2009 Multidisciplinary Graduate Student Conference

Persius, folio SC 2775
Persius, folio SC 2775
Center for Renaissance Studies Programs
Renaissance Graduate Programs
Friday, January 23, 2009

Education: Forming and Deforming the Premodern Mind

How did premodern people learn? How did they teach? In a rapidly expanding world, how were education and information disseminated to both traditional, school-based students and a more general public? The 2009 conference invited papers that broadly interpreted education in premodern societies through the focal point of history, literature, art, philosophy, music, gender, disability, cultural studies, or other fields. In particular it sought studies that expand how we think about learning and teaching in medieval and early modern contexts. Topics included gender and education, cloistered learning, the master/disciple relationship, missionary work and colonial learning, confessionalization, the effects of the printing press, propaganda, literacy, the education of the prince, and illustrated treatises and educational primers. The 2009 conference had total attendance of 30 people.

Also see the Selected Conference Proceedings online publication.

Session 1 Spectacle: Visions of Education

Chair: Lee Spitzer, Washington University

“Spare the Rode, Spoil the Child”: Visualizing Pedagogy and Reading the Book of Proverbs
Kerry Paul Boeye, University of Chicago

Visual Narratives, Hybrid Literacies: Parents, Children, and Education in Late Medieval France
Julia Finch, University of Pittsburgh

“Fury into Compassion”: The Lessons of Spectacle in Sir Ralph Freeman’s Imperiale
Laura Kolb, University of Chicago

Imitatio Sanctorum through Dramatic Performance for Rich and Poor Girls in Seventeenth-Century Florence
Jennifer Haraguchi, University of Chicago

Session 2: Economies of Reading

Chair: Sarah Waurechen, University of Alberta

A Hole in the Renaissance: The Rise, Wane, and Transformation of Latin Education in England: 1483-1700
Eleanor Pettus, University of Notre Dame

“Idle Toys and Toilsome Labors”: Negotiating Pedagogical Value in Sixteenth-Century Educational Literature
Rachel Mcgregor, University of Aberdeen

Vocation in Education: Choosing a State in Life in Seventeenth-Century France
Christopher J. Lane, University of Notre Dame

Drama as Instruction: A Critique of Marriage in Arden of Faversham
Rickie-Ann Legleitner, DePaul University 

Session 3: Gender and Social Roles in Education

Chair: Kathleen Smith, University of Illinois-Urbana

Teaching the Vision: Female Mystics’ Participation in Thirteenth-Century Education
Dauna M. Kiser, University of Iowa

Sexuality and Education in Pietro Aretino’s Comedy The Stable Master (Il Marescalco)
Andrea Polegato, Indiana University

The Mis-Education of Henrietta Maria
Jessica Bilhartz, University of Aberdeen

“Equal Delight it is to Learn and Teach”: Paradise, Mutuality, and Education in Lucy Hutchinson
Amanda Henrichs, Indiana University

Session 4: Renovating Education

Chair: Andrew Donnelly, Loyola University

Laude, Savonarola, and the Rhetoric of Religious Reform
Dana B. Barron, Indiana University

Glory, Machiavelli, and the Purpose of the Discourses
Ilya Winham, University of Minnesota

Biblical Translation as Political Polemic: Disseminating Politics through the Geneva and King James Bible
Sonya Lawson Parrish, Miami University

“He who can count will know all things”:  Educational Ideals and Teaching the Quadrivium in Renaissance Paris
Richard Oosterhoff, University of Notre Dame

Learn more about Center for Renaissance Studies programs for graduate students.