LEADER 04020oam 22006134a 450 001 996309079803316 005 20230921200706.0 010 $a90-485-3291-4 035 $a(CKB)4100000009194733 035 $a(OAPEN)1005807 035 $a(OCoLC)1181851996 035 $a(MdBmJHUP)muse78673 035 $a(DE-B1597)535266 035 $a(OCoLC)1111662128 035 $a(DE-B1597)9789048532919 035 $a(MiAaPQ)EBC6637575 035 $a(Au-PeEL)EBL6637575 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/32935 035 $a(MiAaPQ)EBC30793562 035 $a(Au-PeEL)EBL30793562 035 $a(EXLCZ)994100000009194733 100 $a20200723e20202019 uy 0 101 0 $aeng 135 $auuuuu---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHorizontal Learning in the High Middle Ages$ePeer-to-Peer Knowledge Transfer in Religious Communities /$fedited by Micol Long, Tjamke Snijders, and Steven Vanderputten 205 $a1st ed. 210 $aAmsterdam$cAmsterdam University Press$d2019 210 1$aBaltimore, Maryland :$cProject Muse,$d2020 210 4$d©2020 215 $a1 online resource (280 p.) 225 0 $aKnowledge communities ;$v7 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tTable of Contents --$tAcknowledgments --$t1. Introduction /$rLong, Micol / Vanderputten, Steven --$t2. Communal Learning and Communal Identities in Medieval Studies /$rSnijders, Tjamke --$t3. Condiscipuli Sumus /$rLong, Micol --$t4. Ut Fiat Aequalitas /$rGiraud, Cédric --$t5. Truth as Teaching /$rDiehl, Jay --$t6. Making Space for Learning in the Miracle Stories of Peter the Venerable /$rSaurette, Marc --$t7. Teaching through Architecture /$rPatrick Kinsella, Karl --$t8. Men and Women in the Life of the Schools /$rJaeger, C. Stephen --$t9. Heloise's Echo /$rHellemans, Babette --$t10. Forms of Transmission of Knowledge at Saint Gall (Ninth to Eleventh Century) /$rD'Acunto, Nicolangelo --$t11. Horizontal Learning in Medieval Italian Canonries /$r?enocak, Neslihan --$t12. Concluding Observations /$rSteckel, Sita --$tBibliography --$tIndex 330 $aThe history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. *Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities* centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience. Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community. 410 0$aKnowledge communities (Amsterdam, Netherlands) ;$v7. 606 $aLearning and scholarship$zEurope$xHistory$yMedieval, 500-1500 606 $aEducation, Medieval 610 $aLearning, education, medieval culture, medieval religious history. 615 0$aLearning and scholarship$xHistory 615 0$aEducation, Medieval. 676 $a370.902 700 $aLong$b Micol$4edt$0620713 702 $aVanderputten$b Steven 702 $aSnijders$b Tjamke$f1981- 702 $aLong$b Micol 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a996309079803316 996 $aHorizontal Learning in the High Middle Ages$93558804 997 $aUNISA