A Companion to Twelfth-Century Schools

Description

This Companion to Twelfth-Century Schools provides a comprehensive update and new synthesis of the last three decades of research. The fruit of a contemporary renewal of cultural history among international scholars of medieval studies, this collection draws on the discovery of new texts, the progress made in critical attribution, the growing attention given to the conditions surrounding the oral and written dissemination of works, the use of the notion of a “community of learning”, the reinterpretation of the relations between the cloister and the urban school, and links between institutional history and social history. Contributors are: Alexander Andrée, Irene Caiazzo, Cédric Giraud, Frédéric Goubier, Danielle Jacquart, Thierry Kouamé, Constant J. Mews, Ken Pennington, Dominique Poirel, Irène Rosier-Catach, Sita Steckel, Jacques Verger, and Olga Weijers. A Companion to Twelfth-Century Schools Copyright Contents Abbreviations Notes on Contributors Introduction: Schools and the "Renaissance of the Twelfth Century" 1 The Schools and Intellectual Renewal in the Twelfth Century: A Social Approach 2 The Institutional Organization of the Schools 3 The World of Cloisters and Schools 4 Submission to the Authority of the Masters: Transformations of a Symbolic Practice during the Long Twelfth Century 5 Methods and Tools of Learning 6 Reading and Educating Oneself in the 12th: Hugh of Saint-Victor's Didascalicon 7 The Trivium in the 12th Century 8 Teaching the Quadrivium in the Twelfth-Century Schools 9 Medical Education in the 12th Century 10 The Beginnings of Law Schools in the Twelfth Century 11 The Literary Genres of "Theology" 12 Sacra Pagina: Theology and the Bible from the School of Laon to the School of Paris Select Bibliography Index Nominum