LEADER 04741nam 22007575 450 001 9910828032203321 005 20210717005234.0 010 $a0-8232-8604-5 010 $a0-8232-8193-0 010 $a0-8232-8194-9 024 7 $a10.1515/9780823281947 035 $a(CKB)4100000007132980 035 $a(MiAaPQ)EBC5584100 035 $a(StDuBDS)EDZ0002092125 035 $a(OCoLC)1080549946 035 $a(MdBmJHUP)muse68812 035 $a(DE-B1597)555263 035 $a(DE-B1597)9780823281947 035 $a(OCoLC)1124452091 035 $a(EXLCZ)994100000007132980 100 $a20200723h20182019 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEcstasy in the Classroom $eTrance, Self, and the Academic Profession in Medieval Paris /$fAyelet Even-Ezra 205 $aFirst edition. 210 1$aNew York, NY :$cFordham University Press,$d[2018] 210 4$dİ2019 215 $a1 online resource (313 pages) 225 0 $aFordham Series in Medieval Studies 300 $aThis edition previously issued in print: 2018. 311 0 $a0-8232-8192-2 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIntroduction --$tChapter One. Why was Paul ignorant of his own state, and how do various modes of cognizing God differ? --$tChapter Two. How could Paul remember his rapture? --$tChapter Three. Can a soul see God or itself without intermediaries? --$tChapter Four. Does true faith rely on anything external? --$tChapter Five. What happens to old modes of cognition when new ones are introduced during trance and other transitions? --$tChapter Six. Can knowledge qua knowledge be a virtue? --$tSummary and Epilogue --$tAppendix --$tAcknowledgments --$tNotes --$tBibliography --$tIndex 330 $aCan ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe?s ?fountain of knowledge.? It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle?s Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context. 410 0$aFordham series in medieval studies. 410 0$aFordham scholarship online. 606 $aExperience (Religion) 606 $aAltered states of consciousness$xReligious aspects 606 $aVisions in the Bible 606 $aEcstasy$xHistory of doctrines$yMiddle Ages, 600-1500 610 $aAlexander of Hales. 610 $aEarly-thirteenth century. 610 $aMedieval universities. 610 $aPhilip the Chancellor. 610 $aRapture. 610 $aSelf. 610 $aWilliam of Auxerre. 610 $afaith. 610 $aprophecy. 610 $ascholasticism. 615 0$aExperience (Religion) 615 0$aAltered states of consciousness$xReligious aspects. 615 0$aVisions in the Bible. 615 0$aEcstasy$xHistory of doctrines 676 $a248.2 676 $a248.2 700 $aEven-Ezra$b Ayelet$4aut$4http://id.loc.gov/vocabulary/relators/aut$01140880 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910828032203321 996 $aEcstasy in the Classroom$93987321 997 $aUNINA