In 1220 Abbot William of Andres, a monastery halfway between Calais and Saint-Omer on the busy road from London to Paris, sat down to write an ambitious cartulary-chronicle for his monastery. Although his work was unfinished at his death, William’s account is an unpolished gem of medieval historical writing. The Chronicle of Andres details the history of his monastery from its foundation in the late eleventh century through the early part of 1234. Early in the thirteenth century, the monks decided to sue for their freedom and appointed William as their protector. His travels took him on a 4000 km, four-year journey, during which he was befriended by Innocent III, among others, and where he learned to negotiate the labyrinthine system of the ecclesiastical courts. Upon winning his case, he was elected abbot on his return to Andres and enjoyed a flourishing career thereafter. A decade after his victory, William decided to put the history of the monastery on a firm footing. This text not only offers insight into the practice of medieval canon law (from the perspective of a well-informed man with legal training), but also ecclesiastical policies, the dynamics of life within a monastery, ethnicity and linguistic diversity, and rural life. It is comparable in its frankness to Jocelin of Brakelord’s Chronicle of Bury. Because William drew on the historiographic tradition of the Southern Low Countries, his text also offers some insights into this subject, thus composing a broad picture of the medieval European monastic world.

Decoding the Disciplines is a widely-used and proven methodology that prompts teachers to identify the bottlenecks aEURO" the places where students get stuck aEURO" that impede learnersaEURO (TM) paths to expert thinking in a discipline. The process is based on recognizing the gap between novice learning and expert thinking, and uncovering tacit knowledge that may not be made manifest in teaching. Through aEUROoedecodingaEURO , implicit expert knowledge can be turned into explicit mental tasks, and made available to students. This book presents a seven-step process for uncovering bottlenecks and determining the most effective way to enable students to surmount them. The authors explain how to apply the seven steps of Decoding the Disciplines aEURO" how to identify bottlenecks, unpack the critical thinking of experts, teach students how to do this kind of thinking, and how to evaluate the degree to which students have learned to do it. They provide in-depth descriptions of each step and, at the end of each chapter, at least one exercise the reader can do on his or her own. Because the decoding process works well with groups, they also provide exercises for leading groups through the process, making available to informal groups as well as groups led by professional developers, the tools to transform their understanding of teaching and learning by getting the student view that they refer to as aEUROoethe bottleneck perspectiveaEURO . Because it focuses on the mental moves that underlie the cognitive competencies we want students to develop, spelling out what critical thinking consists of for any field, the methodology helps teachers to get beyond focus on content delivery and transmission and provides criteria to select from the bewildering array of teaching tools the methods most appropriate to what they are teaching. This is a book for faculty who want their students to develop disciplinary forms of reasoning, and are moreover interested in a methodology with the potential to transform and reinvigorate their teaching. It is particularly suitable for use in communities of practice, and should be indispensable for any one engaged in cross-disciplinary teaching, as it enables co-teachers to surface each otheraEURO (TM)s tacit knowledge and disciplinary assumptions.

An examination of medieval historican writings through the prism of violence. The concept of medieval historiography as "usable past" is here challenged and reassessed. The contributors' shared claim is that the value of medieval historiographical texts lies not only in the factual information the texts contain but also in the methods and styles they use to represent and interpret the past and make it ideologically productive. Violence is used as the key term that best demonstrates the making of historical meaning in the Middle Ages, through the transformation of acts of physical aggression and destruction into a memorable and usable past. The twelve chapters assembled here explore a wide range of texts emanating from throughout the francophone world. They cover a range of genres (chansons de geste, histories, chronicles, travel writing, and lyric poetry), and range from the late eleventh to the fifteenth century. Through examination of topics as varied as rhetoric, imagery, humor, gender, sexuality, trauma, subversion, and community formation, each chapter strives to demonstrate how knowledge of the medieval past can be enhanced by approaching medieval modes of historical representation and consciousness on their own terms, and by acknowledging - and resisting - the desire to subject them to modern conceptions of historical intelligibility. Noah D. Guynn is Associate Professor of French at the University of California, Davis; Zrinka Stahuljak is Associate Professor of French and Comparative Literature at the University of California, Los Angeles. Contributors: Noah D. Guynn, Zrinka Stahuljak, James Andrew Cowell, Jeff Rider,Leah Shopkow, Matthew Fisher, Karen Sullivan, David Rollo, Deborah McGrady, Rosalind Brown-Grant, Simon Gaunt

"Invaluable."--"Choice" "Shopkow's translation . . . should be included in all courses on aristocratic society and culture in the Middle Ages."--"Parergon" "This will join the handful of translated medieval chronicles that now hold canonical status."--Theodore Evergates, author of "Aristocratic Women in Medieval France" "The History of the Counts of Guines and Lords of Ardres," a work made famous by Georges Duby, now appears in an expert translation by Leah Shopkow. Consisting of 154 surviving chapters, Lambert's chronicle is just one of many local genealogies produced in Flanders during the high Middle Ages. It is extraordinarily rich and idiosyncratic, however, in its treatment of two competing families, longtime rivals until they were joined by marriage in the mid-twelfth century. In the first 96 chapters, Lambert, priest of the church of Ardres, traces the lineage of the counts of Guines from the seventh century to his present. Suddenly, narrative control seems to be wrested away by the garrulous Walter LeClud, illegitimate son of Baldwin of Ardres, who tells the history of the other family for the next 50 chapters. At that point, Lambert's voice is finally restored, with an account of the now combined holdings of Guines and Ardres. With two storytellers recounting some of the same events from different perspectives, "The History of the Counts of Guines and Lords of Ardres" is a particularly useful source for probing the medieval aristocratic family and aristocratic attitudes. Shopkow brings Lambert's chronicle to life in an accurate, lively translation and provides relevant historical and historiographical information in her extensive introduction and explanatory notes to the text. Leah Shopkow is Associate Professor of History at Indiana University.

Decoding the Disciplines is a widely-used and proven methodology that prompts teachers to identify the bottlenecks – the places where students get stuck – that impede learners’ paths to expert thinking in a discipline. The process is based on recognizing the gap between novice learning and expert thinking, and uncovering tacit knowledge that may not be made manifest in teaching. Through “decoding�, implicit expert knowledge can be turned into explicit mental tasks, and made available to students. This book presents a seven-step process for uncovering bottlenecks and determining the most effective way to enable students to surmount them. The authors explain how to apply the seven steps of Decoding the Disciplines – how to identify bottlenecks, unpack the critical thinking of experts, teach students how to do this kind of thinking, and how to evaluate the degree to which students have learned to do it. They provide in-depth descriptions of each step and, at the end of each chapter, at least one exercise the reader can do on his or her own. Because the decoding process works well with groups, they also provide exercises for leading groups through the process, making available to informal groups as well as groups led by professional developers, the tools to transform their understanding of teaching and learning by getting the student view that they refer to as “the bottleneck perspective�. Because it focuses on the mental moves that underlie the cognitive competencies we want students to develop, spelling out what critical thinking consists of for any field, the methodology helps teachers to get beyond focus on content delivery and transmission and provides criteria to select from the bewildering array of teaching tools the methods most appropriate to what they are teaching. This is a book for faculty who want their students to develop disciplinary forms of reasoning, and are moreover interested in a methodology with the potential to transform and reinvigorate their teaching. It is particularly suitable for use in communities of practice, and should be indispensable for any one engaged in cross-disciplinary teaching, as it enables co-teachers to surface each other’s tacit knowledge and disciplinary assumptions.

While historians know that history is about interpreting primary sources, students tend to think of history as a set of facts. In The Saint and the Count, Leah Shopkow opens up the interpretive world of the historian using the biography of St. Vitalis of Savigny (d. 1122) as a case study. This biography was written around 1174 by Stephen of Fougeres and provides a rich stage to demonstrate the kinds of questions historians ask about primary sources and the interpretive and conceptual frameworks they use. What is the nature of medieval sources and what are the interpretive problems they present? How does the positionality of Stephen of Fougeres shape his biography of St. Vitalis? How did medieval people respond to stories of miracles? And finally, how does this biography illuminate the problem of violence in medieval society? A translation of the biography is included, so that readers can explore the text on their own.