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Learning as shared practice in monastic communities, 1070-1180 / by Micol Long.

By: Material type: TextTextSeries: Education and society in the Middle Ages and Renaissance ; 058Publisher: Leiden ; Boston : Brill, [2022]Copyright date: c2022Description: x, 268 pagine ; 25 cmContent type:
  • testo (txt)
Media type:
  • senza mediazione (n)
Carrier type:
  • volume (nc)
ISBN:
  • 9789004460416
Subject(s): DDC classification:
  • 271.00902 23
LOC classification:
  • BX2470 .L58 2022
Other classification:
  • BQX 6821.L58 2022
Contents:
The authors and their letters -- The context of shared learning -- The means of shared learning -- The effects of shared learning -- Shared learning in female communities -- Shared learning in other religious groups.
Summary: "In 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".

Include bibliografia e indice.

The authors and their letters -- The context of shared learning -- The means of shared learning -- The effects of shared learning -- Shared learning in female communities -- Shared learning in other religious groups.

"In 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".