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LEADER 00000cam a2200553Ii 4500 
001    ocn852787699 
003    OCoLC 
005    20140130232904.0 
008    130712s2013    be a     b    001 0 eng d 
020    250352754X |q(hardback) 
020    9782503527543 |q(hardback) 
020    |z9782503539539|q(online) 
035    (OCoLC)852787699 
035    .b53211534 
040    OHX|beng|erda|cOHX|dOCLCO|dVA@|dFDA|dUAB|dAMH|dCUD|dYDXCP
043    e------ 
050  4 PA55|b.C59 2013 
072  7 DE|2lcco 
072  7 LA|2lcco 
082 04 880.07104|223 
245 04 The classics in the medieval and Renaissance classroom :
       |bthe role of ancient texts in the arts curriculum as 
       revealed by surviving manuscripts and early printed books 
       /|cedited by Juanita Feros Ruys, John O. Ward, and Melanie
264  1 Turnhout :|bBrepols,|c[2013] 
300    viii, 420 pages :|billustrations ;|c24 cm. 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
490 1  Disputatio ;|vvolume 20. 
500    Based on a conference held at the University of Sydney, 
       Australia, July 27-29, 2006. 
504    Includes bibliographical references and index. 
505 00 |tClassics in the classroom : an introduction /|rJohn O. 
       Ward --|tManuscript evidence of the teaching of the 
       language arts in late Anglo-Saxon and early Norman England,
       with particular regard to the role of the classics /
       |rGabriele Knappe --|tTeaching classical rhetoric in 
       practice : evidence from Anselm de Besate /|rBeth S. 
       Bennett --|tThierry of Chartres and the causes of rhetoric
       : from the Heptateuchon to teaching the Ars rhetorica /
       |rRita Copeland --|tGrammar and rhetoric offered to John 
       of Salisbury /|rKarin Margareta Fredborg --|tAccessus to 
       classical poets in the twelfth century /|rBirger Munk 
       Olsen --|tWhat goes with Geoffrey of Vinsauf? 
       Codicological clues to pedagogical practices in England, 
       c. 1225-c. 1470 /|rMartin Camargo --|tProgymnasmata and 
       progymnasmatic exercises in the medieval classroom /
       |rManfred Kraus --|tDreaming in class : Aristotle's De 
       sompno in the schools /|rLola Sharon Davidson --
       |tAristotle in the medieval classroom : students, teaching,
       and educational change in the schools of Paris in the 
       twelfth and thirteenth centuries /|rSteven J. Williams --
       |tTeaching techniques : the evidence of manuscript 
       schoolbooks produced in Tuscany /|rRobert Black --|tGeorge
       of Trebizond's De suavitate dicendi /|rLucia Calboli 
       Montefusco --|tSpreading the word : Antonio Mancinelli, 
       the printing press, and the teaching of the Studia 
       humanitatis /|rDugald McLellan --|tVirgil in the 
       Renaissance classroom : from Toscanella's Osservationi ...
       sopra l'opere di Virgilio to the Exercitationes rhetoricae
       /|rCraig Kallendorf --|tWhat are the real differences 
       between medieval and Renaissance commentaries? /|rMarjorie
       Curry Woods --|tGeorge Buchanan's revision of the "St 
       Andros" curriculum : Ramism, reformation religion, and 
       Ciceronian humanism in transition /|rC. Jan Swearingen --
       |t"No Terence phrase : his tyme and myne are twaine" : 
       Erasmus, Terence, and censorship in the Tudor classroom /
       |rUrsula Potter --|tPoetic technique and the liberal arts 
       in the lay schoolroom : the Singschule ("singing school") 
       of the German mastersingers of the fifteenth and early 
       sixteenth centuries /|rBrian Taylor. 
520    "Medievalists and Renaissance specialists contribute to 
       this compelling volume examining how and why the classics 
       of Greek and Latin culture were taught in various Western 
       European curricula (including in England, Scotland, France,
       Germany, and Italy) from the tenth to the sixteenth 
       centuries. By analysing some of the commentaries, glosses,
       and paraphrases of these classics that were deployed in 
       medieval and Renaissance classrooms, and by offering 
       greater insight into premodern pedagogic practice, the 
       chapters here emphasize the 'pragmatic' aspects of 
       humanist study. The volume proposes that the classics 
       continued to be studied in the medieval and Renaissance 
       periods not simply for their cultural or 'ornamental' 
       value, but also for utilitarian reasons, for 'life 
       lessons'. Because the volume goes beyond analysing the 
       educational manuals surviving from the premodern period 
       and attempts to elucidate the teaching methodology of the 
       premodern period, it provides a nuanced insight into the 
       formation of the premodern individual. This volume will 
       therefore be of great interest to scholars and students 
       interested in the history of educational theory and 
       practice, or in the premodern reception of classical 
       literature"--Page 4 of cover. 
650  0 Classical philology|0
       subjects/sh85026710|xStudy and teaching|0
       /authorities/subjects/sh2001008697|xHistory|yTo 1500.
650  0 Classical philology|0
       subjects/sh85026710|xStudy and teaching|0
       /authorities/subjects/sh2001008697|xHistory|y16th century.
650  0 Classical literature|0
       subjects/sh85026706|xStudy and teaching|0
       /authorities/subjects/sh2001008697|xHistory|yTo 1500.
650  0 Classical literature|0
       subjects/sh85026706|xStudy and teaching|0
       /authorities/subjects/sh2001008697|xHistory|y16th century.
650  0 Classical education|0
       subjects/sh85026700|xHistory|yTo 1500.|0
650  0 Classical education|0
       subjects/sh85026700|xHistory|y16th century.|0http:// 
650  0 Education, Medieval.|0
650  0 Education|zEurope|xHistory|0
       subjects/sh2008118885|y16th century.|0
700 1  Ruys, Juanita Feros,|0
700 1  Ward, John O.,|d1940-|0
700 1  Heyworth, Melanie,|0
830  0 Disputatio (Turnhout, Belgium) ;|0
       authorities/names/no2003106538|vv. 20. 
907    .b53211534 
984    VU|b.b53211534|cheld 
990    MARCIVE MELB 201906 
990    Uploaded to LA VU-B.D278 24/10/14 aci 
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