This book argues for a radically new approach to the history of reading and literacy in the Middle Ages. It investigates the use of complex literary texts as the basis of elementary instruction in the Latin language and, using medieval teachers' notes (glosses) on a classical text (Horace's Satires) and a selection of other unpublished manuscript materials, it demonstrates that the reading of classical literature was profoundly shaped by the demands of acquiring Latin literacy through the arts of grammar and rhetoric. The resolutely literal readings of Latin texts found in these educational and institutional contexts call for a reassessment of the relationship of Latin and vernacular discourses in medieval culture, and of some central notions in medieval hermeneutics, notably allegory and authorial intention.
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This book argues for a radically new approach to the history of reading and literacy in the Middle Ages. It investigates the use of complex literary texts as the basis of elementary instruction in the Latin language and, using medieval teachers' notes (glosses) on a classical text (Horace's Satires) and a selection of other unpublished manuscript materials, it demonstrates that the reading of classical literature was profoundly shaped by the demands of acquiring Latin literacy through the arts of grammar and rhetoric. The resolutely literal readings of Latin texts found in these educational and institutional contexts call for a reassessment of the relationship of Latin and vernacular discourses in medieval culture, and of some central notions in medieval hermeneutics, notably allegory and authorial intention.
' ... a thought-provoking and erudite work to be warmly welcomed and thoroughly recommended'. The Review of English Studies
'This is an original, stimulating book which will be useful to all scholars working on reading and literacy in the Middle Ages.' Peritia
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Vendeur : Powell's Bookstores Chicago, ABAA, Chicago, IL, Etats-Unis
Hardcover. Etat : Used-Very Good. 0th Edition. Cloth, no dj. Minor shelf-wear to dj., otherwise very sound. N° de réf. du vendeur 1962146
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Vendeur : The Compleat Scholar, Rochester, NY, Etats-Unis
hardcover. Etat : Very Good. No marks or highlighting in the book. Our copy is hardback with a dust jacket, showing faint scratches in the jacket. N° de réf. du vendeur MJA-25-0224-056-66
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Vendeur : Anybook.com, Lincoln, Royaume-Uni
Etat : Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:0521472571. N° de réf. du vendeur 3703857
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Vendeur : Puvill Libros, Barcelona, B, Espagne
N° de réf. du vendeur 9780521472579
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Vendeur : Ria Christie Collections, Uxbridge, Royaume-Uni
Etat : New. In. N° de réf. du vendeur ria9780521472579_new
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Vendeur : Revaluation Books, Exeter, Royaume-Uni
Hardcover. Etat : Brand New. 235 pages. 9.50x6.50x0.75 inches. In Stock. This item is printed on demand. N° de réf. du vendeur __0521472571
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Vendeur : Grand Eagle Retail, Bensenville, IL, Etats-Unis
Hardcover. Etat : new. Hardcover. This book investigates how people learned to read in the Middle Ages. It uses glosses--medieval teachers' notes--on classical Latin texts to show how these complex works were used in a very basic and literal way in the classroom, and argues that this has profound implications for our understanding of medieval literacy and hermeneutics. Suzanne Reynolds discusses issues including the relationship of Latin and vernacular languages, the role of classical texts in medieval culture, ideas of allegory in the Middle Ages, and medieval literary theory. This book investigates how people learnt to read in the Middle Ages. It uses medieval teachers' glosses on Latin texts to show how complex works were used in a very basic way in the classroom, and argues that this has profound implications for our understanding of medieval literacy and hermeneutics. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9780521472579
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Vendeur : THE SAINT BOOKSTORE, Southport, Royaume-Uni
Hardback. Etat : New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days. N° de réf. du vendeur C9780521472579
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Vendeur : Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlande
Etat : New. This book argues for a radically new approach to the history of reading and literacy in the Middle Ages. Series Editor(s): Minnis, Alastair; Boyde, Patrick; Burrow, Professor John; Copeland, Rita; Deyermond, Alan; Dronke, Peter; Palmer, Nigel; Wetherbee, Winthrop. Series: Cambridge Studies in Medieval Literature. Num Pages: 256 pages, 2 b/w illus. BIC Classification: DSBB. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 19. Weight in Grams: 575. . 1996. Illustrated. hardcover. . . . . N° de réf. du vendeur V9780521472579
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Vendeur : CitiRetail, Stevenage, Royaume-Uni
Hardcover. Etat : new. Hardcover. This book investigates how people learned to read in the Middle Ages. It uses glosses—medieval teachers' notes—on classical Latin texts to show how these complex works were used in a very basic and literal way in the classroom, and argues that this has profound implications for our understanding of medieval literacy and hermeneutics. Suzanne Reynolds discusses issues including the relationship of Latin and vernacular languages, the role of classical texts in medieval culture, ideas of allegory in the Middle Ages, and medieval literary theory. This book argues for a radically new approach to the history of reading and literacy in the Middle Ages. It investigates the use of complex literary texts as the basis of elementary instruction in the Latin language and, using medieval teachers' notes (glosses) on a classical text (Horace's Satires) and a selection of other unpublished manuscript materials, it demonstrates that the reading of classical literature was profoundly shaped by the demands of acquiring Latin literacy through the arts of grammar and rhetoric. The resolutely literal readings of Latin texts found in these educational and institutional contexts call for a reassessment of the relationship of Latin and vernacular discourses in medieval culture, and of some central notions in medieval hermeneutics, notably allegory and authorial intention. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9780521472579
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