The Network behind the Chronicle

Two chronicles, the Chronicle of Andres and the Chronicle of Evesham, although different from each other in many ways, both contain remarkable first-person singular legal narratives about cases shepherded by their authors through the curia of Innocent III. Although the chronicles share no content, the similarity may be explained by one writer’s influence over the other. The Evesham author, Thomas of Marlborough, had been a student and was an intimate of Stephen Langton; he was also a fellow student of Richard Poore. Andres and Canterbury had long-standing connections, and when William of Andres brought his case to the curia, he was advised by Langton and the monks. Richard Poore heard Andres’s case as a judge-delegate, and was probably responsible for it being returned to the pope for final judgment. The four men came together at the translation of the relics of Thomas Becket in 1220. This network of connections may go a long way to explain how two otherwise unconnected individuals produced such similar legal narratives. In the following period, the professionalization of law precluded the creation of further similar narratives

Teaching History, Learning History, Promoting History. Papers from the Bielefeld Conference on Teaching History in Higher Education

Neumann F, Shopkow L, eds. Teaching History, Learning History, Promoting History. Papers from the Bielefeld Conference on Teaching History in Higher Education. Frankfurt/M.: Wochenschau-Verlag; 2018.The objective of this volume is to reflect on and to enhance history teaching in higher education. Informed by the Scholarship of Teaching and Learning (SOTL), historians from the United States, Western Europe, and Australia report on their approaches and the results of their work with students, asking questions important for the future of the humanities as a whole: What understandings of history do students bring to their studies? How do these affect their approaches to history? What forms of teaching can help beginning students learn to think like historians and apply theory to their work? And how can we help history students succeed after university? In diesem Band wird geschichtswissenschaftliche Lehre an Hochschulen reflektiert und weiterentwickelt. Im Sinne des Scholarship of Teaching and Learning (SOTL) stellen Historikerinnen und Historiker aus den USA, Australien und Westeuropa Ansätze und Ergebnisse ihrer Arbeit mit Studierenden vor: Welches Verständnis von Geschichte bringen Studierende mit, und wie beeinflusst es ihr Studierverhalten? Wie lässt sich die Studieneingangsphase so gestalten, dass Studierende sich geschichtswissenschaftliche Arbeits- und Denkweisen aktiv aneignen können? Wie lässt sich die Arbeit mit Theorien in der Geschichte vermitteln? Und wie können wir Studierende beim Berufseinstieg unterstützen

Doing SoTL in medieval history: a cross-Atlantic dialogue

This article, presented as a dialogue between the authors, explores what they perceive as critical areas of teaching and learning in the discipline of Medieval Studies. Within the discussion, notions of relevance and usefulness, widening access, and epistemological assumptions about the discipline are discussed and related to the practice of teaching the subject. The authors reflect on these notions in terms of the maintenance of traditional methods at undergraduate level despite an apparently changing student body. The question of whether changing the methods of research as well as teaching would alter both the nature of learning and the nature of the discipline is also raised. The authors conclude that the SoTL (scholarship of teaching and learning) of an established subject area such as Medieval Studies needs to reflect on the epistemology of the subject in all its practices, not just teaching but also research methods

Students and Their 'Idea of History'. A Theory-based Testing of Hermeneutical and Narrative Competencies

van Norden J. Students and Their 'Idea of History'. A Theory-based Testing of Hermeneutical and Narrative Competencies. In: Neumann F, Shopkow L, eds. Teaching History, Learning History, Promoting History. Papers from the Bielefeld Conference on Teaching History in Higher Education. Frankfurt am Main: Wochenschau; 2018: 163-192