Exercises on Humanism

(UFES) The image of the “Vitruvian Man” is a representation created at the end of the 15th century by Leonardo da Vinci and expresses the anthropocentrism and harmony of forms that characterized the artistic works of the Renaissance period . About rebirth, it is not correct to say that:

a) one of its main intellectual foundations was Humanism, a conception according to which man should be valued as the epicenter of the world and of history, as had occurred in Classical Antiquity.

b) the study of man and nature, in that period, was based on the critical spirit, which made possible the development of scientific thinking, as evidenced in the defense of the heliocentric theory by Nicholas of Cusa and Nicolaus Copernicus.

c) men of the time tended to value the artistic and intellectual production of Middle Eastern civilizations, especially the Egyptian and Mesopotamian, for the connection they kept with the Hebrew history described in the Bible.

d) one of its greatest exponents was Leonardo da Vinci, a model of the Renaissance intellectual, due to the fact that he dedicated himself to multiple areas of knowledge, such as Anatomy, Physics and Botany, in addition to Painting.

e) the term "Renaissance" designates a form of urban and bourgeois intellectual expression originating in the Italian Peninsula, which was constituted from the syncretism between Classical Culture and the Judeo-Christian tradition.

(UNAMA/PA) “Humanism is a word invented in the 19th century to describe the program of study, and its conditioning of thought and expression, which was known since the end of the 15th century”. HALE, John. Dictionary of the Italian Renaissance. Rio de Janeiro:Jorge Zahar Editor, 1988. p. 187. According to the previous passage, and through its historical studies, it is correct to say that the humanist program:

a) It was headed by kings and popes (the patrons), who helped, humanely, the 19th century artists to understand the artistic forms of the Renaissance.

b) It was linked to the Renaissance way of thinking, in which man and nature came to be valued in the construction of worldly knowledge.

c) It was marked by an appreciation of naturalistic themes, opposing religious themes and their connection and proximity to the Catholic and Protestant Churches of the 19th century.

d) It was an approximation with the Greek and Roman world, valuing the balance of shapes and proportions, in an example of Baroque (humanist) art from the 15th century.

e) The valorization of ideas such as collectivity and the expropriation of private property.

It is a fundamental characteristic of Humanism to value the human body. This can be seen, in the context of the 15th and 16th centuries, in:

a) Gothic cathedral structures.

b) works of artisans from craft guilds.

c) syncretic sects such as Freemasonry.

d) works by Renaissance painters and sculptors.

e) scholastic philosophy classes.

In addition to Christian themes, inherited from the Middle Ages, humanism decisively incorporated other elements, which were:

a) the elements of Persian culture.

b) the elements of classical, Greek and Roman culture.

c) the theological foundations of heretics such as those of Marcion.

d) the structures of Confucius' thought.

e) the structures of Buddha's thought.

Letter C

Elements of Egyptian and Mesopotamian culture had no impact on the intellectuals of humanism. Greek and Roman cultures, followed by Western Christian culture, really had a decisive impact on humanism.

Letter B

Humanism had as its main parameters the valorization of man and nature and, based on these models, it built a whole theoretical body of procedures.

Letter D

The works of plastic arts of the Renaissance period made use of humanist concepts. This can be seen in the procedures used by the artists, such as the study of the anatomy of the human body and isometric perspective, a study that is essential for the composition of the volume of the sculptures and the contour of the human forms in the paintings.

Letter B

Elements of classical culture, such as philosophy, rhetoric, mathematical knowledge and even languages ​​(Greek and Latin), were of fundamental importance to humanism and had a great impact on works of art and in the political thought of the Renaissance.