The late eleventh and twelfth centuries were Europe's first age of pamphlet warfare, of invective and satire. The perceived failure, or at least hypocrisy, of its new institutions-the new monastic orders and the reformed papacy-gave rise to the phenomenon, and it was shaped by the study of grammar and rhetoric in the new Schools. The central figures in the texts in the present book are Bernard of Clairvaux, the powerful ostensible founder of the Cistercian order, and the popular and influential (...) teacher Peter Abelard, leader of the radical faction in the Schools of Paris. The event which sparked this controversy was the Church council at Sens in 1141 which had led to the condemnation of Abelard's doctrines. Abelard proposed to use reason to explain the mysteries of faith, and this had led him into all kinds of difficulties with established church doctrine. The leading light in the atttack on his ideas was Bernard, the famous abbot of Clairvaux, a group of whose letters, written to gather support for it before and after the Council, are presented here. A little while later Abelard was defended by the vituperative but otherwise unknown Berengar, who wrote an outrageous Apology attacking Bernard; we also edit his remaining polemical works: his Letter to the Carthusians, and his Letter to the Bishop of Mende. None of Berengar's works has been translated before. An extensive introductory essay describes the course of the debate and the personnel, and analyses the invective employed by both Bernard and Berengar. There is full annotation identifying the writers' sources and clarifying the issues."-- Back cover. (shrink)

William of Malmesbury's Regesta Regum Anglorum is one of the great histories of England, and one of the most important historical works of the European Middle Ages. Although its focus is national, its scope encompasses most of Western Europe and beyond, providing a full-scale account of the First Crusade. Apart from its formidable learning, it is characterized by narrative skill and entertainment value - with topics including unpowered flight and Henry I's zoo. This edition in the Oxford Medieval Texts series (...) is the first modern translation and edition. A full historical introduction is supplied in Volume II. (shrink)

William of Malmesbury's Regesta Regum Anglorum is one of the great histories of England, and one of the most important historical works of the European Middle Ages. Although its focus is national, its scope encompasses most of Western Europe and beyond, providing a full-scale account of the First Crusade. Apart from its formidable learning, it is characterized by narrative skill and entertainment value - with topics including unpowered flight and Henry I's zoo. This edition in the Oxford Medieval Texts series (...) is the first modern translation and edition. A full historical introduction is supplied in Volume II. (shrink)

Peter Marshall has done what all those concerned with manuscripts dream of doing: he has turned up a substantial lost portion of an ancient text. His discovery is related, with great modesty, in an article in Manuscripta 37 , 3–20, where he prints for the first time Tiberius Claudius Donatus' commentary on Virgil, Aeneid 6.1–157, edited from a gathering written in the sixteenth century and now bound into Vaticanus Latinus 8222 ff. 2r–9v. We offer here some emendations to the text (...) he prints; we are grateful to Prof. M. D. Reeve and Dr S. J. Heyworth for their suggestions, which we have incorporated in what follows. The bold figures represent the lines of Aeneid 6. (shrink)

The De Officiis, written hurriedly not long before Cicero's death, has always commanded attention. It is based on the moral philosophy of the Greek Stoic Panaetius; but Cicero adapted the material to his audience in such a way that the book stands as an invaluable witness to Roman attitudes and behaviour. This new edition is based on a more systematic examination of the vast manuscript tradition than has previously been attempted, and exploits fresh evidence for the poorly represented X branch. (...) The apparatus shows with new clarity the major contribution to the emendation of the text made by scribes and readers of the later manuscripts, both in the Middle Ages and in the Renaissance. (shrink)

In a previous article in this journal , 169 ff.) I dealt with the transmission of Quintilian Inst. 10. 1. 46–131, a passage in which the general picture of the textual fortunes of the Institutio is blurred by complicating factors. An exception to the normal rules is also provided, for rather different reasons, by the opening part of the first book.

This article does not set out to cast doubts on the established textual basis of the bulk of Quintilian's Institutio, or on the history of the work's fortunes in the Middle Ages. What I say about these things will be unoriginal and, I hope, uncontroversial. My object, however, is to show that what is true of the bulk is not true of 10. 1. 46–131; and to fill in some details in the history of the tradition.

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

Women are drastically underrepresented in science, technology, engineering, and mathematics and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning (...) site. Participants were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site. (shrink)

Drawing on role theory and socio?constructivist ideas about learning, this study explores how peer?tutoring can support tutors? learning. The sample comprised ten 16?17?year?old biology tutors, working with twenty?one 14?15?year?old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors? perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and (...) clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer?tutoring episodes helped them appreciate weaknesses in their own subject knowledge. (shrink)