In an ideal situation, learning leads to knowledge and knowledge raises awareness. Set within the context of the past, this simple statement leads us to consider a range of different questions. How did medieval and early modern people learn and what did they learn? How did they teach and what did they teach? Who was taught and who was not? Who decided what was to be taught? Such questions, among others, help us understand the process of how learning and knowledge was acquired in the premodern world. But it also helps us better appreciate what we know about the premodern world and what people were trying to achieve when they set out to gain knowledge about their world and the society they lived in.
This panel, to be held at Leeds IMC (titled Learning, Knowledge and Awareness aims to consider these issues and more.
Themes and topics to be addressed may include, but are not limited to:
- Tools and methodologies for teaching and learning
- Teachers and studentsTypes of learning – sacred and profane learning
- Institutional and informal teaching
- Oral traditions
- Practical education
- Authority and control in teaching and education
- Learning in times of war, plague and upheaval
- Non-learning – amnesia and ignorance
- The anti-thesis of learning – erasure/eradication of knowledge
Please submit a 150–250-word abstract as well as full contact details, equipment and accessibility requirements, scheduling requests, and whether you intend to present in person or online to ceraejournal@gmail.com by 27 September, 2024.
Featured image: British Library, Harley 4431, f.259v