Magister Amoris The Roman De La Rose And Vernacular Hermeneutics

The Roman de la Rose was a major bestseller - largely due to its robust treatment of 'natural' sexuality. This study concentrates on the ways in which Jean de Meun, in imitation of Ovid, assumed the mock-magisterium (or mastership) of love. From Latin texts and literary theory Jean derived many hermeneutic rationales and generic categorizations, without allowing any one to dominate. Alastair J. Minnis considers allegorical versus literalistic expression in the poem, its competing discourses of allegorical covering and satiric stripping, Jean's provocative use of plain and sometimes obscene language in a widely accessible French work, the challenge of its homosocial and perhaps even homoerotic constructions, the subversive effects of coital comedy within a text characterized by intermittent aspirations to moral and scientific truth, and - placing the Rose's reception within the European history of vernacular hermeneutics - the problematic translation of literary authority from Latin into the vulgar tongue.

The 13th century poem, The Roman de la Rose was a bestseller largely due to its robust treatment of natural sexuality. This study concentrates on the ways in which Jean de Meung, in imitation of Ovid, assumed the mock-mastership of love.

As the 'father' of the English literary canon, one of a very few writers to appear in every 'great books' syllabus, Chaucer is seen as an author whose works are fundamentally timeless: an author who, like Shakespeare, exemplifies the almost magical power of poetry to appeal to each generation of readers. Every age remakes its own Chaucer, developing new understandings of how his poetry intersects with contemporary ways of seeing the world, and the place of the subject who lives in it. This Handbook comprises a series of essays by established scholars and emerging voices that address Chaucer's poetry in the context of several disciplines, including late medieval philosophy and science, Mediterranean Studies, comparative literature, vernacular theology, and popular devotion. The volume paints the field in broad strokes and sections include Biography and Circumstances of Daily Life; Chaucer in the European Frame; Philosophy and Science in the Universities; Christian Doctrine and Religious Heterodoxy; and the Chaucerian Afterlife. Taken as a whole, The Oxford Handbook of Chaucer offers a snapshot of the current state of the field, and a bold suggestion of the trajectories along which Chaucer studies are likely to develop in the future.

Around the year 1400, the poet Christine de Pizan initiated a public debate in France over the literary "truth" and merit of the Roman of the Rose, perhaps the most renowned work of the French Middle Ages. She argued against what she considered to be misrepresentations of female virtue and vice in the Rose. Her bold objections aroused the support and opposition of some of the period’s most famous intellectuals, notable Jean Gerson, whose sermons on the subject are important literary documents. "The Quarrel of the Rose" is the name given by modern scholars to the collection of these and other documents, including both poetry and letters, that offer a vivid account of this important controversy. As the first dual-language version of the "Quarrel" documents, this volume will be of great interest to medievalists and an ideal addition to the Routledge Medieval Texts series. Along with translations of the actual debate epistles, the volume includes several relevant passages from the Romance of the Rose, as well as a chronology of events and ample biography of source materials.

Arguably the single most influential literary work of the European Middle Ages, the Roman de la Rose of Guillaume de Lorris and Jean de Meun has traditionally posed a number of difficulties to modern critics, who have viewed its many interruptions and philosophical discussions as signs of a lack of formal organization and a characteristically medieval predilection for encyclopedic summation. In Fortune's Faces, Daniel Heller-Roazen calls into question these assessments, offering a new and compelling interpretation of the romance as a carefully constructed and far-reaching exploration of the place of fortune, chance, and contingency in literary writing. Situating the Romance of the Rose at the intersection of medieval literature and philosophy, Heller-Roazen shows how the thirteenth-century work invokes and radicalizes two classical and medieval traditions of reflection on language and contingency: that of the Provençal, French, and Italian love poets, who sought to compose their "verses of pure nothing"in a language Dante defined as "without grammar," and that of Aristotle's discussion of "future contingents" as it was received and refined in the logic, physics, theology, and epistemology of Boethius, Abelard, Albert the Great, and Thomas Aquinas.Through a close analysis of the poetic text and a detailed reconstruction of the logical and metaphysical concept of contingency, Fortune's Faces charts the transformations that literary structures (such as subjectivity, autobiography, prosopopoeia, allegory, and self-reference) undergo in a work that defines itself as radically contingent. Considered in its full poetic and philosophical dimensions, the Romance of the Rose thus acquires an altogether new significance in the history of literature: it appears as a work that incessantly explores its own capacity to be other than it is.

The Roman de la rose in its Philosophical Context offers a new interpretation of the long and complex medieval allegorical poem written by Guillaume de Lorris and Jean de Meun in the thirteenth century, a work that became one of the most influential works of vernacular literature in the European Middle Ages. The scope and sophistication of the poem's content, especially in Jean's continuation, has long been acknowledged, but this is the first book-length study to offer an in-depth analysis of how the Rose draws on, and engages with, medieval philosophy, in particular with the Aristotelianism that dominated universities in the thirteenth century. It considers the limitations and possibilities of approaching ideas through the medium of poetic fiction, whose lies paradoxically promise truth and whose ambiguities and self-contradiction make it hard to discern its positions. This indeterminacy allows poetry to investigate the world and the self in ways not available to texts produced in the Scholastic context of universities, especially those of the University of Paris, whose philosophical controversies in the 1270s form the backdrop against which the poem is analysed. At the heart of the Rose are the three ideas of art, nature, and ethics, which cluster around its central subject: love. While the book offers larger claims about the Rose's philosophical agenda, different chapters consider the specifics of how it draws on, and responds to, Roman poetry, twelfth-century Neoplatonism, and thirteenth-century Aristotelianism in broaching questions about desire, epistemology, human nature, the imagination, primitivism, the philosophy of art, and the ethics of money.

Guynn offers an innovative new approach to the ethical, cultural, and ideological analysis of medieval allegory. Working between poststructuralism and historical materialism, he considers both the playfulness of allegory and its disciplinary force.

One of the most influential texts of its time, the Romance of the Rose offers readers a window into the world view of the late Middle Ages in Europe, including notions of moral philosophy and courtly love. Yet the Rose also explores topics that remain relevant to readers today, such as gender, desire, and the power of speech. Students, however, can find the work challenging because of its dual authorship by Guillaume de Lorris and Jean de Meun, its structure as an allegorical dream vision, and its encyclopedic length and scope. The essays in this volume offer strategies for teaching the poem with confidence and enjoyment. Part 1, "Materials," suggests helpful background resources. Part 2, "Approaches," presents contexts, critical approaches, and strategies for teaching the work and its classical and medieval sources, illustrations, and adaptations as well as the intellectual debates that surrounded it.