Aquest volum, homenatge al prof. Ijsewijn, recull una magnífica selecció de treballs preparada pel prof. Josep Lluís Barona. Una vegada més, l’erudició filològica pot aportar claus significatives en el marc del debat actual sobre la modernitat i no sols conscienciar-nos de les arrels clàssiques de la nostra cultura, sinó també fer-nos més palesa encara la ineludible dimensió humana del coneixement i del progrés. Sens dubte, un contrapunt excel•lent per indagar la nostra instal•lació en el món actual.

Volume XXI/2 of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

Volume 53

The work published in this third, and final, volume of Brill’s handbook on the tradition of the Book of Sentences breaks new ground in three ways. First, several chapters contribute to the debate concerning the meaning of medieval authority and authorship. For some of the most influential literature on the Sentences consisted of study aids and compilations that were derivative or circulated anonymously. Consequently, the volume also sheds light on theological education “on the ground”—the kind of teaching that was dispensed by the average master and received by the average student. Finally, the contributors show that Peter Lombard’s textbook played a much more dynamic role in later medieval theology than hitherto assumed. The work remained a force to be reckoned with until at least the sixteenth century, especially in the Iberian Peninsula. Contributors are Claire Angotti, Monica Brinzei, Franklin T. Harkins, Severin V. Kitanov, Lidia Lanza, Philipp W. Rosemann, Chris Schabel, John T. Slotemaker, Marco Toste, Jeffrey C. Witt, and Ueli Zahnd.

"Professor Alan Deyermond was one of the leading British Hispanists of the last fifty years, whose work had a formative influence on medieval Hispanic studies around the world ... Given Professor Deyermond's breadth of expertise, the span of the essays is appropriately wide, ranging chronologically from the thirteenth to the sixteenth century, and covering lyric, hagiography, clerical verse narrative, frontier balladry, historical and codicological studies"--P. [4] of cover.

In Secrets of Pinar’s Game, Roger Boase is the first to decipher a card game completed in 1496 for Queen Isabel, Prince Juan, her daughters and her 40 court ladies. This game offers readers access to the cultural memory of a group of educated women, revealing their knowledge of proverbs, poetry and sentimental romance, their understanding of the symbolism of birds and trees, and many facts ignored in official sources. Boase translates all verse into English, reassesses the jousting invenciones in the Cancionero general (1511), reinterprets the poetry of Pinar’s sister Florencia, and identifies Acevedo, author of some poems about festivities in Murcia c. 1507. He demonstrates that many of Pinar’s ladies reappear as prostitutes in the anonymous Carajicomedia two decades later.

A literary dialogue between a Christian and a Muslim, maintaining the superiority of Christianity: this volume presents a critical Latin text and the first ever English translation, annotated, of this important but hitherto largely overlooked document among sources in Christian – Muslim relations. Some of Vives’s criticisms of Muhammad and Islam are based on scripture or reason; many others rely on lampoon of Arab or Islamic folk tales. Still, he censures Muslim followers only narrowly, far less for moral failings or hatred of Christians than for gullibility in accepting Islam. Book Four provides valuable evidence of the reach and the limits of Vives’s humanistic tolerance as applied to religious conflict.

Containing essays from leading and recent scholars in Peninsular and colonial studies, this volume offers entirely new research on women's acquisition and practice of literacy, on conventual literacy, and on the cultural representations of women's literacy. Together the essays reveal the surprisingly broad range of pedagogical methods and learning experiences undergone by early modern women in Spain and the New World. Focusing on the pedagogical experiences in Spain, New Spain (present-day Mexico), and New Granada (Colombia) of such well-known writers as Saint Teresa of Ávila, Sor Juana Inés de la Cruz, and María de Zayas, as well as of lesser-known noble women and writers, and of nuns in the Spanish peninsula and the New World, the essays contribute significantly to the study of gendered literacy by investigating the ways in which women”religious and secular, aristocratic and plebeian”became familiarized with the written word, not only by means of the education received but through visual art, drama, and literary culture. Contributors to this collection explore the abundant writings by early modern women to disclose the extent of their participation in the culture of Spain and the New World. They investigate how women”playwrights, poets, novelists, and nuns” applied their education both to promote literature and to challenge the male-dominated hierarchy of church and state. Moreover, they shed light on how women whose writings were not considered literary also took part in the gendering of Hispanic culture through letters and autobiographies, among other means, and on how that same culture depicted women's education in the visual arts and the literature of the period.