The eighteen studies included here reflect three particular aspects of Leonard Boyle's remarkable impact on teaching and scholarship. His abiding interest in the early history and architecture of the basilica of San Clemente in Rome forms the focus of Part I; his profound contribution to the theory and practice of palaeography is reflected in Part II; and his creative work on clerical education, pastoral care, and the Dominican Order, inspires Part III. In all these areas, Fr Boyle combined remarkable attention to detail with the humane ability to bring clarity to complex issues. This book commemorates his inspiration, but also reflects his favourite maxim, derived from the twelfth-century teacher-theologian, Hugh of St-Victor, to 'Learn everything', for 'afterwards you will find that nothing is superfluous.' The fourth section is devoted to Fr Leonard as friend, scholar, and Prefect of the Vatican Library, and it ends, fittingly, with what may be regarded as his own scholarly valediction, 'St Thomas Aquinas and the Third Millennium'.

In medieval society and culture, memory occupied a unique position. It was central to intellectual life and the medieval understanding of the human mind. Commemoration of the dead was also a fundamental Christian activity. Above all, the past - and the memory of it - occupied a central position in medieval thinking, from ideas concerning the family unit to those shaping political institutions. Focusing on France but incorporating studies from further afield, this collection of essays marks an important new contribution to the study of medieval memory and commemoration. Arranged thematically, each part highlights how memory cannot be studied in isolation, but instead intersects with many other areas of medieval scholarship, including art history, historiography, intellectual history, and the study of religious culture. Key themes in the study of memory are explored, such as collective memory, the links between memory and identity, the fallibility of memory, and the linking of memory to the future, as an anticipation of what is to come.

Medieval Rome analyses the history of the city of Rome between 900 and 1150, a period of major change in the city. This volume doesn't merely seek to tell the story of the city from the traditional Church standpoint; instead, it engages in studies of the city's processions, material culture,legal transformations, and sense of the past, seeking to unravel the complexities of Roman cultural identity, including its urban economy, social history as seen across the different strata of society, and the articulation between the city's regions.This new approach serves to underpin a major reinterpretation of Rome's political history in the era of the "reform papacy", one of the greatest crises in Rome's history, which had a resonance across the entire continent. Medieval Rome is the most systematic analysis ever made of two and a halfcenturies of Rome's history, one which saw centuries of stability undermined by external crisis and the long period of reconstruction which followed.

This book is a detailed study of Hugh of Flavigny and his chronicle, which is widely recognised as one of the most important narratives of a crucial period of European history, that is, the Investiture Contest. Hugh's Chronicon is significant in a number of ways: as a unique source-book for some of the most important primary documents (especially papal letters) generated by the Investiture Contest; as a rare autograph manuscript which gives an important insight into contemporary modes of composition and compilation; as an important history of the 'local' effects of the Investiture Contest in the dioceses of Verdun and Autun; and as a striking autobiography of the author, Hugh of Flavigny. All these aspects are covered in this study by Patrick Healy. Other chapters investigate the context of the work in terms of ecclesiastical politics and use an analysis of the political and theological sources to illustrate the intellectual make-up of a contemporary monk, publicist - and polemicist.

This book is a modern introduction to the ideas and techniques of quantum field theory. After a brief overview of particle physics and a survey of relativistic wave equations and Lagrangian methods, the author develops the quantum theory of scalar and spinor fields, and then of gauge fields. The emphasis throughout is on functional methods, which have played a large part in modern field theory. The book concludes with a brief survey of "topological" objects in field theory and, new to this edition, a chapter devoted to supersymmetry. Graduate students in particle physics and high energy physics will benefit from this book.

The creation of a new history of the Church at the beginning of the third millennium is an ambitious but necessary project. Perhaps nowhere is it needed more than in re-describing the Church's development - its life and its thinking - in the period that followed the end of the 'early Church' in antiquity. The cultural, social and political dominance of Christendom in what we now call 'the West', from about 600-1300, made the Christian Church a shaper of the modern world in respects which go far beyond its religious influence. Writing with her customary authority, and with a magisterial grasp of the original sources, G. R. Evans brings this formative era vividly to life both for the student of religious history and general reader. She concentrates as much on the colourful human episodes of the time as on broader institutional and intellectual developments. The result is a compelling and thoroughly modern introduction to devotional and theological thought in the early Middle Ages as well as to ecclesiastical and pastoral life at large.

Born in Saxony in 1096, Hugh became an Augustinian monk and in 1115 moved to the monastery of Saint Victor, Paris, where he spent the remainder of his life, eventually becoming the head of the school there. His writings cover the whole range of arts and sacred science taught in his day. Paul Rorem offers a basic introduction to Hugh's theology, through a comprehensive survey of his works. He argues that Hugh is best understood as a teacher of theology, and that his numerous and varied writings are best appreciated as a comprehensive pedagogical program of theological education and spiritual formation. Drawing his evidence not only from Hugh's own descriptions of his work but from the earliest manuscript traditions of his writings, Rorem organizes and presents his corpus within a tri-part framework. Upon a foundation of training in the liberal arts and history, a structure of doctrine is built up, which is finally adorned with moral formation. Within this scheme of organization, Rorem treats each of Hugh's major works (and many minor ones) in its appropriate place, orienting the reader briefly yet accurately to its contents, as well as its location in Hugh's overarching program of theological pedagogy.

"Papers read at the 2008 summer meeting and the 2009 winter meeting of the Ecclesiastical History Society."

There has always been a strong relationship between education and philosophy - especially political philosophy. Renewed concern about the importance and efficacy of political education has revived key questions about the connections between the power to govern, and the power to educate. Although these themes are not always prominent in commentaries, political writings have often been very deeply concerned with both educational theory and practice. This invaluable book will introduce the reader to key concepts and disputes surrounding educational themes in the history of political thought. The book draws together a fascinating range of educational pioneers and thinkers from the canon of philosophers and philosophical schools, from Plato and Aristotle, down to Edward Carpenter and John Dewey, with attention along the way paid to both individual authors like Thomas Hobbes and Mary Wollstonecraft, as well as to intellectual movements, such as the Scottish Enlightenment and the Utopian Socialists. Each thinker or group is positioned in their historical context, and each chapter addresses the structure of the theory and argument, considering both contemporaneous and current controversies. A number of themes run throughout the volume: an analysis of pedagogy, socialisation, schooling and university education, with particular relation to public and private life, and personal and political power references to the historical and intellectual context an overview of the current reception, understanding and interpretation of the thinker in question the educational legacy of the theories or theorists. This book will be of interest to students, researchers and scholars of education, as well as students and teachers of political theory, the history of political thought, and social and political philosophy.