ABSTRACT According to Bernard of Clairvaux, Hugh of Saint-Victor and John of Salisbury, it was only when knowledge was embodied in practice that its true meaning was revealed and could be understood. Yet, twelfth-century authors rarely offer any explanation for the inclusion of practice within the process of knowledge acquisition. This article explores why practice could be regarded as an irreducible component of twelfth-century pedagogies in light of both twelfth-century thought and the classical and patristic pedagogical thought they inherited, where the role and importance of practice is more explicitly expressed. Earlier thought provided the high Middle Ages with a conceptual basis for seeing active participation and practice on the part of the learner as integral to learning. Knowledge, on the view inherited by the twelfth century, could never fully be contained in words, whether written or spoken, but only in the re-enactive, self-reflective mind.

中文翻译：

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言语，范例与实践：十二世纪思想中的学习与学习者

摘要克莱尔沃克斯的伯纳德，圣维克多的休和索尔兹伯里的约翰表示，只有在实践中体现知识时，才可以揭示和理解其真正含义。然而，十二世纪的作者很少对将实践包括在知识获取过程中做出任何解释。本文探讨了为什么从十二世纪思想以及它们继承的古典和爱国主义教育思想的角度出发，实践可以被视为十二世纪教育学的不可还原的组成部分，在其中更明确地表达了实践的作用和重要性。早期的思想为中世纪的高中提供了概念基础，使学习者将积极参与和实践视为学习的组成部分。从十二世纪继承的观点来看，知识