1,721,004 research outputs found
Immagini sacre, candele, borselli e fichi: materialità e agency sensoriale nell’esperienza religiosa femminile bassomedievale
Full text linkL’articolo indaga il ruolo di diversi tipi di oggetti nell’esperienza religiosa femminile quale ci è rappresentata in agiografie e autobiografie spirituali prodotte in area italiana tra il tredicesimo e quindicesimo secolo. Nell’analizzare i riferimenti ad essi, presto particolare attenzione alla dimensione (multi) sensoriale della loro fruizione, allo scopo di verificare l’ipotesi che essi esercitassero, attraverso i loro stimoli sensoriali, una agency in grado di influenzare gli individui e le loro reti di relazioni. La prima parte dell’articolo si concentra sul ruolo di un’immagine della Vergine Maria nella Vita latina di Umiliana Cerchi (ca 1246); la seconda parte, organizzata tematicamente, si basa su una pluralità di fonti che, confrontate ed integrate tra loro, offrono uno sguardo d’insieme sul ruolo giocato da questi oggetti nella vita devozionale delle donne nel contesto storico in esame
Memory and Materiality in the Letters and Gifts sent by Ansellus ‘de Turre’ from Jerusalem to Paris, ca 1120
Full text linkQuesto articolo analizza come i riferimenti a elementi materiali esistenti (ambienti e oggetti) potessero essere usati a scopo memoriale, sia per coltivare memorie passate, sia per crearne di nuove. Prenderà come caso di studio due lettere inviate da Ansellus, allora cantore del Santo Sepolcro a Gerusalemme, al capitolo della cattedrale di Notre-Dame a Parigi, nel 1120, con
l’obiettivo di sottolineare e rafforzare il suo legame con la comunità. Queste lettere attestano la varietà dei mezzi usati a questo scopo: dall’uso sapiente della retorica all’invio di doni preziosi (specificamente, reliquie) e alla condivisione di un patrimonio di conoscenze, fino alla circolazione di inviati e alla creazione di associazioni di preghiera
Autografia ed epistolografia tra XI e XIII secolo: per un'analisi delle testimonianze sulla 'scrittura di propria mano'
Full text link«Dear friend, I am writing this letter to you in my own hand...». Such are the declarations of medieval authors whose texts are here collected and analyzed. In a world where the vast majority of intellectuals did not write with their own hand, but rather employed a secretary who wrote under dictation, the epistolary milieu was one of the contexts in which the practice of autography and its valorization developed, foreshadowing their spread in the modern age. The letters often offer information concerning the circumstances in which they were written and the aims of their authors, and therefore constitute a suitable source; the analysis of the references to autography in Latin letter written between the beginning of the XI century and the first half of the XIII allows to examine the authors’ awareness of the possible uses and advantages of autography, and more generally their conception of writing and composing
Horizontal learning in the high middle ages : introduction
Full text linkWhile medieval learning has long been the object of scholarly attention, ‘horizontal learning’ – that is, knowledge transmitted and acquired in a context of informal interactions, to which traditional categories such as ‘teachers’ and ‘disciples’ do not necessarily apply – remains little studied. To f ill this gap, this volume builds on ideas formulated by Jean Lave and Étienne Wenger to approach learning as a situated phenomenon that can never be decontextualized from the social and even physical environment in which it took place. The contributions collected here will exemplify various means of learning, considering the interplay between literate and non-literate modes as well as the problems posed by the necessity of using written sources as attestations of non-literate forms of learning
Learning as shared practice in monastic communities, 1070-1180
No full textIn this study, Micol Long looks at Latin letters written in Western Europe between 1070 and 1180 to reconstruct how monks and nuns learned from each other in a continuous, informal and reciprocal way during their daily communal life. The book challenges the common understanding of education as the transmission of knowledge via a hierarchical master–disciple learning model and shows how knowledge was also shared, exchanged, jointly processed and developed.
Long presents a new and more complicated picture of reciprocal knowledge exchanges, which could be horizontal and bottom-up as well as vertical, and where the same individuals could assume different educational roles depending on the specific circumstances and on the learning contents
Forms and trasmission of Knowledge at Saint Gall (Ninth to Eleventh Century)
No full textThe paper focuses on the forms of transmission of knowledge within the
monastic elite who controlled the monastery of Saint-Gall from the Carolingian
age to the Salian age. The chronicles of Saint-Gall contain evidence
that offfer insight into the ways in which this elite created a shared cultural
humus, through a process of ‘horizontal learning’ not strictly connected with
the school, but which was based on the personal solidarity deriving from
relationships. The mixture of the formal plane with the informal characterised
the training processes of the monastic community, in which the transfer
of competences and the training of the monks occurred both within the
formalized scholastic structures and in an informal manner. In this way, the
monastery and the school could overlap, and even become interchangeable
Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Medieval Communities
No full textThe history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience.
Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community.status: Publishe
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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