Benedictine Monks At The University Of Paris

This register presents biographical information, drawn from a wide variety of sources, concerning the origins, education, and careers of 671 Benedictine monks known to have studied or taught at the University of Paris in the late Middle Ages.

This volume presents a biographical register of the 583 members of religious orders licensed in theology at the University of Paris between 1373 and 1500. The register is preceded by a discussion of the sources used in its preparation and a list of all the clerics—secular as well as religious—licensed at Paris between 1373 and 1500. Appended to the register is list of those licensed arranged chronologically by religious order and an index of all the religious arranged by baptismal name. The register is offered in service to historians of the medieval university and of religious life in the late middle ages, as well as those interested in the professoriate of the premier theological faculty of its day.

A Benedictine Reader, 530–1530, has been more than twenty years in the making. A collaboration of a dozen scholars, this project gives as broad and deep a sense of the reality of the first one thousand years of Benedictine monasticism as can be done in one volume, using primary sources in English translation. The texts included are drawn from many different genres and from several languages and areas of Europe. The introduction to each of the thirty-two chapters aims to situate each author and text and to make connections with other texts and studies within and outside the Reader. The general introduction summarizes the main ideas and practices that are present in the Rule of Saint Benedict and in the first thousand years of Benedictine monasticism while suggesting questions that a reader might bring to the texts.

A comprehensive survey of the origins, development, and influence of the most important monastic order in the middle ages.

Volume XV of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

The Handbook takes as its subject the complex phenomenon of Christian monasticism. It addresses, for the first time in one volume, the multiple strands of Christian monastic practice. Forty-four essays consider historical and thematic aspects of the Catholic, Eastern Orthodox, Oriental Orthodox, Protestant, and Anglican traditions, as well as contemporary 'new monasticism'. The essays in the book span a period of nearly two thousand years—from late ancient times, through the medieval and early modern eras, on to the present day. Taken together, they offer, not a narrative survey, but rather a map of the vast terrain. The intention of the Handbook is to provide a balance of some essential historical coverage with a representative sample of current thinking on monasticism. It presents the work of both academic and monastic authors, and the essays are best understood as a series of loosely-linked episodes, forming a long chain of enquiry, and allowing for various points of view. The authors are a diverse and international group, who bring a wide range of critical perspectives to bear on pertinent themes and issues. They indicate developing trends in their areas of specialisation. The individual contributions, and the volume as a whole, set out an agenda for the future direction of monastic studies. In today's world, where there is increasing interest in all world monasticisms, where scholars are adopting more capacious, global approaches to their investigations, and where monks and nuns are casting a fresh eye on their ancient traditions, this publication is especially timely.

Through a detailed reconstruction of schooling in late medieval Regensburg, this book provides fresh insights into the complex cultural, political, and institutional contexts in which the educational expansion of the late Middle Ages took place.