Selection (for full listing see PDF)
Books and special issues of journals
Aristotle’s ‘Ethics’ in the Italian Renaissance (ca. 1300–1650): The Universities and the Problem of Moral Education (Leiden: Brill, 2002; Education and Society in the Middle Ages and Renaissance, 13), 614 pp.
Science and the Universities of Early Modern Europe: Teaching, Specialization, Professionalization (ed.), special issue of Early Science and Medicine, 6.4 (Winter 2001), 92 pp. (author of ‘Natural Philosophy in Renaissance Italy: The University of Bologna and the Beginnings of Specialization’, 267–323).
Eustratius, Aspasius, Michael Ephesius et al., Aristotelis Ethicorum Moralium Nicomachiorum libri X una cum ... graecorum explanationibus, Latin translation by Johannes Bernardus Felicianus; facsimile of the Paris 1543 ed., 2 vols., ed. with Introduction (Stuttgart: Frommann-Holzboog, 2006; Commentaria in Aristotelem Graeca: Versiones latinae temporis resuscitarum litterarum, vol. 11), 510 pp.
Rethinking Virtue, Reforming Society: New Directions in Renaissance Ethics, c. 1350–c. 1650, co-ed. with Sabrina Ebbersmeyer (Turnout: Brepols, 2013; series Cursor Mundi, 3), 351 pp. (author of ‘Introduction’, pp. 1–26 and ‘From Schools to Courts: The Contexts of Renaissance Ethics’, pp. 57-79; co-author with Jill Kraye of ‘Sources: The Expanding Canon’, pp. 29-56).
‘Aristotele fatto volgare’: Tradizione aristotelica e cultura volgare nel Rinascimento, co-ed. with Eugenio Refini (Pisa: ETS, 2014 [but 2015]), 345 pp. (author of ‘Introduzione’, pp. 1-10 and ‘Latin and the Vernacular in Francesco Piccolomini’s Moral Philosophy’, pp. 169–199).
Forms of Conflict and Rivalries in Renaissance Europe, co-ed. with Marc Laureys and Jill Kraye (Göttingen–Bonn: V&R unipress and Bonn University Press, 2015; Super Alta Perennis, 17), 281 pp.
Venezia e Aristotele (ca. 1450-ca. 1600): greco, latino e italiano / Venice and Aristotle (c. 1450–c. 1600): From Greek and Latin to the Vernacular, exhibition catalogue (Venice, Sale Monumentali della Biblioteca Nazionale Marciana, 21 April–19 May 2016), co-ed. with Alessio Cotugno (Venice: Marcianum Press, 2016), 127 pp. (author of 'Introduzione', pp. 6-24 and of various entries).
‘In Other Words’: Translating Philosophy in the Fifteenth and Sixteenth Centuries, co-ed. with Anna L. Puliafito, special issue of Rivista di storia della filosofia, 74.2 (2019), 181–399 (author of ‘Introduction’, pp. 181-192 and ‘When Is a Translation not a Translation? Girolamo Manfredi’s De homine (1474)’, 287-307).
Spheres of Conflict and Rivalries in Renaissance Europe, ed. by Marc Laureys, Jill Kraye, and David A. Lines (Göttingen–Bonn: V&R unipress and Bonn University Press, 2020).
Management and Resolution of Conflict and Rivalries in Renaissance Europe, ed. by Jill Kraye, David A. Lines, and Marc Laureys (in preparation; publication in 2021?).
Selected Documents of the University of Bologna, 1405–1737, ed. David A. Lines, 2 vols. (in preparation).
Articles and book chapters
‘Moral Philosophy in the Universities of Medieval and Renaissance Europe’, History of Universities, 20.1 (2005), 38–80.
‘Humanism and the Italian Universities’, in Humanism and Creativity in the Italian Renaissance: Essays in Honor of Ronald G. Witt, ed. by Chrisopher S. Celenza and Kenneth Gouwens (Leiden: E.J. Brill, 2006), pp. 323–42.
‘Natural Philosophy and Mathematics in Sixteenth-Century Bologna’, Science and Education, 15 (2006), 131–50.
‘Humanistic and Scholastic Ethics’, in The Cambridge Companion to Renaissance Philosophy, ed. by James Hankins (Cambridge: Cambridge University Press, 2007), pp. 304–318.
‘Teaching Physics in Louvain and Bologna: Frans Titelmans and Ulisse Aldrovandi’, in Scholarly Knowledge: Textbooks in Early Modern Europe, ed. by Emidio Campi, Simone De Angelis, Anja-Silvia Goeing, and Anthony T. Grafton (Geneva: Droz, 2008), pp. 183–203.
‘Reorganizing the Curriculum: Teaching and Learning in the University of Bologna, c. 1560–c. 1590’, History of Universities, 26.2 (2012), 1–59.
’Rethinking Renaissance Aristotelianism: Bernardo Segni’s Ethica, the Florentine Academy, and the Vernacular’, Renaissance Quarterly, 66.3 (Fall 2013), 824–65.
‘Papal Power and University Control in Early Modern Italy: Bologna and Gregory XIII’, The Sixteenth Century Journal, 44.3 (Fall 2013), 663–82.
Caroline Duroselle-Melish and David A. Lines, ‘The Library of Ulisse Aldrovandi († 1605): Acquiring and Organizing Books in Sixteenth-Century Bologna’, The Library: The Transactions of the Bibliographical Society, 7th Series, 16.2 (June 2015), 133–161 (signaled as ‘Editor’s Choice’). DOI: 10.1093/library/16.2.133.
‘Beyond Latin in Renaissance Philosophy: A Plea for New Critical Perspectives’, Intellectual History Review, 25.4 (December 2015), 373–389 (online on 24 July 2015). DOI: 10.1080/17496977.2015.1031579
‘A Library for Teaching and Study: Ulisse Aldrovandi’s Aristotelian Texts’, in Les labyrinthes de l’esprit, ed. by Rosanna Gorris and Alexandre Vanautgaerden (Geneva: Droz, 2015; Travaux d’Humanisme et Renaissance, no. 551), pp. 303-379.
‘Ethics, Politics and History in Bernardo Segni (1504–1558): Machiavellianism and Anti-Medicean Sentiment’, in Ethik und Politik des Aristoteles in der Frühen Neuzeit, ed. by Christoph Strosetzki, with the collaboration of Walter Mesch and Christian Pietsch (Hamburg: Felix Meiner, 2016), pp. 45–68.
‘The University and the City: Cultural Interactions’, in A Companion to Medieval and Renaissance Bologna, ed. by Sarah Blanshei (Leiden: Brill, 2017), pp. 436–473.
‘Defining Philosophy in Fifteenth-Century Humanism: Four Case Studies’, in Et Amicorum: Essays on Renaissance Humanism and Philosophy in Honour of Jill Kraye, ed. by Anthony Ossa-Richardson and Margaret Meserve (Leiden: Brill, 2018), 281–297.
‘Aristotelismo a Bologna fra Università e Accademia: Baldassar Gambarini e l’Accademia degli Oziosi’, in Rinascimento veneto e Rinascimento europeo / European and Venetian Renaissance, ed. by Romana Bassi (Pisa: ETS, 2019 [but 2020]), pp. 35–46.
‘Structures and Networks of Learning in Early Modern Bologna’, in Early Modern Universities: Networks of Higher Learning, ed. by Mordechai Feingold, Anja-Sylvia Goeing, Glyn Parry (Leiden: Brill, 2021), pp. 43–62.