Gender in Medieval Culture provides a detailed examination of medieval society's views on both gender and sexuality, and shows how they are inextricably linked. Sex roles were clearly defined in the medieval world although there were exceptions to the rules, and this book examines both the commonplace world view and the exceptions to it. The volume looks not only at the social and economic considerations of gender but also the religious and legal implications, arguing that both ecclesiastical and secular laws governed behaviour. The book covers key topics, including femininity and masculinity and how medieval society constructed these terms; sexuality and sex; transgressive sexualities such as homosexuality, adultery and chastity; and the gendered body of Christ, including the idea of Jesus as mother and affective spirituality. Using a clear chapter structure for easy navigation and categorisation, as well as chapter summaries and a glossary of terms, the book will be a vital resource for students of medieval history.

When has using the term "lesbian" "not" been considered an anachronistic gesture? This question lies at the heart of this important new collection of essays. "The Lesbian Premodern" engages key scholars in lesbian studies and queer theory in an innovative conversation in print. Transgressing traditional period boundaries, "The Lesbian Premodern" scholars to pay full attention to significant and often overlooked theoretical, empirical, and textual work on female same-sex desire and identity in premodern cultures. This provocative book offers a radical new methodology for writing theories and histories of sexuality.

Key scholars in the field of lesbian and sexuality studies take part in an innovative conversation that offers a radical new methodology for writing lesbian history and geography, drawing new conclusions on the important and often overlooked work being done on female same-sex desire and identity in relation to premodern cultures.

Gender in Medieval Culture provides a detailed examination of medieval society's views on both gender and sexuality, and shows how they are inextricably linked. Sex roles were clearly defined in the medieval world although there were exceptions to the rules, and this book examines both the commonplace world view and the exceptions to it. The volume looks not only at the social and economic considerations of gender but also the religious and legal implications, arguing that both ecclesiastical and secular laws governed behaviour. The book covers key topics, including femininity and masculinity and how medieval society constructed these terms; sexuality and sex; transgressive sexualities such as homosexuality, adultery and chastity; and the gendered body of Christ, including the idea of Jesus as mother and affective spirituality. Using a clear chapter structure for easy navigation and categorisation, as well as chapter summaries and a glossary of terms, the book will be a vital resource for students of medieval history.

Originally published in 1903, this early works is a comprehensive guide to learning the Italian Conversation, with much of the information still useful and practical today. Many of the earliest books, particularly those dating back to the 1900's and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

Studienarbeit aus dem Jahr 2005 im Fachbereich Padagogik - Der Lehrer / Padagoge, Note: 1,0, Universitat Mannheim, 17 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Um aufzuzeigen, dass Lehrer durchaus im normalen Schulalltag Lernende befahigen konnen, neue Probleme mit vorhandenem Wissen losen zu konnen, soll in dieser Hausarbeit folgende Frage aufgeworfen werden: Wie kann die Problemlosekompetenz der Lernenden - und damit die Fahigkeit in einer immer komplexer werdenden Welt neuen Anforderungen gerecht zu werden - verbessert werden? Aufbauend auf dieser Frage stellen wir in den Abschnitten 2 und 3 dieser Hausarbeit zum einen die traditionelle Unterrichtsphilosphie - die wir in unter dem Begriff Kognitivismus verstehen - und zum anderen den Konstruktivismus vor. Eine Analyse der jeweiligen Ansatze soll sowohl Chancen wie auch Gefahren der beiden Ansatze darstellen. Als Ergebnis der beiden Abschnitte fur die in dieser Arbeit zugrunde liegenden Fragestellung kann festgehalten werden, dass Problemlosekompetenz eher durch eine konstruktivistische Unterrichtsphilosophie ermoglicht wird, als durch den Kognitivismus. Dies liegt vor allem daran, dass Schlusselkompetenzen, wie z.B. die Problemlosekompetenz nicht durch den Kognitivismus ausgepragt werden konnen. Ferner entsteht durch den Kognitivismus trages Wissen, mit dem eine Losung von neuen Problemen nur schwer moglich ist. Aus diesem Grund beschaftigen wir uns im weiteren Verlauf der Hausarbeit mit dem Konstruktivismus und stellen, um die Frage zu beantworten, wie Schulern eine Problemlosekompetenz erwerben konnen, verschiedene Ansatze des Konstruktivismus im Abschnitt 3 dar. Der Abschnitt 3.1. beschaftigt sich insbesondere mit der Cognitive Flexibility-Theorie, welche das Geschehen ausserhalb der Schule moglichst komplex darstellen mochte. Der Cognitive Apprenticeship-Ansatz, der insbesondere in der beruflichen Ausbildung in Betrieben, relevant ist, soll im Abschnitt 3.2. gewurdigt werden. Schliesslich