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. See inside the book.

The Companion to John of Salisbury is the first collective study of this major figure in the intellectual and political life of 12th-century Europe to appear for thirty years. Based on the latest research, thirteen contributions by leading experts in the field provide an overview of John of Salisbury’s place in the political debates that marked the reign of Henry II in England as well as of his place in the history of the Church. They also offer a detailed introduction to his philosophical works (Metalogicon, Entheticus), his political thought (Policraticus) and his writing of history (Historia pontificalis). Contributors include Julie Barrau, David Bloch, Karen Bollermann, Cédric Giraud, Christophe Grellard, Laure Hermand-Schebat, Frédérique Lachaud, Constant Mews, Clare Monagle, Cary Nederman, Ronald Pepin, Yves Sassier, and Sigbjørn Sønnesyn.

Based on the study of over 500 surviving manuscript school books, this comprehensive 2001 study of the curriculum of school education in medieval and Renaissance Italy contains some surprising conclusions. Robert Black's analysis finds that continuity and conservatism, not innovation, characterize medieval and Renaissance teaching. The study of classical texts in medieval Italian schools reached its height in the twelfth century; this was followed by a collapse in the thirteenth century, an effect on school teaching of the growth of university education. This collapse was only gradually reversed in the two centuries that followed: it was not until the later 1400s that humanists began to have a significant impact on education. Scholars of European history, of Renaissance studies, and of the history of education will find that this deeply researched and broad-ranging book challenges much inherited wisdom about education, humanism and the history of ideas.

As the major writer and thinker of the Anglo-Saxon period, the Venerable Bede is a key figure in the study of the literature and thought of this time. This Companion, written by an international team of specialists, is a key introductory guide to Bede, his writings, and his world. The first part of the volume focuses on Bede's cultural and intellectual milieu, covering his life, the secular-political contexts of his day, the foundations of the Latin learning he inherited and sought to perpetuate, the ecclesiastical and monastic setting of early Northumbria, and the foundation of his home institution, Wearmouth-Jarrow. The book then considers Bede's writing in detail, treating his educational, exegetical and historical works. Concluding with a detailed assessment of Bede's influence and reception from the time of his death up to the modern age, the Companion enables the reader to view Bede's writings within a wider cultural context.

The Decretum Gratiani is the cornerstone of medieval canon law, and the manuscript St Gallen, Stiftsbibliothek, 673 an essential witness to its evolution. The studies in this volume focus on that manuscript, providing critical insights into its genesis, linguistic features, and use of Roman Law, while evaluating its attraction to medieval readers and modern scholars. Together, these studies offer a fascinating view on the evolution of the Decretum Gratiani, as well as granting new insights on the complex dynamics and processes by which legal knowledge was first created and then transferred in medieval jurisprudence. Contributors are Enrique de León, Stephan Dusil, Melodie H. Eichbauer, Atria A. Larson, Titus Lenherr, Philipp Lenz, Kenneth Pennington, Andreas Thier, José Miguel Viejo-Ximénez, John C. Wei, and Anders Winroth.

This book explores the ideas of theologians at the medieval University of Paris and their attempts to shape society. Investigating their views on money, marriage and sex, Ian Wei reveals the complexity of what theologians had to say about the world around them, and the increasing challenges to their authority.

This volume provides an overview of the development of the Patriarchate of Constantinople as central ecclesiastical institution of the Byzantine Empire from Late Antiquity to the Early Ottoman period (4th to 15th century CE).

This book offers the first complete overview of Byzantine poetry from the 4th to the 15th century. By bringing together 22 scholars, it explores the development of poetic trends and the interaction between poetry and society throughout the Byzantine millennium; it addresses a wide range of issues concerning the writing and reading of poetry (such as style, language, metrics, function, and circulation); and it surveys a large number of texts by looking closely at their place within the social and cultural milieus of their authors. Overall, the volume aims to enhance our understanding of Byzantine poetry and shed light on its important place in Byzantine literary culture. Contributors are Eirini Afentoulidou, Gianfranco Agosti, Roderick Beaton, Floris Bernard, Carolina Cupane, Kristoffel Demoen, Ivan Drpic, Jürgen Fuchsbauer, Antonia Giannouli, Martin Hinterberger, Wolfram Hörandner, Elizabeth Jeffreys, Michael Jeffreys, Marc Lauxtermann, Ingela Nilsson, Emilie van Opstall, Andreas Rhoby, Kurt Smolak, Foteini Spingou, Maria Tomadaki, Ioannis Vassis, Nikos Zagklas.

This provocative and readable discussion of leadership in higher education argues that leadership is essentially an act of service; that the more responsible the leadership position, the greater the responsibility to serve.

Provides a brief summation of classical education, its history, and how its implementation increases academic achievement.