Education and Society in the Middle Ages and Renaissance Online
The electronic version of the Education and Society in the Middle Ages and Renaissance series.
This peer-reviewed series is designed to provide a forum for high-quality monographic and broader studies dealing with the structure, content and influence of educational institutions from late antiquity to the seventeenth century. It was established in response to the increased interest and revisionary perspectives that have in recent decades transformed the fields of university history, secondary and pre-university schooling, and literacy in medieval and early modern society. Building upon the content-orientated work in intellectual history and numerous histories of individual colleges and universities, recent work in the history of pre-modern education has focused on the interface, indeed interfaces, of learning and society: prosopographical analyses of students and masters, comparative approaches across time and place, studies of the social implications of education for secular and ecclesiastical government, the place of educational institutions in the creation of professional groups and elites, as well as their impact for society in general. It is expected that all these and related approaches will be used to shed light on the social context of which educational institutions are a fundamental part. The series, in short, seeks to present works that are concerned with the social history of learning in its widest sense.
This peer-reviewed series is designed to provide a forum for high-quality monographic and broader studies dealing with the structure, content and influence of educational institutions from late antiquity to the seventeenth century. It was established in response to the increased interest and revisionary perspectives that have in recent decades transformed the fields of university history, secondary and pre-university schooling, and literacy in medieval and early modern society. Building upon the content-orientated work in intellectual history and numerous histories of individual colleges and universities, recent work in the history of pre-modern education has focused on the interface, indeed interfaces, of learning and society: prosopographical analyses of students and masters, comparative approaches across time and place, studies of the social implications of education for secular and ecclesiastical government, the place of educational institutions in the creation of professional groups and elites, as well as their impact for society in general. It is expected that all these and related approaches will be used to shed light on the social context of which educational institutions are a fundamental part. The series, in short, seeks to present works that are concerned with the social history of learning in its widest sense.
‘The volumes in Education and Society in the Middle Ages and Renaissance transcend disciplinary boundaries to such an extent that they are wide-ranging research tools and reference works in the period's institutional history, intellectual history, and history of ideas. Easily accessible near the office, at home volumes in this series keep in constant motion between bookshelf, desk, couch, and floor.’
Professor Chris Schabel, University of Cyprus
‘This series is the gold standard for all interested in the intellectual and social contributions of institutions of higher learning the medieval and Renaissance eras. The innovative scholarship in the series--some of it closely focused, some of it broadly synthesizing--is rich and suggestive. It has enlivened and advanced the field in remarkable ways. Collectively the items published constitute an impressive achievement.’
Professor Paul Knoll, University of Southern California
Professor Chris Schabel, University of Cyprus
‘This series is the gold standard for all interested in the intellectual and social contributions of institutions of higher learning the medieval and Renaissance eras. The innovative scholarship in the series--some of it closely focused, some of it broadly synthesizing--is rich and suggestive. It has enlivened and advanced the field in remarkable ways. Collectively the items published constitute an impressive achievement.’
Professor Paul Knoll, University of Southern California