TY - BOOK AU - Giraud,Cédric AU - Durán,Ignacio TI - A companion to twelfth-century schools T2 - Brill's Companions to the Christian Tradition SN - 9789004410138 AV - LA91 .C65 2020 U1 - 370.9021 23 PY - 2020/// CY - Leiden Boston PB - BRILL KW - Education, Medieval KW - Intellectual life KW - History KW - To 1500 KW - Civilization, Medieval KW - 12th century KW - Europe N1 - Includes bibliographic reference and index; Front Matter -- Copyright Page -- Abbreviations -- Notes on Contributors -- Schools and the “Renaissance of the Twelfth Century”; Cédric Giraud -- The Schools and Intellectual Renewal in the Twelfth Century: A Social Approach; Constant J. Mews -- The Institutional Organization of the Schools; Thierry Kouamé -- The World of Cloisters and Schools; Jacques Verger -- Submission to the Authority of the Masters: Transformations of a Symbolic Practice during the Long Twelfth Century; Sita Steckel -- Methods and Tools of Learning; Olga Weijers -- Reading and Educating Oneself in the 12th: Hugh of Saint-Victor’s Didascalicon; Dominique Poirel -- The Trivium in the 12th Century; Frédéric Goubier and Irène Rosier-Catach -- Teaching the Quadrivium in the Twelfth-Century Schools; Irene Caiazzo -- Medical Education in the 12th Century; Danielle Jacquart -- The Beginnings of Law Schools in the Twelfth Century; Ken Pennington -- The Literary Genres of “Theology”; Cédric Giraud -- Sacra Pagina: Theology and the Bible from the School of Laon to the School of Paris; Alexander Andrée -- Back Matter -- Select Bibliography -- Index Nominum N2 - This Companion to Twelfth-Century Schools provides a comprehensive update and new synthesis of the last three decades of research. The fruit of a contemporary renewal of cultural history among international scholars of medieval studies, this collection draws on the discovery of new texts, the progress made in critical attribution, the growing attention given to the conditions surrounding the oral and written dissemination of works, the use of the notion of a “community of learning”, the reinterpretation of the relations between the cloister and the urban school, and links between institutional history and social history. Contributors are: Alexander Andrée, Irene Caiazzo, Cédric Giraud, Frédéric Goubier, Danielle Jacquart, Thierry Kouamé, Constant J. Mews, Ken Pennington, Dominique Poirel, Irène Rosier-Catach, Sita Steckel, Jacques Verger, and Olga Weijers UR - http://dx.doi.org/10.1163/9789004410138 ER -