Teaching and Learning in Northern Europe: 1000-1200

Overview

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 ...
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Overview

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.
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Product Details

  • ISBN-13: 9782503514192
  • Publisher: Brepols Publishers
  • Publication date: 10/28/2006
  • Series: Studies in the Early Middle Ages , #8
  • Pages: 362
  • Product dimensions: 6.50 (w) x 9.70 (h) x 1.10 (d)

Meet the Author

Jay Rubenstein
Jay Rubenstein

Jay Rubenstein is an Associate Professor of Medieval History at the University of Tennessee. A former Rhodes Scholar and MacArthur Fellow, he lives in Knoxville, Tennessee.

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Table of Contents


List of Illustrations     ix
Preface     xiii
List of Contributors     xv
List of Abbreviations     xix
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 IntellectualCircles: 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
Index     343
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