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IMC 2015: Sessions

Session 1232: Learning and Monastic Reform, I: Education and Social Practice

Wednesday 8 July 2015, 14.15-15.45

Sponsor:Religion & Society in the Early & Central Middle Ages (ReSoMA) / Henri Pirenne Institute for Medieval Studies, Universiteit Gent
Organiser:Jay Diehl, Department of History, Long Island University, New York
Moderator/Chair:Charlie Rozier, Durham University Institute for Medieval and Early Modern Studies
Respondent:Mia M√ľnster-Swendsen, Section of History, Roskilde Universitet
Paper 1232-aBeyond Master and Disciple: The Evidence for Learning as Shared Practice in 12th-Century Monastic Letters
(Language: English)
Micol Long, Vakgroep Geschiedenis, Universiteit Gent
Index terms: Education, Monasticism, Religious Life
Paper 1232-bThe Delightful School of Exile and the Blessed School of the Homeland: Tensions and Synergies in John of Salisbury's Monastic and Intellectual Networks
(Language: English)
Julian P. Haseldine, Department of History, University of Hull
Index terms: Education, Monasticism, Religious Life
Paper 1232-cWriting Novelties without Humility: The Literary Collaborations of Abbot Peter the Venerable and His Secretary Peter of Poitiers in Their Monastic Context
(Language: English)
Marc Saurette, Department of History, Carleton University, Ottawa
Index terms: Education, Monasticism, Religious Life

Scholarship has often treated education as the individual acquisition of a body of written knowledge with the aid of a teacher, an approach that obscures both the role of education in shaping social networks and the role of social life as a form of education. In an attempt to produce a fuller picture of monastic learning in the central Middle Ages, this session will adopt a broad definition of education as more than the acquisition of factual knowledge: the development of belief systems, the cultivation of self-control, the experience of emotion, and the adoption of behavioral patterns will all be taken into account. Oral, visual, and other non-literate ways of learning will be considered alongside literate ones in developing this approach, with learning operating as a dialectic that is productive of and produced by social networks and communities.