The Horatian formula prodesse et delectare was extremely
influential in the production of texts across various languages and
genres. While indeed didactic elements can be attested to in almost
any medieval text, and while medieval literature displays a range
of possibilities to teach and instruct, the scope of the present
volume is more closely focused on explicitly didactic literature.
This volume combines contributions that analyse didactic literature
in high medieval Europe from different vantage points. They open
new perspectives on education as a working principle or
legitimizing strategy in the heterogeneous forms of writing
intended to convey knowledge. This broad thematic, linguistic and
geographical scope enables us to view didactic literature as the
universal phenomenon it was and prompts us to understand its
influence on many aspects of society in high medieval Europe and
beyond. While the contributions explore case studies predominantly
from this period of transition and the expansion of the categories
of knowledge, they also trace some of these developments into the
later Middle Ages to spotlight the lasting influence of high
medieval teaching and learning in literature. The way medieval
writers combine 'the pleasant' with 'the useful' is this book's
main question.
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