The Experience of Education in Anglo-Saxon Literature
Fiction & Literature, Literary Theory & Criticism, British, Nonfiction, Reference & Language, Language Arts
| Author: | Irina Dumitrescu | ISBN: | 9781108266147 |
| Publisher: | Cambridge University Press | Publication: | January 25, 2018 |
| Imprint: | Cambridge University Press | Language: | English |
| Author: | Irina Dumitrescu |
| ISBN: | 9781108266147 |
| Publisher: | Cambridge University Press |
| Publication: | January 25, 2018 |
| Imprint: | Cambridge University Press |
| Language: | English |
Anglo-Saxons valued education yet understood how precarious it could be, alternately bolstered and undermined by fear, desire, and memory. They praised their teachers in official writing, but composed and translated scenes of instruction that revealed the emotional and cognitive complexity of learning. Irina Dumitrescu explores how early medieval writers used fictional representations of education to explore the relationship between teacher and student. These texts hint at the challenges of teaching and learning: curiosity, pride, forgetfulness, inattention, and despair. Still, these difficulties are understood to be part of the dynamic process of pedagogy, not simply a sign of its failure. The book demonstrates the enduring concern of Anglo-Saxon authors with learning throughout Old English and Latin poems, hagiographies, histories, and schoolbooks.
Anglo-Saxons valued education yet understood how precarious it could be, alternately bolstered and undermined by fear, desire, and memory. They praised their teachers in official writing, but composed and translated scenes of instruction that revealed the emotional and cognitive complexity of learning. Irina Dumitrescu explores how early medieval writers used fictional representations of education to explore the relationship between teacher and student. These texts hint at the challenges of teaching and learning: curiosity, pride, forgetfulness, inattention, and despair. Still, these difficulties are understood to be part of the dynamic process of pedagogy, not simply a sign of its failure. The book demonstrates the enduring concern of Anglo-Saxon authors with learning throughout Old English and Latin poems, hagiographies, histories, and schoolbooks.
