Philosophia cantat. Negotiating Epistemic Ruptures in Early Modern Philosophical and Scientific Didactic Poetry

该分项目探讨了在面对新的外来影响和与白话语言的活跃互动的情况下，现代早期说教诗歌的一般概念的转变。对卢克莱修斯说教诗的重新接受，导致了维吉利亚时期被哲学诗歌的综合类型所主导的结构策略的复兴和扩展。在卢克莱特模式的基础上，现在有可能更加强调对抗和相互竞争的意识形态的多元化。自16世纪以来，亚里士多德诗学的影响越来越大，再加上越来越复杂和独立的科学话语的发展，导致了对说教诗歌体裁的新要求的提出。关于说教诗的诗学维度，文本生产如何回应各种相互竞争的声音？诗学与文学实践之间存在着怎样的关系？该项目将考虑到拉丁语和白话文之间的相互关系，从而进一步扩大这一问题的范围。拉丁语作为一种转换语言的现象使文本得以在整个欧洲传播，并通过在拉丁语和当地语言之间不断互动而进行的大量翻译和重译加强了它们的影响，Paracelsian哲学就是一个特别相关的例子。说教诗歌的白话传统是否存在通过求助于拉丁性而重新塑造自己？拉丁语和白话文的融合出现了吗？它们反过来又能够产生自己的通用惯例？在说明拉丁语和白话之间的协同效应的例子中，有瓦尼埃尔的农业巨著，它不断地提到白话专业文学，到18世纪中叶，它已经成为一种标准的教科书，以及杜巴塔斯的Sepmaine，它产生了一种新的白话圣经诗和说教诗的混合类型。科学诗歌中的这些协同效应将是该项目的主要关注点。

The subproject explores the transformation of the generic concept of didactic poetry in the Early Modern Period in the face of new extraliterary influences and a lively interaction with the vernacular languages. The renewed reception of Lucretius’ didactic poem gave rise to a revival and expansion of the structural strategies that had been dominated in the ,Virgilian period‘ by the integrative type of philosophical poetry. Based on the Lucretian model, it now became possible to place a stronger emphasis on confrontation and on the pluralism of competing ideologies. The growing influence of Aristotelian poetics from the 16th century onward, combined with the development of a more and more complex and independent scientific discourse, led to the formulation of new demands that the genre of didactic poetry was expected to meet. How did textual production respond to the chorus of competing voices concerning the poetological dimension of didactic poetry, and what kind of relationship existed between poetics and literary practice? The project will broaden the scope of this question further by taking into account the interrelations between Latinity and the vernacular. The phenomenon of Latin as a language of transfer allowed for the dissemination of texts throughout all of Europe and reinforced their impact via the numerous translations and retranslations that took place in constant interaction between Latin and the vernacular languages, Paracelsian philosophy being a particularly pertinent example. Did vernacular traditions of didactic poetry exist that reconfigured themselves through the recourse to Latinity? Did amalgamations of Latinity and the vernacular emerge, which in turn were capable of generating their own generic conventions? Among the examples that illustrate the synergy effects between Latinity and the vernacular are Vanière’s agricultural magnum opus with its constant references to vernacular specialist literature which, by the middle of the 18th century, had turned into a standard textbook, and Du Bartas’ Sepmaine, which engendered a new hybrid type of biblical and didactic poem in the vernacular. These synergy effects in scientific poetry will be the project’s main concern.