An international collection of ecumenical, gender-sensitive interpretations

The latest volume in the Bible and Women series examines the relationship between women and the Bible's reception in the centuries of the High and Late Middle Ages in Europe. Contributors bring a variety of new insights to questions of how women of the Bible were treated in literary, mystical, and doctrinal texts as well as in art and music. Though the Bible was used to legitimize the subordination of women to men and to exclude them from power, during this period women produced works of theology and biblical interpretation. Contributors include Gemma Avenoza, Marina Benedetti, Dinora Corsi, Maria Laura Giordano, Elisabeth Gössmann, Maria Leticia Sánchez Hernández, Hildegund Keul, Linda Maria Koldau, Martina Kreidler-Kos, Rita Librandi, Gary Macy, Constant J. Mews, Magda Motté, Rosa María Parrinello, María Isabel Toro Pascua, Claudia Poggi, Carmel Posa, Marina Santini, Valeria Ferrari Schiefer, Andrea Taschl-Erber, Adriana Valerio, and Paola Vitolo.

Features

• Essays on the treatment of women in commentaries and didactic moral literature written by men
• Close study of women as scholars and interpreters of the Bible from the twelfth through the fifteen centuries
• Twenty-one essays from twenty-three scholars from around the world

The history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. *Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities* centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience.Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community.

Constant J. Mews's groundbreaking work reveals the wide world of medieval letters. Looking beyond the cathedral and the cloister for his investigations, and taking a broad view of intellectual practice in the Middle Ages, Mews demands that we expand our horizons as we explore the history of ideas. Alongside his cutting-edge work on Abelard, he has been a leader in the study of medieval women writers, paying heed to Hildegard and Heloise in particular. Mews has also expanded our knowledge of medieval music, and its theoretical foundations. In Mews' Middle Ages, the world of ideas always belongs to a larger world: one that is cultural, gendered and politicized. The essays in this volume pay tribute to Constant, in spirit and in content, revealing a nuanced and integrated vision of the intellectual history of the medieval West.

Through the use of several illustrations from illuminated manuscripts and other media, Resnick engages readers in a discussion of the later medieval notion of Jewish difference.