Papers by Sarah B Lynch
Throughout the Middle Ages, great intellectuals from Jerome to Jean Gerson all commented on educa... more Throughout the Middle Ages, great intellectuals from Jerome to Jean Gerson all commented on education. What was its purpose? What practices best achieved the intended aims? This volume introduces the central themes that ran through literature on education, from its fixation on moral instruction to recommendations on playtime. It explores writing from the first century to the educational treatises of Renaissance Italy and discusses the important place that education, even of small children, held in medieval thought.
This article examines the nature of school days and school years in later medieval Western Europe... more This article examines the nature of school days and school years in later medieval Western Europe and considers the societal functions of the temporal cultures that emerged. The forms of the school day and year in elementary and grammar schools—alongside school- and youth-centered festivals—were replete with meaning and possessed utility beyond simple responses to environmental factors such as seasonal and meteorological changes. School authorities—whether ecclesiastical or municipal—saw the temporal cultures of medieval schools as a means to socialize children and to create and maintain collective community identities. By exploring a range of different traditions and regional variations, it is clear that the experience of the passage of time was imbued with meaning and social significance for medieval schoolchildren and their communities.
History of Education, 2019
Espacio, Tiempo y Educación, 2015
The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary ... more The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even identifying individual pupils by name can be difficult. This article will explore the archival sources available in French cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of ecclesiastical chapters, school statutes, obituaries, w...
Abstract: The medieval elementary and grammar-school pupil is a partially-hidden figure in the do... more Abstract: The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even identifying individual pupils by name can be difficult. This article will explore the archival sources available in French cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of ecclesiastical chapters, school statutes, obi...
accounts of crime, is a futile exercise; rather, she seeks “to establish a viable framework” with... more accounts of crime, is a futile exercise; rather, she seeks “to establish a viable framework” with which to explore the possible meanings of the texts she examines (123–24). Unfortunately, that laudable task is too often lost in the details. The survey of a multitude of sources leads, at times, to a lack of analysis of what appear to be some significant insights. For example, Río Parra notes cultural differences between Spanish conventions and those found in early modern England, as examined by Malcolm Gaskill and Ken MacMillan, whose inquiries have unearthed evidence of murder investigations that relied on supernatural evidence, whereas in Spain, murder investigations followed more conventional methods of inquiry and interrogation. We are also told that Catholic Spain differed from Protestant regions in the ways crimes were recorded, with Spanish sources lacking the religious morality found in Northern Europe. These intriguing observations merit further commentary. Chapter 3, “On th...
Greti Dinkova-Brunn and Tristan Major, eds, Teaching and Learning in Medieval Europe: Essays in H... more Greti Dinkova-Brunn and Tristan Major, eds, Teaching and Learning in Medieval Europe: Essays in Honour of Gernot R. Wieland, Publications of the Journal of Medieval Latin, 11 (Turnhout: Brepols, 2017) Print, 245 pp., €90.00, ISBN: 9782503568430.
Complexities, Contradictions, Transformations, c. 1100-1500, 2016
In this episode, we talk with Sarah B. Lynch about her recent article in History of Education Qua... more In this episode, we talk with Sarah B. Lynch about her recent article in History of Education Quarterly.
A Cultural History of Education in the Medieval Year, 2021
The teacher was the critical figure in medieval education. He or she was the guardian and purveyo... more The teacher was the critical figure in medieval education. He or she was the guardian and purveyor of knowledge, a link to past masters and the achievements of future generations. This chapter serves as a broad consideration of the complex identity of the teacher, formed not just by teachers themselves but also projected upon them by the societies in which they lived. They could be respected or despised, comfortable or destitute, brilliant or ignorant, friend or foe; labels that shifted continuously depending on place, time, and individual. We will focus on what it meant to be a teacher: how they were trained, their roles in the classroom, and their position in medieval societies.
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History of Education Quarterly, 2021
This article examines the nature of school days and school years in later medieval Western Europe... more This article examines the nature of school days and school years in later medieval Western Europe and considers the societal functions of the temporal cultures that emerged. The forms of the school day and year in elementary and grammar schools—alongside school- and youth-centered festivals—were replete with meaning and possessed utility beyond simple responses to environmental factors such as seasonal and meteorological changes. School authorities—whether ecclesiastical or municipal—saw the temporal cultures of medieval schools as a means to socialize children and to create and maintain collective community identities. By exploring a range of different traditions and regional variations, it is clear that the experience of the passage of time was imbued with meaning and social significance for medieval schoolchildren and their communities.
The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary
... more The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary
sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools
and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the
researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even
identifying individual pupils by name can be difficult. This article will explore the archival sources available in French
cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will
look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives
can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of
ecclesiastical chapters, school statutes, obituaries, wills, proceedings of the municipal council, and pedagogical literature.
Some of these must be closely read in order to find the children and pupils within their pages but they are there, often
in surprising circumstances, such as the illegitimate children who received legacies from the parents and other family
members in order to pursue their education and the pupils who had early-printed works dedicated to them. This article
will serve as a map for other scholars seeking to study pre-modern school children.
Children were a part of cloistered life in the Middle Ages from the birth of western monasticism.... more Children were a part of cloistered life in the Middle Ages from the birth of western monasticism. Boys were present as oblates in Benedict of Nursia's Regula in which they were exempt from full fast and abstinence and subjected to physical punishments rather than excommunication for disobedience. 1 In other words, from the beginning of systematic cloistering, specific measures were made to accommodate some of the physical needs of children. Likewise, there was also an acceptance that child oblates were not fully formed adults (and therefore not fully formed monks) and would not necessarily know the difference between right and wrong. It would seem natural, then, that there would be some differentiation when it came to the space occupied by these children. This does not appear to have been the case, however, during the period in which child oblation was practiced the most (eighth to twelfth centuries). 2 Rather than being assigned a particular area in the monastery, the boundary between the children and their adult counterparts was created by the constant presence of supervisors. 3 This was different to how
v. 2, n. 2 (2015) by Sarah B Lynch
The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary ... more The medieval elementary and grammar-school pupil is a partially-hidden figure in the documentary sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even identifying individual pupils by name can be difficult. This article will explore the archival sources available in French cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of ecclesiastical chapters, school statutes, obituaries, wills, proceedings of the municipal council, and pedagogical literature. Some of these must be closely read in order to find the children and pupils within their pages but they are there, often in surprising circumstances, such as the illegitimate children who received legacies from the parents and other family members in order to pursue their education and the pupils who had early-printed works dedicated to them. This article will serve as a map for other scholars seeking to study pre-modern school children.
Book Flyers - Medieval Studies by Sarah B Lynch
Sarah B. Lynch's _Elementary and Grammar Education in Late Medieval France_ is the inaugural volu... more Sarah B. Lynch's _Elementary and Grammar Education in Late Medieval France_ is the inaugural volume in the Knowledge Communities series published by Amsterdam University Press.
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Papers by Sarah B Lynch
https://www.bloomsbury.com/uk/a-cultural-history-of-education-9781350035560/
sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools
and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the
researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even
identifying individual pupils by name can be difficult. This article will explore the archival sources available in French
cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will
look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives
can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of
ecclesiastical chapters, school statutes, obituaries, wills, proceedings of the municipal council, and pedagogical literature.
Some of these must be closely read in order to find the children and pupils within their pages but they are there, often
in surprising circumstances, such as the illegitimate children who received legacies from the parents and other family
members in order to pursue their education and the pupils who had early-printed works dedicated to them. This article
will serve as a map for other scholars seeking to study pre-modern school children.
v. 2, n. 2 (2015) by Sarah B Lynch
Book Flyers - Medieval Studies by Sarah B Lynch
https://www.bloomsbury.com/uk/a-cultural-history-of-education-9781350035560/
sources of the period. Their existence, and their existence in abundance, is clear from the fact that so many schools
and teachers were operating in the later Middle Ages. Evidence specific to the schoolchild, however, is lacking and the
researcher has to explore documents in lateral way in order to find information on their everyday experiences. Even
identifying individual pupils by name can be difficult. This article will explore the archival sources available in French
cities, in this case the city of Lyon, in an effort to identity possible sources of data on the medieval schoolchild. It will
look at sources that name pupils, either as groups or as individuals, and it will discuss what evidence for their daily lives
can be extrapolated from a selection of documents. The documents examined in the article include the proceedings of
ecclesiastical chapters, school statutes, obituaries, wills, proceedings of the municipal council, and pedagogical literature.
Some of these must be closely read in order to find the children and pupils within their pages but they are there, often
in surprising circumstances, such as the illegitimate children who received legacies from the parents and other family
members in order to pursue their education and the pupils who had early-printed works dedicated to them. This article
will serve as a map for other scholars seeking to study pre-modern school children.
Abstracts on the widest range of topics related to medieval education (c. 500–c. 1500) are welcome, including but not restricted to:
• Regional/ local studies of education
• Educational practices in Byzantine, Jewish, and Islamic traditions
• Religious education/ impact of religious traditions on education
• “World religions” as educational cultures (e.g. Hinduism, Islam, Christianity)
• Asian education
• African education
• Bureaucratic training (e.g. in Byzantine, Chinese)
• Merchant/ commercial education across cultural regions
• Mathematical/ scientific education as cross-cultural exchange
• Advanced education in a cross-cultural context (e.g. universities, nizamiyyah)
• Textual/ material transmission between diverse educational cultures (e.g. cross-cultural materials in school texts)
• Transregional influences of ancient cultural/ political entities (e.g. Rome, Hellenistic states, Persia)
• Institutions of learning
• Roles of teachers in schools and societies
• Gender and education
• Forms of “formal” instruction/ questioning definitions of “formal” education
Abstracts of no more than 200 words should be sent to Sarah B. Lynch ([email protected]) by May 1st, 2021. Please include affiliation and contact information, audio-visual requirements, and a statement of academy membership.