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How can we portray the history of Renaissance knowledge production
through the eyes of the students? Their university notebooks
contained a variety of works, fragments of them, sentences, or
simple words. To date, studies on these materials have only
concentrated on a few individual works within the collections,
neglecting the strategy by which texts and textual fragments were
selected and the logic through which the notebooks were organized.
The nine chapters that make up this volume explore students'
note-taking practices behind the creation of their notebooks from
three different angles. The first considers annotation activities
in relation to their study area to answer the question of how
university disciplines were able to influence both the content and
structure of their notebooks. The volume's second area of research
focuses on the student's curiosity and choices by considering them
expressions of a self-learning practice not necessarily linked to a
discipline of study or instructions from teaching. The last part of
the volume moves away from the student’s desk to consider
instructions on note-taking methods that students could receive
from manuals of various kinds.
History of Universities XXXIV/2 contains the customary mix of
learned articles which makes this publication an indispensable tool
for the historian of higher education. This volume offers a history
of the teaching of ethics in early modern Europe.
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