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1. |
Record Nr. |
UNISA996309079803316 |
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Autore |
Long Micol |
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Titolo |
Horizontal Learning in the High Middle Ages : Peer-to-Peer Knowledge Transfer in Religious Communities / / edited by Micol Long, Tjamke Snijders, and Steven Vanderputten |
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Pubbl/distr/stampa |
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Amsterdam, : Amsterdam University Press, 2019 |
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Baltimore, Maryland : , : Project Muse, , 2020 |
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©2020 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (280 p.) |
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Collana |
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Knowledge communities ; ; 7 |
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Disciplina |
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Soggetti |
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Learning and scholarship - Europe - History - Medieval, 500-1500 |
Education, Medieval |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Table of Contents -- Acknowledgments -- 1. Introduction / Long, Micol / Vanderputten, Steven -- 2. Communal Learning and Communal Identities in Medieval Studies / Snijders, Tjamke -- 3. Condiscipuli Sumus / Long, Micol -- 4. Ut Fiat Aequalitas / Giraud, Cédric -- 5. Truth as Teaching / Diehl, Jay -- 6. Making Space for Learning in the Miracle Stories of Peter the Venerable / Saurette, Marc -- 7. Teaching through Architecture / Patrick Kinsella, Karl -- 8. Men and Women in the Life of the Schools / Jaeger, C. Stephen -- 9. Heloise's Echo / Hellemans, Babette -- 10. Forms of Transmission of Knowledge at Saint Gall (Ninth to Eleventh Century) / D'Acunto, Nicolangelo -- 11. Horizontal Learning in Medieval Italian Canonries / Şenocak, Neslihan -- 12. Concluding Observations / Steckel, Sita -- Bibliography -- Index |
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Sommario/riassunto |
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The 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 |
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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. |
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2. |
Record Nr. |
UNINA9910524849403321 |
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Autore |
Finlay Marike |
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Titolo |
The Potential of Modern Discourse : Musil, Peirce, and Perturbation / / Marike Finlay |
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Pubbl/distr/stampa |
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Indiana University Press, 1990 |
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Bloomington : , : Indiana University Press, , 1990 |
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©1990 |
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ISBN |
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Descrizione fisica |
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1 online resource (1 online resource xii, 186 pages.) |
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Collana |
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Soggetti |
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Semiotik |
Konversationsanalyse |
Connaissance, Theorie de la |
Analyse du discours |
Semiotique |
Semiotiek |
Discourse analysis |
Kennistheorie |
Semiotics |
Knowledge, Theory of |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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The postmodern response to the century-old crisis of classical discourse (which called into question the possibility of a fixed, objective, and absolute knowledge) has been to declare the death of the subject, and the end or absence of meaning. The Potential of Modern Discourse seeks to recover for contemporary discourse an alternative possibility by returning to the modernist project of linking ethics, politics, and the discourse of knowledge. In the multiple, ironic discourses of Robert Musil, the semiotics of Charles Sanders Peirce, and the physics of Werner Heisenberg, Marike Finlay finds the basis for a new discourse of knowledge. In her pragmatic, consensualmodel, meaning and truth are not objectively or unilaterally established, but rather "triadically" co-constructed as realtionship among "object," "representamen" (or "sign"), and "interpretant" (the terms are Peirce's), and this triadic realtionship is constantly shifting through time and space. By approaching Musil's The Man without Qualities as discourse, Finlay finds in it a re-presentation of the theory of knowledge implicit in the Peircean triadicity and Heisenber's philosophy of physics. Her reading constitutes one of the first attempts to apply Peircean semiotics to a literary work. in Musil's modernist response to the crisis of representation, Finlway discovers an alternative to the postmodernist complete deconstruction of sense. |
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