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High Medieval Monasteries as Communities of Practice: Approaching Monastic Learning Through Letters
Journal of Religious History Pub Date : 2016-03-27 , DOI: 10.1111/1467-9809.12345
Micol Long

The theme of learning in high medieval monasteries can be approached by analysing such contexts as “communities of practice” on the basis of preserved monastic letters and letter-collections. The letters' propagandistic function makes it extremely interesting to analyse the ways in which they represent learning in order to serve different purposes: to attract people to a monastery, to offer advice to members of monastic communities, and even to intervene in the debate that opposed monastic to secular and scholastic modes of study. Moreover, epistolary sources offer insights into the complex dynamics of social interactions within the monastery, in particular the plurality of learning agents and the reciprocal nature of learning exchanges. Therefore, this approach can offer a valuable contribution to the study of learning as a shared and dialectical process, which takes place through social interaction within a heterogeneous community. In addition, it helps to understand the way in which learning is linked to the shaping of identities, both individual and communal, because it affects and transforms the reciprocal social roles of the members of a monastic community.

中文翻译:

作为实践社区的中世纪高等修道院:通过信件接近修道院学习

中世纪高等修道院的学习主题可以通过在保存的修道院信件和信件集的基础上分析“实践社区”等背景来解决。这些信件的宣传功能使得分析它们代表学习的方式以服务于不同目的变得非常有趣:吸引人们到修道院,向修道院社区的成员提供建议,甚至介入反对反对派的辩论。寺院到世俗和经院学习模式。此外,书信来源提供了对修道院内社会互动的复杂动态的洞察,特别是学习代理的多元化和学习交流的互惠性质。所以,这种方法可以为学习作为一个共享和辩证过程的研究做出宝贵贡献,学习是通过异质社区内的社会互动发生的。此外,它有助于理解学习与个人和社区身份塑造的联系方式,因为它影响并改变了修道院社区成员的相互社会角色。
更新日期:2016-03-27
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