{"id":4003,"date":"2025-04-24T10:41:55","date_gmt":"2025-04-24T10:41:55","guid":{"rendered":"https:\/\/www.semen-l.org\/?p=4003"},"modified":"2025-04-24T10:58:44","modified_gmt":"2025-04-24T10:58:44","slug":"a-lecole-des-humanistes-pedagogies-de-la-renaissance-entre-manuscrit-et-imprime","status":"publish","type":"post","link":"https:\/\/www.semen-l.org\/?p=4003","title":{"rendered":"\u00c0 l\u2019\u00e9cole des humanistes. P\u00e9dagogies de la Renaissance, entre manuscrit et imprim\u00e9"},"content":{"rendered":"<p><a href=\"https:\/\/www.droz.org\/product\/9782600065672\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-medium wp-image-4004 alignright\" src=\"http:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-215x300.jpg\" alt=\"\" width=\"215\" height=\"300\" srcset=\"https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-215x300.jpg 215w, https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-732x1024.jpg 732w, https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-768x1074.jpg 768w, https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-1098x1536.jpg 1098w, https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv-143x200.jpg 143w, https:\/\/www.semen-l.org\/wp-content\/uploads\/2025\/04\/a-lecole-des-humanistes-couv.jpg 1215w\" sizes=\"(max-width: 215px) 100vw, 215px\" \/><\/a><\/p>\n<p>Nous avons le plaisir d&rsquo;annoncer la parution d&rsquo;<em>\u00c0 l\u2019\u00e9cole des humanistes. P\u00e9dagogies de la Renaissance, entre manuscrit et imprim\u00e9<\/em>, un ouvrage sous la direction scientifique de Lucie Claire, Martine Furno, Anne-H\u00e9l\u00e8ne Klinger-Doll\u00e9, <a href=\"https:\/\/www.droz.org\/product\/9782600065672\">chez Droz dans la collection en acc\u00e8s libre \u00ab\u00a0Eruditio\u00a0\u00bb<\/a>. En voici la pr\u00e9sentation :<\/p>\n<div id=\"columns\">\n<section id=\"content\">\n<div class=\"page Product show\">\n<div id=\"product\">\n<div id=\"info\">\n<div id=\"panels\">\n<div class=\"abstract selected\">\n<div class=\"content widget\" data-name=\"abstracts\/9782600065672\" data-lang=\"fr-FR\">\n<div id=\"abstract\" class=\"content display \">\n<blockquote><p>Cet ouvrage s\u2019int\u00e9resse au r\u00f4le jou\u00e9 par l\u2019\u00e9mergence du livre imprim\u00e9 dans les pratiques p\u00e9dagogiques \u00e0 la Renaissance. Il scrute \u00e9galement la persistance de l\u2019\u00e9criture manuscrite ou son d\u00e9veloppement sous de nouvelles formes. Une vingtaine de chercheurs explore ainsi des \u00e9crits de ma\u00eetres des xve et xvie si\u00e8cles, des notes de cours ou annotations d\u2019\u00e9l\u00e8ves et \u00e9tudiants. La premi\u00e8re partie m\u00e8ne l\u2019enqu\u00eate \u00e0 partir des fonds pr\u00e9cieux de la Biblioth\u00e8que Humaniste de S\u00e9lestat et de Beatus Rhenanus. Puis la r\u00e9flexion s\u2019ouvre \u00e0 des p\u00e9dagogues de l\u2019Europe enti\u00e8re, qui se consacrent \u00e0 l\u2019enseignement des <em>studia humanitatis<\/em>, mais aussi de l\u2019\u00e9quitation ou de la danse. Enfin, le propos se concentre sur des professeurs et des \u00e9l\u00e8ves d\u2019exception. Le volume s\u2019ach\u00e8ve avec une anthologie bilingue d\u2019une dizaine de dialogues p\u00e9dagogiques. \u00c9crits en latin par Jacques Lef\u00e8vre d\u2019\u00c9taples, Mathurin Cordier et Juan Luis Viv\u00e8s, ils permettent de r\u00e9fl\u00e9chir \u00e0 la place de \u00ab\u00a0l\u2019oral scriptural\u00a0\u00bb dans la p\u00e9dagogie humaniste.<\/p><\/blockquote>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<ul id=\"selectors\" class=\"tabs\"><\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n<\/div>\n<footer id=\"footer\">\n<div class=\"limited\">\n<ul>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#LIM\">LIMINAIRES<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#INTRO\">Introduction<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_1\">PREMI\u00c8RE PARTIE. Des hommes et des lieux\u202f: Beatus Rhenanus et la Biblioth\u00e8que Humaniste de S\u00e9lestat<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_2\">DEUXI\u00c8ME PARTIE. Activit\u00e9 \u00e9ditoriale et p\u00e9dagogie<\/a><\/li>\n<li class=\"sub\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_2_1\">Quels textes?<\/a><\/li>\n<li class=\"sub\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_2_2\">Les pratiques de classe avec et dans le livre imprim\u00e9<\/a><\/li>\n<li class=\"sub\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_2_3\">Transmettre par \u00e9crit l\u2019enseignement d\u2019une pratique physique ?<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_3\">TROISI\u00c8ME PARTIE. Professeurs et \u00e9l\u00e8ves remarquables<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#PART1_4\">Anthologie de textes p\u00e9dagogiques dialogiques<\/a><\/li>\n<li class=\"top\"><a class=\"summary\" href=\"https:\/\/revues.droz.org\/eruditio#HT\">HORS TEXTE<\/a><\/li>\n<\/ul>\n<p>*<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h1><a name=\"_TOC_250000\"><\/a>TABLE DES MATI\u00c8RES<\/h1>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><em>Anne-H\u00e9l\u00e8ne<\/em> <em>Klinger-Doll\u00e9<\/em><\/p>\n<p>Introduction&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7<\/p>\n<p>Premi\u00e8re partie<\/p>\n<p>DES HOMMES ET DES LIEUX : BEATUS RHENANUS ET LA BIBLIOTH\u00c8QUE HUMANISTE DE S\u00c9LESTAT<\/p>\n<p><em>Laurent<\/em> <em>Naas<\/em><\/p>\n<p>L\u2019enseignement \u00e0 la Renaissance. Une th\u00e9matique au c\u0153ur des collections pr\u00e9cieuses de la Biblioth\u00e8que Humaniste &#8230;&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 25<\/p>\n<p><em>James<\/em> <em>Hirstein<\/em><\/p>\n<p>La nature de la biblioth\u00e8que de Beatus Rhenanus et la cr\u00e9ation<\/p>\n<p>du site \u00ab \u00c0 livre ouvert \u00bb &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 49<\/p>\n<p><em>Felicia <\/em><em>Toscano<\/em><\/p>\n<p>Due maestri, un allievo e un manoscritto. Il ms. S\u00e9lestat, Biblioth\u00e8que Humaniste, 50, ff. 102r-195r: il commento di<\/p>\n<p>Paolo Marsi ai <em>Fasti <\/em>di Ovidio nella scuola umanistica di S\u00e9lestat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 69<\/p>\n<p><em>Marion<\/em> <em>Bernard-Schweitzer<\/em><\/p>\n<p>Vivre et \u00e9tudier dans un coll\u00e8ge universitaire parisien au d\u00e9but<\/p>\n<p>du xvie\u00a0si\u00e8cle. L\u2019exemple de Beatus Rhenanus &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 97<\/p>\n<p><em>Anne-H\u00e9l\u00e8ne<\/em> <em>Klinger-Doll\u00e9<\/em><\/p>\n<p>\u00c9tudier \u00e0 l\u2019\u00e8re de l\u2019imprim\u00e9 : les ouvrages d\u2019\u00e9thique aristot\u00e9li-<\/p>\n<p>cienne annot\u00e9s par Beatus Rhenanus &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 113<\/p>\n<p>&nbsp;<\/p>\n<p>596\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TABLE DES MATI\u00c8RES<\/p>\n<p><em>Thierry<\/em><em> Claerr<\/em><\/p>\n<p>Le r\u00f4le des libraires jur\u00e9s de l\u2019Universit\u00e9 de Paris dans l\u2019\u00e9dition<\/p>\n<p>scolaire lorsque Beatus Rhenanus \u00e9tait \u00e9tudiant \u00e0 Paris&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 145<\/p>\n<p>&nbsp;<\/p>\n<p>Deuxi\u00e8me partie<\/p>\n<p>ACTIVIT\u00c9 \u00c9DITORIALE ET P\u00c9DAGOGIE<\/p>\n<p>&nbsp;<\/p>\n<h2>Quels textes ?<\/h2>\n<p><em>Federica<\/em> <em>Rossetti<\/em><\/p>\n<p>Enseignement du latin et enseignement moral \u00e0 la Renaissance. Les \u00e9ditions des anthologies et des \u0153uvres apocryphes de<\/p>\n<p>S\u00e9n\u00e8que aux xve\u00a0et xvie\u00a0si\u00e8cles &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 169<\/p>\n<p><em>John<\/em> <em>Nassichuk<\/em><\/p>\n<p>Un labeur d\u2019humanistes et de p\u00e9dagogues : \u00e9diter et commenter le <em>De Morte Christi Lamentatio <\/em>de Sannazaro en France au<\/p>\n<p>xvie\u00a0si\u00e8cle &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 195<\/p>\n<p><em>Malika<\/em> <em>Bastin-Hammou<\/em><\/p>\n<p>Fran\u00e7ois Tissard p\u00e9dagogue. L\u2019enseignement du grec ancien en France au d\u00e9but du xvie\u00a0si\u00e8cle ou faut-il conna\u00eetre la grammaire<\/p>\n<p>avant d\u2019aborder les textes ? &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 213<\/p>\n<h2>Les pratiques de classe avec et dans le livre imprim\u00e9<\/h2>\n<p><em>Mathieu<\/em> <em>Ferrand<\/em><\/p>\n<p>Usages et repr\u00e9sentation de l\u2019\u00e9crit dans les colloques scolaires de<\/p>\n<p>la Renaissance. Quatre dialogues de Juan Luis Viv\u00e8s&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 237<\/p>\n<p><em>Martine<\/em> <em>Furno<\/em><\/p>\n<p>Enseigner par l\u2019usage ou enseigner par la r\u00e8gle. L\u2019\u00e9radication des<\/p>\n<p>fautes de latin dans l\u2019imprim\u00e9 p\u00e9dagogique au xvie\u00a0si\u00e8cle&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 257<\/p>\n<p><em>Christiane<\/em> <em>Deloince-Louette<\/em><\/p>\n<p>La p\u00e9dagogie par questions-r\u00e9ponses dans quelques commen- taires d\u2019Hom\u00e8re \u00e0 la Renaissance. De Melchior Volmar (1523)<\/p>\n<p>\u00e0 Martin Crusius (1594)&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 279<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"#_TOC_250000\">TABLE DES MATI\u00c8RES\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 597<\/a><\/p>\n<p>Transmettre par \u00e9crit l\u2019enseignement d\u2019une pratique physique ?<\/p>\n<p>Marie-Jo\u00eblle Louison-Lassabli\u00e8re<\/p>\n<p>De la classe de danse au manuel de p\u00e9dagogie chor\u00e9graphique. L\u2019enseignement d\u2019Antonius Arena dans <em>Ad suos Compagnones<\/em>..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 299<\/p>\n<p>Fr\u00e9d\u00e9ric Magnin<\/p>\n<p>Le trait\u00e9 d\u2019\u00e9quitation et d\u2019hippiatrique du sieur de Lugny (1597). Un exemple de diffusion de la p\u00e9dagogie \u00e9questre par le<\/p>\n<p>manuscrit &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 317<\/p>\n<p>Troisi\u00e8me partie PROFESSEURS ET \u00c9L\u00c8VES REMARQUABLES<\/p>\n<p>\u00c9milie S\u00e9ris<\/p>\n<p>La p\u00e9dagogie d\u2019Ange Politien. Entre discours imprim\u00e9s, notes<\/p>\n<p>de cours et performance orale &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 343<\/p>\n<p>David Amherdt<\/p>\n<p>Le statut des manuels et des commentaires de Glar\u00e9an dans sa<\/p>\n<p>p\u00e9dagogie &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 365<\/p>\n<p>Natha\u00ebl Istasse<\/p>\n<p>L\u2019\u0153uvre manuscrite, imprim\u00e9e et posthume d\u2019un professeur de la Renaissance. Essai diachronique sur l\u2019entreprise p\u00e9dagogique<\/p>\n<p>de J. Ravisius Textor &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 383<\/p>\n<p>Sylv\u00e8ne \u00c9douard<\/p>\n<p>Une le\u00e7on pour un prince. Cic\u00e9ron et les autres dans les exercices<\/p>\n<p>latins d\u2019\u00c9douard VI d\u2019Angleterre entre 1546 et 1549 &#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 403<\/p>\n<p>Lucie Claire<\/p>\n<p>Marc-Antoine Muret professeur. Pratiques p\u00e9dagogiques et<\/p>\n<p>supports de l\u2019\u00e9crit dans le cours sur les <em>Annales <\/em>de Tacite&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 427<\/p>\n<p>598\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TABLE DES MATI\u00c8RES<\/p>\n<p>ANTHOLOGIE DE TEXTES P\u00c9DAGOGIQUES DIALOGIQUES<\/p>\n<p>Martine Furno<\/p>\n<p>De l\u2019oral \u00e0 l\u2019\u00e9crit : anthologie de quelques textes p\u00e9dagogiques<\/p>\n<p>en trois dates (1502, 1539, 1564)&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 449<\/p>\n<p>Anne-H\u00e9l\u00e8ne Klinger-Doll\u00e9<\/p>\n<p>S\u2019initier \u00e0 la Physique d\u2019Aristote par le dialogue et par l\u2019\u00e9crit. Extrait du premier Dialogue introductif \u00e0 la Physique de Jacques<\/p>\n<p>Lef\u00e8vre d\u2019\u00c9taples (1502)&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 455<\/p>\n<p>Martine Furno<\/p>\n<p>Le sourire de Mathurin Cordier. Texte et traduction de quatre dialogues extraits des <em>Colloquia<\/em>, ou comment pratiquer une<\/p>\n<p>p\u00e9dagogie inventive, ferme et tendre envers les enfants &#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 495<\/p>\n<p>Mathieu Ferrand<\/p>\n<p>Lecture et \u00e9criture dans l\u2019Exercitatio linguae latinae (1539) de<\/p>\n<p>Juan Luis Viv\u00e8s &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 525<\/p>\n<p>Bibliographie des \u00e9tudes critiques &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 569<\/p>\n<p>Table des illustrations&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 591<\/p>\n<\/div>\n<\/footer>\n","protected":false},"excerpt":{"rendered":"<p>Nous avons le plaisir d&rsquo;annoncer la parution d&rsquo;\u00c0 l\u2019\u00e9cole des humanistes. P\u00e9dagogies de la Renaissance, entre manuscrit et imprim\u00e9, un ouvrage sous la direction scientifique de Lucie Claire, Martine Furno, Anne-H\u00e9l\u00e8ne Klinger-Doll\u00e9, chez Droz dans la collection en acc\u00e8s libre &hellip; <a href=\"https:\/\/www.semen-l.org\/?p=4003\">Continuer la lecture <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":26,"featured_media":4004,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[398,1358,340,399,302,207,83,1924,2467,81,2457,1652,2459,2461,174,2468,2471,1659,1207,1167,1660,237,2469,1563,2464,1566,338,1425,1661,416,144,171,2470,568,2069,1662,159,2460,2030,1048,2458,70,1208,2465,2466,1542,1357,239,1656,104,1297,2462,1995,1657,33,2463],"class_list":["post-4003","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-publications","tag-ad-suos-compagnones","tag-annales-tacite","tag-anthologie","tag-arena-antonius","tag-aristote","tag-bibliotheque","tag-ciceron","tag-college-parisien","tag-colloquia-mathurin-cordier","tag-commentaire","tag-cordier-mathurin","tag-crusius-martin","tag-danse","tag-de-morte-christi-lamentatio-jacopo-sannazaro","tag-dialogue","tag-dialogue-introductif-a-la-physique-jacques-lefevre-detaples","tag-ecriture","tag-edouard-vi","tag-education","tag-enseignement","tag-equitation","tag-ethique","tag-lexercitatio-linguae-latinae-juan-luis-vives","tag-fastes","tag-faute-grammaire","tag-glarean-henri","tag-grammaire","tag-grec-ancien","tag-hippiatrique","tag-homere","tag-humanisme","tag-imprimerie","tag-lecture","tag-lefevre-detaples-jacques","tag-librairie","tag-lugny-sieur-de","tag-manuscrit","tag-marsi-paolo","tag-morale","tag-muret-marc-antoine","tag-oral","tag-ovide","tag-pedagogie","tag-physique","tag-physique-aristote","tag-ravisius-textor","tag-rhenanus-beatus","tag-sannazaro-jacopo","tag-selestat","tag-seneque","tag-tacite","tag-tissard-francois","tag-universite","tag-universite-de-paris","tag-juan-luis-vives","tag-volmar-melchior"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u00c0 l\u2019\u00e9cole des humanistes. 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