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The first part of the study addresses the spiritual topography and the hermeneutics of its mapping. The second and larger part examines each of Bernard's eight parables and the ways in which he reformulates issues central to monastic tradition – militia Christi, for example, God's image and likeness in man, contemptus mundi, the quest for beatitude – as voyages within spiritual landscapes.
The first part of the study addresses the spiritual topography and the hermeneutics of its mapping. The second and larger part examines each of Bernard's eight parables and the ways in which he reformulates issues central to monastic tradition – militia Christi, for example, God's image and likeness in man, contemptus mundi, the quest for beatitude – as voyages within spiritual landscapes.
Contributors: Ivana Bičak, Mette Birkedal Bruun, Maarten Delbeke, Willem Frijhoff, Michael Green, Mia Korpiola, Mathieu Laflamme, Natacha Klein Käfer, Hang Lin, Walter S. Melion, Hélène Merlin-Kajman, Lars Cyril Nørgaard, Anne Régent-Susini, Marian Rothstein, Thomas Max Safley, Valeria Viola, Lee Palmer Wandel, and Heide Wunder.
Contributors: Ivana Bičak, Mette Birkedal Bruun, Maarten Delbeke, Willem Frijhoff, Michael Green, Mia Korpiola, Mathieu Laflamme, Natacha Klein Käfer, Hang Lin, Walter S. Melion, Hélène Merlin-Kajman, Lars Cyril Nørgaard, Anne Régent-Susini, Marian Rothstein, Thomas Max Safley, Valeria Viola, Lee Palmer Wandel, and Heide Wunder.
Abstract
In his educational treatise, the Instruction du prince chrétien (1642), André Rivet, the tutor of the future Willem II (1627-1650), presents his ideal of a virtuous prince well versed in the skills required to govern himself and his subjects. In the educational correspondences surrounding the future Dutch stadtholders we see some of these theoretical principles played out in epistolary practice. Reading the correspondence against the foil of Rivet’s treatise brings to the fore a number of characteristics of his ideal prince: the intimate educational nexus between tutor, parents, and pupil; the way in which the prince is taught to navigate the interrelated spheres of self, household, and society; and finally, the ways in which the dichotomy between public and private is at once dissolved and affirmed in the educational molding of an early modern prince.