IMC 2004: Sessions

Session 609: Education and the Classification of Knowledge in the Later Middle Ages

Tuesday 13 July 2004, 11.15-12.45

Moderator/Chair:Lea S. T. Olsan Jones, Department of English, University of Louisiana, Monroe
Paper 609-aAn Analysis of the Transmission and Reception of the Ideas of 'Rhetoric' and 'Wisdom' in the Middle French Translation of the Pseudo-Aristotelian Problemata by Evrart de Conty
(Language: English)
Annelies Bloem, Departement de Linguistique, Katholieke Universiteit Leuven
Index terms: Historiography - Medieval, Language and Literature - French/ Occitan
Paper 609-bSchools, Teachers, and Pupils in the Late Middle Ages: Finds and Images
(Language: English)
Annemarieke Willemsen, Rijksmuseum van Oudheden, Leiden
Index terms: Archaeology - Artefacts, Art History - General
Paper 609-cPope Boniface VIII and Clerical Education
(Language: English)
Lorraine Dixon, Department of History, Swansea University
Abstract

session grouped by John Dillon (24/11/03):
Abstract paper -a:
Our aim is to analyse how Evrart de Conty (14th century) receives and perceives some concepts concerning the artes of the trivium and the idea of ‘sagesse’ in his Middle French translation of the pseudo-Aristotelian Problemata. Starting from a lexicological point of view, we will deal with how de Conty proceeds in translating those concepts from Latin into French. Thereafter, we will focus on his perception of these concepts through his comments. In this way, it will be possible to see how the ideas of trivium and ‘sagesse’ change from Aristotle to de Conty (and the late Middle Ages in general), over Pietro de Abano (whose comments de Conty relies on).
Abstract paper -b:
Recent research into both the excavations of school sites in Western Europe and the iconography of teaching and learning in late-medieval art, has added an image of daily life at school to an already existing idea about the theory and practice of late-medieval education. In this paper, finds from mostly 14th- and 15th-century Grammar schools will be confronted with depictions of teachers and pupils mainly (but not only) in manuscripts and early printed books, leading to a new and more concrete impression of late-medieval school culture.