Medieval Education

Medieval Education

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Contents

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Introduction

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pp. ix-xviii

The essays that make up this volume were originally delivered as lectures at the twentieth annual Medieval Studies Conference at Fordham University, held in March 2000, on ‘‘Education in the Middle Ages.’’ Like the conference, this book is dedicated to Father Louis B. Pascoe, S.J., for many years a professor of medieval...

Part I: The Transmission of Knowledge

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pp. 1-2

Chapter 1: Bishops, Barbarians, and the ‘‘Dark Ages’’:The Fate of Late Roman EducationalInstitutionsin Late Antique Gaul

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pp. 3-19

During the late Roman period public schools enjoyed imperial patronage resulting to a great degree from a need for educated persons to fill posts in the expanding imperial bureaucracy (MacMullen 1962; Jones 1964; Pedersen 1970; Nellen 1977; Kaster 1988)....

Chpater 2: Liturgy as Education in the Middle Ages

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pp. 20-34

This volume is devoted to the theme of education in the Middle Ages. Here, for the most part, the term education is taken in the modern English sense of the word: education consists of learning things in a school-type setting. The practice of reading and the contents of books are central to what is learned in schools and thus to what is discussed under the topic of education...

Chapter 3: Revisiting Ancient Practices:Priestly Training before Trent

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pp. 35-49

The Council of Trent is frequently criticized for entrenching the Church in response to Protestant challenges, but even its critics acknowledge that Trent’s creation of seminaries was innovative. Is this conventional wisdom true, however? In his close study of Trent’s plans for clerical education and their immediate...

Chapter 4: Interpreting Medieval Literacy:Learning and Education in Slavia Orthodoxa (Bulgaria) and Byzantium in the Ninth to the Twelfth Centuries

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pp. 50-67

One important way to study the role of learning in medieval society is to focus on the ‘‘learning mind,’’ that is, the person engaged in the process of learning. This essay will use that perspective to examine attitudes toward learning in Bulgaria during the ninth to the twelfth centuries...

Chapter 5: Reason, Rhetoric, and Redemption:The Teaching of Law and the Planctus Mariae in the Late Middle Ages

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pp. 68-80

In The Making of the Middle Ages R. W. Southern contended that, following Anselm’s repudiation of Satanic prerogatives in Cur Deus Homo, the issue of the Devil’s rights was universally rejected (1953, 234–37). According to this view...

Part II: Town and Gown

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pp. 81-82

Chapter 6: Sermons and Preaching in/and the Medieval University

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pp. 83-98

Sermons and preaching¹ had long and well-established ties with medieval schools and universities. There were institutional ties wherein preaching within the university was governed by statute. Ties between town and gown were created by university masters who also preached in the surrounding community....

Chapter 7: The Formation of a Thirteenth-CenturyEcclesiastical Reformerat the Franciscan Studium in Paris:The Case of Eudes Rigaud

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pp. 99-120

In his 1957 book Les intellectuels au moyen age, the medieval historian Jacques Le Goff, then a young man, suggested that the thirteenth- century intellectual was in danger of completely removing himself from the larger medieval society...

Part III: Mendicant Education

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pp. 121-122

Chapter 8: Educational Communities in German Convents of the Franciscan and Dominican Provinces before 1350

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pp. 123-132

This essay will treat, first of all, the mendicant orders at the universities of Europe in the thirteenth century and then turn to some specific examples from Germany in the fourteenth (Ruegg 1996; Patschovsky and Rabe 1944; Cobban 1975). Additionally, rather than treating the intellectual history of mendicant learning...

Chapter 9: Aquinas’s Summa theologiae as Pedagogy

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pp. 133-142

The Summa theologiae of Thomas Aquinas suffers from the fact that it is his best-known work. Scholars and students, graduate and undergraduate, usually first learn of Thomas’s doctrine on a subject by reading texts from this masterwork...

Chapter 10: Education in Dante’s Florence Revisited:Remigio de’ Girolami and the Schools of Santa Maria Novella

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pp. 143-181

Many years ago, in an effort to trace possible schoolroom influences upon the great poet Dante Alighieri, Charles T. Davis examined the schools of Florence as they existed at the turn of the fourteenth century (Davis 1965). Dante himself, in a familiar passage...

Chapter 11: Moral Philosophy and Dominican Education:Bartolomeo da San Concordio’s Compendium moralis philosophiae

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pp. 182-196

The Nicomachean Ethics, Politics, Rhetoric, and Economics were among the last of the works either by or purporting to be by Aristotle to be translated into Latin during the Middle Ages. The Ethics, whose first three books were translated from Arabic and achieved some degree of circulation in the latter part of the twelfth and early thirteenth centuries, did not circulate in its entirety until Robert...

Contributors

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pp. 197-202

Appendix: Publications of Louis B. Pascoe, S.J.

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pp. 203-204

Name Index

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pp. 205-212

Subject Index

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pp. 213-215