The series MISCELLANEA MEDIAEVALIA was founded by Paul Wilpert in 1962 and since then has presented research from the Thomas Institute of the University of Cologne. The cornerstone of the series is provided by the proceedings of the biennial Cologne Medieval Studies Conferences, which were established over 50 years ago by Josef Koch, the founding director of the Institute. The interdisciplinary nature of these conferences is reflected in the proceedings. The MISCELLANEA MEDIAEVALIA gather together papers from all disciplines represented in Medieval Studies - medieval history, philosophy, theology, together with art and literature, all contribute to an overall perspective of the Middle Ages.

The Cambridge Companion to Medieval Philosophy, first published in 2003, takes its readers into one of the most exciting periods in the history of philosophy. It spans a millennium of thought extending from Augustine to Thomas Aquinas and beyond. It includes not only the thinkers of the Latin West but also the profound contributions of Islamic and Jewish thinkers such as Avicenna and Maimonides. Leading specialists examine what it was like to do philosophy in the cultures and institutions of the Middle Ages and engage all the areas in which medieval philosophy flourished, including language and logic, the study of God and being, natural philosophy, human nature, morality, and politics. The discussion is supplemented with chronological charts, biographies of the major thinkers, and a guide to the transmission and translation of medieval texts. The volume will be invaluable for all who are interested in the philosophical thought of this period.

The 12 articles of this volume show the many facets of contact in al-Andalus and Medieval Iberia, reminding us of how contact influenced art and learning in a wide range of fields: politics, science, philosophy, music and religion; offering views of how contact between societies affects both language, stereotype and assimilation; examining how war and conflict (re)define the representation of ideas, places and people; and demonstrating how representations changed over time through contact and conflict. Lessons of the past apply today as al-Andalus captures the modern imagination and cultures continue to come into contact across borders which either allow fluid diffusion of ideas or block passage.

The Andalusian Muslim philosopher Averroes (1126–1198) is known for his authoritative commentaries on Aristotle and for his challenging ideas about the relationship between philosophy and religion, and the place of religion in society. Among Jewish authors, he found many admirers and just as many harsh critics. This volume brings together, for the first time, essays investigating Averroes’s complex reception, in different philosophical topics and among several Jewish authors, with special attention to its relation to the reception of Maimonides.

Albert the Great (Albertus Magnus; d. 1280) is one of the most prolific authors of the Middle Ages, and the only scholar to be known as “the Great” during his own lifetime. As the only Scholastic to to have commented upon all the works of Aristotle, Albert is also known as the Universal Doctor (Doctor Universalis) for his encyclopedic intellect, which enabled him to make important contributions not only to Christian theology but also to natural science and philosophy. The contributions to this omnibus volume will introduce students of philosophy, science, and theology to the current state of research and multiple perspectives on the work of Albert the Great. Contributors include Jan A. Aertsen, Henryk Anzulewicz, Benedict M. Ashley, Miguel de Asúa, Steven Baldner, Amos Bertolacci, Thérèse Bonin, Maria Burger, Markus Führer, Dagmar Gottschall, Jeremiah Hackett, Anthony Lo Bello, Isabelle Moulin, Timothy Noone, Mikołaj Olszewski, B.B. Price, Irven M. Resnick, Francisco J. Romero Carrasquillo, H. Darrel Rutkin, Steven C. Snyder, Michael W. Tkacz, Martin J. Tracey, Bruno Tremblay, David Twetten, Rosa E. Vargas and Gilla Wöllmer

Annually published since 1930, the International bibliography of Historical Sciences (IBOHS) is an international bibliography of the most important historical monographs and periodical articles published throughout the world, which deal with history from the earliest to the most recent times. The works are arranged systematically according to period, region or historical discipline, and within this classification alphabetically. The bibliography contains a geographical index and indexes of persons and authors.

"This is a translation of [F. Stuart] Crawford's edition of the medieval Latin text presumed to have been rendered from Arabic into Latin by Michael Scot perhaps around 1220"--P. cvii.

During the 17th century Francisco Suarez was considered one of the greatest philosophers of the age and now he is re-emerging as a subject of major critical and historical investigation. This book explores his work on ethics, metaphysics, ontology, and theology.

Franciscans and the Elixir of Life makes new connections between alchemy, ritual life, apocalypticism, and the particular commitment of the Franciscan Order to the natural world.

Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe’s “fountain of knowledge.” It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle’s Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context.