What Goes with Geoffrey of Vinsauf? Codicological Clues to Pedagogical Practices in England, c. 1225 – c. 1470

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Medievalists and Renaissance specialists contribute to this compelling volume examining how and why the classics of Greek and Latin culture were taught in various Western European curricula (including in England, Scotland, France,Germany, and Italy) from the tenth to the sixteenth centuries. By analysing some of the commentaries, glosses, and paraphrases of these classics that were deployed in medieval and Renaissance classrooms, and by offering greater insight into premodern pedagogic practice, the chapters here emphasize the ‘pragmatic’ aspects of humanist study. The volume proposes that the classics continued to be studied in the medieval and Renaissance periods not simply for their cultural or ‘ornamental’ value, but also for utilitarian reasons, for ‘life lessons’. Because the volume goes beyond analysing the educational manuals surviving from the premodern period and attempts to elucidate the teaching methodology of the premodern period, it provides a nuanced insight into the formation of the premodern individual. The volume will therefore be of great interest to scholars and students interested in medieval and Renaissance history in general, as well as those interested in the history of educational theory and practice, or in the premodern reception of classical literature.
Original languageEnglish (US)
Title of host publicationThe Classics in the Medieval and Renaissance Classroom:
Subtitle of host publicationThe Role of Ancient Texts in the Arts Curriculum as Revealed by Surviving Manuscripts and Early Printed Books
EditorsJuanita Feros Ruys, John O. Ward, Melanie Heyworth
Place of PublicationTurnhout
PublisherBrepols Publishers
Pages145-174
DOIs
StatePublished - 2013

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