What do we mean when we talk about disability in the Middle Ages? This volume brings together dynamic scholars working on the subject in medieval literature and history, who use the latest approaches from the field to address this central question. Contributors discuss such standard medieval texts as the Arthurian Legend, The Canterbury Tales and Old Norse Sagas, providing an accessible entry point to the field of medieval disability studies to medievalists. The essays explore a wide variety of disabilities, including the more traditionally accepted classifications of blindness and deafness, as well as perceived disabilities such as madness, pregnancy and age. Adopting a ground-breaking new approach to the study of disability in the medieval period, this provocative book will interest medievalists and scholars of disability throughout history.

What do we mean when we talk about disability in the Middle Ages? This volume brings together dynamic scholars working on the subject in medieval literature and history, who use the latest approaches from the field to address this central question. Contributors discuss such standard medieval texts as the Arthurian Legend, The Canterbury Tales and Old Norse Sagas, providing an accessible entry point to the field of medieval disability studies to medievalists. The essays explore a wide variety of disabilities, including the more traditionally accepted classifications of blindness and deafness, as well as perceived disabilities such as madness, pregnancy and age. Adopting a ground-breaking new approach to the study of disability in the medieval period, this provocative book will interest medievalists and scholars of disability throughout history.

Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning. The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry-curiosity, sociality, emotion, authenticity, and failure-devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.