Teaching and Learning in Northern Europe: 1000-1200

✍ Scribed by Sally N. Vaughn; Jay Rubenstein

• Publisher: Brepols
• Year: 2006
• Tongue: English
• Leaves: 384
• Series: Studies in the Early Middle Ages, 8
• Category: Library

✦ Synopsis

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 Préaux 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.

✦ Table of Contents

Front matter (“Contents”, “List of Illustrations”, “Preface”, “List of Contributors”, “List of Abbreviations”), p. i

Free Access

Introduction: Teaching and Learning from the Tenth to the Twelfth Centuries, p. 1
Sally N. Vaughn, Jay Rubenstein
https://doi.org/10.1484/M.SEM-EB.3.3839

Prologue: Teaching and Learning History in the School of Reims, c. 800–950, p. 18
Michael E. Moore
https://doi.org/10.1484/M.SEM-EB.3.3840

Master and Community in Tenth-Century Reims, p. 50
Jason K. Glenn
https://doi.org/10.1484/M.SEM-EB.3.3841

Lanfranc at Caen: Teaching by Example, p. 70
Priscilla D. Watkins
https://doi.org/10.1484/M.SEM-EB.3.3842

Anselm of Bec: The Pattern of his Teaching, p. 98
Sally N. Vaughn
https://doi.org/10.1484/M.SEM-EB.3.3843

Lessons of Love: Bishop Ivo of Chartres as Teacher, p. 128
Bruce C. Brasington
https://doi.org/10.1484/M.SEM-EB.3.3844

Guibert of Nogent’s Lessons from the Anglo-Norman World, p. 148
Jay Rubenstein
https://doi.org/10.1484/M.SEM-EB.3.3845

St Anselm’s Forgotten Student: Richard of Préaux and the Interpretation of Scripture in Early Twelfth-Century Normandy, p. 170
William L. North
https://doi.org/10.1484/M.SEM-EB.3.3846

Educating the Bishop: Models of Episcopal Authority and Conduct in the Hagiography of Early Twelfth-Century Soissons, p. 216
John S. Ott
https://doi.org/10.1484/M.SEM-EB.3.3847

Monks and Clerks in Search of the Beata Schola: Peter of Celle’s Warning to John of Salisbury Reconsidered, p. 254
John D. Cotts
https://doi.org/10.1484/M.SEM-EB.3.3848

Reason and Original Thinking in English Intellectual Circles: Aristotle, Adelard, Auctoritas, and Theinred of Dover’s Musical Theory of Species, p. 278
John L. Snyder
https://doi.org/10.1484/M.SEM-EB.3.3849

The Model of Scholastic Mastery in Northern Europe c. 970–1200, p. 306
Mia Münster-Swendsen
https://doi.org/10.1484/M.SEM-EB.3.3850

Back matter (“Index”), p. 343