Synopses & Reviews
This book is about the place of pedagogy and the role of intellectuals in medieval dissent. Focusing on the medieval English heresy known as Lollardy, Rita Copeland shows how how radical teachers transformed inherited ideas about classrooms and pedagogy as they brought their teaching to adult learners. The pedagogical imperatives of Lollard dissent were also embodied in the work of certain public figures, intellectuals whose dissident careers transformed the social category of the medieval intellectual.
Synopsis
Copeland's detailed examination of the relationship between heretical and conventional attitudes to learning focuses on the role of intellectual individuals in the medieval heresy of Lollardy. The first part of the study includes a discussion of the theological and intellectual debate surrounding the literal reading of texts and traces the origins of the debate back to antiquity. The second part discusses prison writing, particularly by Richard Wyche and William Thorpe, and includes extensive extracts. Latin texts are accompanied by English translation.
Synopsis
This book is about the place of pedagogy and the role of intellectuals in medieval culture.
Description
Includes bibliographical references (p. 220-238) and index.
About the Author
Rita Copeland is Professor of Classical Studies and Comparative Literature at the University of Pennsylvania.
Table of Contents
Acknowledgments; General introduction: pedagogy and intellectuals; Part I. From Pedagogies to Hermeneutics: Childhood, the Literal Sense and the Heretical Classroom: Introduction; 1. Revaluating the literal sense from antiquity to the Middle Ages; 2. Lollardy and the politics of the literal sense; Part II: Violent Representations: Intellectuals and Prison Writing: Introduction; 3. Richard Wyche and the public record; 4. William Thorpe and the historical record; Bibliography; Index.