LEADER 03643nam 22006972 450 001 9910822078003321 005 20230717221516.0 010 $a1-107-11742-9 010 $a1-280-15451-9 010 $a0-511-11773-6 010 $a0-511-04050-4 010 $a0-511-15331-7 010 $a0-511-48326-0 010 $a0-511-32786-2 010 $a0-511-04823-8 035 $a(CKB)1000000000005977 035 $a(EBL)201584 035 $a(OCoLC)475915434 035 $a(SSID)ssj0000219239 035 $a(PQKBManifestationID)11196412 035 $a(PQKBTitleCode)TC0000219239 035 $a(PQKBWorkID)10229190 035 $a(PQKB)10778859 035 $a(UkCbUP)CR9780511483264 035 $a(MiAaPQ)EBC201584 035 $a(Au-PeEL)EBL201584 035 $a(CaPaEBR)ebr10064285 035 $a(CaONFJC)MIL15451 035 $a(EXLCZ)991000000000005977 100 $a20090224d2001|||| uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPedagogy, intellectuals, and dissent in the later Middle Ages $eLollardy and ideas of learning /$fRita Copeland 210 1$aCambridge :$cCambridge University Press,$d2001. 215 $a1 online resource (xii, 243 pages) $cdigital, PDF file(s) 225 1 $aCambridge studies in medieval literature ;$v44 311 0 $a0-521-02302-5 311 0 $a0-521-65238-3 320 $aIncludes bibliographical references (p. 220-238) and index. 327 $aGeneral introduction: pedagogy and intellectuals -- pt. 1. From pedagogies to hermeneutics: childhood, the literal sense, and the heretical classroom. 1. Revaluing the literal sense from antiquity to the Middle Ages. 2. Lollardy and the politics of the literal sense -- pt. 2. Violent representations: intellectuals and prison writing. 3. Richard Wyche and the public record. 4. William Thorpe and the historical record. 330 $aThis book is about the place of pedagogy and the role of intellectuals in medieval dissent. Focusing on the medieval English heresy known as Lollardy, Rita Copeland places heretical and orthodox attitudes to learning in a long historical perspective that reaches back to antiquity. She shows how educational ideologies of ancient lineage left their imprint on the most sharply politicized categories of late medieval culture, and how radical teachers transformed inherited ideas about classrooms and pedagogy as they brought their teaching to adult learners. The pedagogical imperatives of Lollard dissent were also embodied in the work of certain public figures, intellectuals whose dissident careers transformed the social category of the medieval intellectual. Looking closely at the prison narratives of two Lollard preachers, Copeland shows how their writings could serve as examples for their fellow dissidents and forge a new rapport between academic and non-academic communities. 410 0$aCambridge studies in medieval literature ;$v44. 517 3 $aPedagogy, Intellectuals, & Dissent in the Later Middle Ages 606 $aEducation, Medieval$zGreat Britain 606 $aReformation$xEarly movements 606 $aLollards 607 $aGreat Britain$xIntellectual life$y1066-1485 615 0$aEducation, Medieval 615 0$aReformation$xEarly movements. 615 0$aLollards. 676 $a370/.942 700 $aCopeland$b Rita$0620840 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910822078003321 996 $aPedagogy, intellectuals, and dissent in the later Middle Ages$94038055 997 $aUNINA