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Pedagogy, Intellectuals, and Dissent in the Later Middle Ages

Name: Pedagogy, Intellectuals, and Dissent in the Later Middle Ages
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Bol Partner This 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 shows how radical teachers transformed inherited ideas about classrooms and pedagogy as they brought their teaching to adult learners. This 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.

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This 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 shows how radical teachers transformed inherited ideas about classrooms and pedagogy as they brought their teaching to adult learners. This 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.

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