John of Salisbury and the Schools of the 12th Century

Bibliographic Data

ID20042730
AuthorsCédric Giraud (Centre de Recherche Universitaire Lorrain d’Histoire), Constant J Mews (0000-0002-8654-4425, Institute of Religious Studies), Constant Mews
Year2015
Pages29-62
Publication date2015-01-01
Peer ReviewedYes
Open AccessNo
TypeCHAPTER
VenueCompanion to John of Salisbury (SOURCE_BOOK)
PublisherBrill (PUBLISHER • NL)
DOI10.1163/9789004282940_003
OpenAlexW770351630
ISBN9789004282940
LanguageEN
Citations received1

John's Metalogicon provides particularly important testimony not just about 12th-century schools, but about his own vision of what an ideal education should provide. In this, John of Salisbury is a good representative of one of typical features of the renaissance of 12th century: travel for sake of study. John's choice of Paris and of Peter Abelard as his teacher reflects a new configuration of educational landscape. John of Salisbury is a major witness in Metalogicon to these changes, as much with regard to quality of his observations as because of way his account has shaped modern historiography of schools. In idealizing Bernard of Chartres, William of Conches, Gilbert of Poitiers and Thierry of Chartres, he was drawing a sharp contrast with narrow self-interest of many of teachers of dialectic that he had encountered in Paris. Keywords: 12th-century schools; Bernard of Chartres; Gilbert of Poitiers; John of Salisbury; Metalogicon; modern historiography; Paris; Peter Abelard; Thierry of Chartres; William of Conches

Archaeology · Art · Art history · Dialectic · Epistemology · Historiography · The Renaissance · Theology · Witness · Classics · History · Medieval Literature and History · Philosophy · Reformation and Early Modern Christianity

Tools

Open DOI