Teaching and learning in Northern Europe, 1000-1200 / edited by Sally N. Vaughan, Jay Rubinstein.

Format:

Book

Contributor:

Vaughn, Sally N.

Rubenstein, Jay, 1967-

Class of 1924 Book Fund.

Series:

Studies in the early Middle Ages ; 8.

Studies in the early Middle Ages ; 8

Language:

English

Subjects (All):

Learning and scholarship--France--History--Medieval, 500-1500.

Learning and scholarship.

Education, Medieval--France.

Education, Medieval.

Intellectual life.

History.

France.

Learning and scholarship--Europe, Northern--History--Medieval, 500-1500.

Education, Medieval--Europe, Northern.

France--Intellectual life--To 1500.

Europe, Northern--Intellectual life.

Europe, Northern.

Northern Europe.

Physical Description:

xx, 360 pages : illustrations, maps, music ; 25 cm.

Place of Publication:

Turnhout : Brepols, 2006.

Summary:

The essays in this collection focus not on texts but on people, specifically on teachers and their students, beginning with the late Carolingian era and continuing through the creation of monastic and secular schools in the centuries before the first universities. Central to the articles in this volume are the schools and communities of Northern France and England, including Reims, Bec, Soissons, and Canterbury, whose patterns of thought and learning gave shape to intellectual endeavours throughout medieval Europe. In addition to some of the most prominent personalities of the day (among them Gerbert of Reims, Lanfranc and Anselm of Bec, Ivo of Chatres, and John of Salisbury), the contributors examine those teachers and students who worked in the shadows: figures like the biblical exegete Richard of Preaux and the musical innovator Theinred of Dover. The focus throughout the volume is on personalities and personal relationships, thus recreating the human connections that lay behind medieval humanism and the Twelfth-Century Renaissance. Taken together, the essays here create a coherent and compelling picture of the tumultuous time before the universities came to organize and take control of teaching and learning, a seminal period when teaching methods and curricula grew out of the particular experience of specific teachers and their interactions with their students.

Contents:

Introduction: Teaching and Learning from the Tenth to the Twelfth Centuries / Sally N. Vaughn, Jay Rubenstein 1

Prologue: Teaching and Learning History in the School of Reims, c. 800-950 / Michael E. Moore 19

Master and Community in Tenth-Century Reims / Jason K. Glenn 51

Lanfranc at Caen: Teaching by Example / Priscilla D. Watkins 71

Anselm of Bec: The Pattern of his Teaching / Sally N. Vaughn 99

Lessons of Love: Bishop Ivo of Chartres as Teacher / Bruce C. Brasington 129

Guibert of Nogent's Lessons from the Anglo-Norman World / Jay Rubenstein 149

St Anselm's Forgotten Student: Richard of Preaux and the Interpretation of Scripture in Early Twelfth-Century Normandy / William L. North 171

Educating the Bishop: Models of Episcopal Authority and Conduct in the Hagiography of Early Twelfth-Century Soissons / John S. Ott 217

Monks and Clerks in Search of the Beata Schola: Peter of Celle's Warning to John of Salisbury Reconsidered / John D. Cotts 255

Reason and Original Thinking in English Intellectual Circles: Aristotle, Adelard, Auctoritas, and Theinred of Dover's Musical Theory of Species / John L. Snyder 279

The Model of Scholastic Mastery in Northern Europe c. 970-1200 / Mia Munster-Swendsen 307.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the Class of 1924 Book Fund.

ISBN:

2503514197

OCLC:

70672822