This collection presents an innovative series of essays about the medieval culture of Feud and Violence. Featuring both prominent senior and younger scholars from the United States and Europe, the contributions offer various methods and points of view in their analyses. All, however, are indebted in some way to the work of Stephen D. White on legal culture, politics, and violence. White's work has frequently emphasized the importance of careful, closely focused readings of medieval sources as well as the need to take account of practice in relation to indigenous normative statements. His work has thus made historians of medieval political culture keenly aware of the ways in which various rhetorical strategies could be deployed in disputes in order to gain moral or material advantage. Beginning with an essay by the editors introducing the contributions and discussing their relationships to Stephen White's work, to the themes of the volume, to each other, and to medieval and legal studies in general, the remainder of the volume is divided into three thematic sections. The first section contains papers whose linking themes are violence and feud, the second section explores medieval legal culture and feudalism; whilst the final section consists of essays that are models of the type of inquiry pioneered by White.
Mind, Brain, and Education science is a very young field, though it has roots in thousands of years of academic reflection. This book is a brief but critical look into the key turning points in the field’s evolution and the existing initiatives in order to project its future directions. It draws on information from all major branches of the learning sciences, including philosophy and history, and more modern constructs such as cognitive psychology and neuroscience. First and foremost, it is a textbook for early graduate training programs in Mind, Brain, and Education science and Educational Neuroscience and those who would like to have Learning Sciences as their main area of study, but the book will also serve as an introduction for those educational policymakers who would like to ground decision-making in evidence from the Learning Sciences, and neuroscientists who need to have knowledge about mind and education.
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