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‘The Roman ‘Academy’ of Pomponio Leto. From an informal Network to the Institution of a Literary Society, in Reach of the Republic of Letters. Learned and Literary Societies in Early Modern Europe, ed. by A. van Dixhoorn and S. Sutch (Leiden), 181-218, 2008
In recent years the presupposition that the early Italian academies in general and the Accademia Romana under leadership of Pomponio Leto in particular were well-organized centers of Learning and that hostility existed between the papacy and the Roman humanists have been scrutinized. It has been shown that in this period Roman Learning was very loosely, informally organized and that it was interwoven with and for a major part even supported by the papal court and its surroundings. I will illustrate this nuanced view of Roman academy culture by focusing on Giannantonio Campano’s career in this place and period. As he was both acquainted with Leto, as well as intimately connected with the papal court, we may gain more insight into the functioning of Leto’s group of learned men in this Roman context. What was the nature of this ‘academy,’ what were its goals and activities, and who belonged to it? In addition, we will look further into the relationship between this academy and the papal court and how it changed in the course of time. Here I take into account both the contacts with other learned circles among the clergy, as well as the Academy’s relationship with the Pope himself.
In the past, the social history of academies has however often been conducted independently from the study of their (frequently collective) intellectual productions, sometimes also leaving out the examination of the academicians’s collective institutional practices. As a result, the cultural significance of some of the ideas or textual productions developed in these institutions can be hard to assess. Examining one or more academies in the social context(s) in which they developed allows for a deeper understanding of their cultural influence. Contributions to this panel will explore connections between social history and intellectual history in the history of early modern academies through case studies focusing on one or (at most) two academies.
STUDYING ITALIAN ACADEMIES (1450-1700): FROM PAPER TO RELATIONAL DATABASES AND GRAPHS
RIVISTA DI LETTERATURA STORIOGRAFICA ITALIANA vii , 2023
STUDYING ITALIAN ACADEMIES (1400-1700): FROM PAPER TO RELATIONAL DATABASESAND GRAPHS Simone Testa · Alessio D’ArrigoVittore Casarosa Riassunto · Il contributo illustra tre diversi metodi di ricerca per esplorare le reti costitutivedel fenomeno culturale conosciuto come “accademie italiane”. Il primo metodo consiste nella ricerca tradizionale su carta stampata, che permette la scoperta di relazioni tra accademie, persone e pubblicazioni – siano esse manoscritte o a stampa – attraverso un’indagine che implicaun notevole dispendio di tempo. Il secondo metodo si basa su una banca dati relazionale (IAD,the Italian Academies Database) sviluppata dalla British Library e da essa ospitata. La banca dati relazionale permette di navigare, un passo alla volta, attraverso le diverse relazioni tra accademie, persone e pubblicazioni. Il terzo metodo di ricerca si basa su un grafo Neo4j, ottenutodalla trasformazione dei dati XML, forniti dalla British Library, prima in formato CSV e poiin formato grafo. Il grafo garantisce un metodo facile per catturare con una singola domandatutte le possibili relazioni tra accademie, persone e pubblicazioni, sia dirette che indirette. Parole chiave: Accademie italiane, reti di relazioni, umanistica digitale, banca dati relazionale, Grafo Neo4J. Abstract · This contribution illustrates three diπerent research methods to study the networks underpinning the cultural phenomenon known as “Italian Academies”. The first is tra -ditional research carried out on paper documents. This time-consuming investigation makes it possible to discover relationships among academies, people, and works. The second is basedon a relational database called IAD (Italian Academies Database); developed and hosted by theBritish Library, it allows researchers to navigate those various relationships one step at a time.The third method is based on a Neo4j graph (obtained by transforming XML data providedby the British Library first into CSV and then into a graph). The graph provides an easy wayto capture (by means of a single query) all the potential relationships (both direct and indirect) among academies, people, and works. Keywords: Italian Academies, Networks, Digital Humanities, Relational Database, Neo4J Graph.
Revisiting Arcadia. Women and Academies in Eighteenth-Century Italy
Italy’s Eighteenth Century, 2009
Few Italian women had the opportunity to travel in the age of the Grand Tour. If they did, they were accompanied by husbands, sons, brothers, and parents. They were rarely alone. This was part of a more general impediment which kept women far from the loci of culture and from the means of procuring culture: books, travel, good instructors, and the frequenting of cultured persons in a manner not directly aimed at marriage, the objective normally allowed women who circulated in society. The academies were certainly an important means of overcoming this handicap, because they were capable of furnishing the loci and also the means for a female acculturation which was a viable alternative to their widespread convent education. In order to understand the possibilities for women in eighteenth-century Italy, we need to investigate further the presence and the roles of women in the academies. This chapter intends to respond briefly to the questions: When were the academies opened to women in Italy? Why did this occur and why only then? Who (or which academies) took this initiative? What sort of woman was accepted (and Translated by Matthew Sneider.