazi occupation (Protectorate Bohemia and Moravia, 1939-1945).

This text is about the various ways of teaching and practice the art of drawing. It also analyzes the value of drawing, from medieval to Renaissance workshops and academies. The training of artists and the relevance of the discipline of drawing is here scrutinized both as a way to perceive the world and to spread the knowledge of science and the arts. With a particular focus on the study of the human body this catalogue text aims to give a brief history of the discipline of drawing.

The Royal Military Academy of Ávila probably was the most original military school of Eighteenth Century Spain. This contribution examines the scientific production carried out since its opening in 1774 until its final closure in 1779. The goal was to expand the library collection, recognized by the first head of the academy as ‘very poor’ for some matters. To this end, he conducted a policy of translation of foreign books and preparation of textbooks adapted to the pedagogy of the military college. Some of the most important scientific works of Enlightened Spain began to be written in Ávila, and some books became after its publication in a reference to their subjects. This was the case of Indagación y reflexiones sobre la Geografía by Manuel de Aguirre, probably the most important essay on Geography of Eighteenth Century Spain, and this was also the case of Arte de hablar bien francés, the best-seller French grammar by Pierre-Nicolas Chantreau reedited in Spain until 1875.

The paper presents the pubblication of the unknown and incomplete grammar of Giovanbattista Strozzi the Younger (1551-1634), discovered in the manuscript Magl. IV.30, preserved in the National Library of Florence (Biblioteca Nazionale Centrale di Firenze), which contains the oldest witness in the transmission of the Strozzi’s «Osservationi intorno al parlare, e scrivere toscano», composed in 1583, edited in the 1630-34). The comparison between the «Osservationi» and the grammar founded in the Magl. IV.30, titled «La lingua volgare si può ridurre in regola come la latina, et la greca, et altre», lets us to attribue it to Strozzi. In fact, in Strozzi’s «Osservationi» some deviations from the grammatical rules fixed by Bembo and by other grammaticians are acceptable in the spoken vernacular of Florence: it can be observed that in the chapter concerning the articles («il», «el») Strozzi distinguishes the colloquial register of the speaking from the informal one. Moreover, the author actually included in this work some of the questions discussed in the florentine Alterati’s Accademy, which attended to have the ruling position in the literary environment, not only in Florence, but also in the rest of Italy in the last part of the XVI century. The examination of all these documents shows that their studies and attempts to codify Tuscan language had been made according to the method of Vincenzio Borghini who blazed the trail for his successors (some of Alteratis’ members) in textual criticism.
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Nel saggio vengono pubblicati i capitoli superstiti di una grammatica fiorentina, ritrovata fra le carte del ms. conservato nella Biblioteca Nazionale Centrale di Firenze, contenente il più antico testimone delle «Osservationi intorno al parlare, e scrivere toscano» approntate da Giovanbattista Strozzi nel 1583. L’attribuzione del testo, che presenta il titolo «La lingua volgare si può ridurre in regola come la latina, et la greca, et altre», all’autore delle «Osservationi» ed esponente di primo piano dell’Accademia degli Alterati è motivata non soltanto dalle similarità fra le due grammatiche tramandate dal codice Magl. IV.30 (per esempio, l’articolo «el»), ma anche dalle notizie ricavabili dai manoscritti di questo cenacolo dei dotti, che svolse un ruolo significativo nella vita culturale fiorentina e italiana del tardo Cinquecento. In base ai documenti esaminati si può affermare che la grammatica, pervenutaci soltanto nelle parti sulle «lettere» e sul «nome», doveva essere scritta nel periodo iniziale dell’attività degli Alterati (1572 ca.), quando i suoi giovani accademici furono invitati da don Vincenzio Borghini a stendere «le regole, le prime, pure e semplici» per l’insegnamento primario della lingua volgare.