Learning As Shared Practice In Monastic Communities 1070 1180
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Learning as Shared Practice in Monastic Communities, 1070-1180
In this study, Micol Long looks at Latin letters written in Western Europe between 1070 and 1180 to reconstruct how monks and nuns learned from each other in a continuous, informal and reciprocal way during their daily communal life. The book challenges the common understanding of education as the transmission of knowledge via a hierarchical master–disciple learning model and shows how knowledge was also shared, exchanged, jointly processed and developed. Long presents a new and more complicated picture of reciprocal knowledge exchanges, which could be horizontal and bottom-up as well as vertical, and where the same individuals could assume different educational roles depending on the specific circumstances and on the learning contents. See inside the book.
Varieties of the Self
The Paraclete was founded in 1129. Out of necessity to find a new place to shelter a group of nuns, this female community was created by Peter Abelard (1079–1142) for Heloise of Argenteuil (1090–1164). Varieties of the Self shows how this community was dependent on a network of monasteries, while also representing a formative driving force in the twelfth-century reform, the period of flourishing to which it clearly belonged. The anthropological approach connects different works written by Peter Abelard (hymns, life-rules, letters, biblical commentaries) to views on the female self. What is the perspective on identity, sacrifice, and intentionality within these sources, and how do views on pollution, purity, and sacredness reflect on ethics of body and soul?
Rethinking Reform in the Latin West, 10th to Early 12th Century
This collection of studies investigates how people of the 10th to early 12th century experienced and represented processes of intentional change in the Church, and what the consequences are of modern scholars’ reliance on ‘reform’ to describe and interpret these processes. In 11 thematic chapters it takes stock of the current state of research and offers suggestions to deepen our understanding of the ideological, institutional, and cultural dynamics at play. Contributors are Julia Barrow, Robert F. Berkhofer III, Gordon Blennemann, Katy Cubitt, Nicolangelo D'Acunto, Anne-Marie Helvétius, Ludger Körntgen, Rutger Kramer, Brigitte Meijns, Diane Reilly, Rachel Stone, and Steven Vanderputten.