Passions for Learning: Forms of Knowledge, Forms of Acquisition

Envoyer Imprimer

Passions for Learning: Forms of Knowledge, Forms of Acquisition

7th Annual International Conference of the Taiwan Association of Classical, Medieval and Renaissance Studies

Appel à contributions
Date limite : 15 février 2013


The 7th Annual International Conference of the Taiwan Association of Classical, Medieval and Renaissance Studies will take place on Oct. 25-26, 2013 at the National Changhua University of Education, Changhua 500, Taiwan. (Changhua is located in central Taiwan.). Keynote speakers will be Prof. Mary Carruthers, Remarque Professor Emeritus of Literature, New York University; Prof. Yasmin Haskell, Cassamarca Foundation Chair in Latin Humanism, University of Western Australia; and Prof. Basil Hatim, American University of Sharjah, United Arab Emirates.
Learning is a common human experience in many forms and social groups, in and outside Chinese culture. Passions for learning can be investigated in different ways. The Augustinian life is particularly noted for being a culture of learning in both iconography and literature. Chaucer, in turn, speaks of an Oxford clerk who “gladly wolde . . . lerne and gladly teche.” Renaissance humanists in particular debated vehemently about the education of an ideal Renaissance man. It is remarkable that Shakespeare was once accused of having “wanted learning” by Jonson and Dryden. Questions on education were posed in philosophical and theological discussions throughout the classical, medieval, and early modern times. The attitude towards education was ambiguous: with the desire for knowledge on the one side, and the threats and resistance by socioeconomic forces on the other, learning was linked to both joy and pain. The emotions associated with learning might make reference to Plato's Allegory of the Cave or to Aristotle's principle of purgation; they are raised in treatises about the Ars Moriendi, in scholastic philosophy and Erasmus' praise of folly; they are represented among Renaissance “universal men,” missionaries, explorers and adventurers in the New World, as well as late Renaissance members of the (English) Royal Society, Montaigne in his study, and many others.
At the same time, the acquisition of knowledge became formalized in a number of cultural institutions: grammar schools, monastic scriptoria, libraries, medieval cathedrals, universities, inns of law, collectors' cabinets, anatomical theaters, pharmacies, etc. Such media for acquiring knowledge and methods of learning can only be understood fully through the findings of scholars from various fields, and we hope this conference will serve as a platform for such interdisciplinary dialogues among scholars of classical, medieval, and Renaissance studies.



We thus welcome abstracts on the following subtopics from all disciplines:
- Education of the religious: monks, nuns, and priests; clerical education of lay people
- University education: the trivium, the quadrivium, the scholastic tradition, and humanism; education of princes
- Educational domains: pedagogy, philosophy and history
- Paideia
- The role of the classics in education
- The art of memory (“ars memoriae”)
- The art of dying and living (“ars moriendi”)
- Learned chivalry and the late medieval royal courts
- Debates on old learning and modern learning (“Ancients vs. Moderns”)
- Art or music education
- Emotions in learning and their specific cultural expressions
- Literacy and literary production
- The role of maps and the cartographic imagination in education and learning
- Summae, handbooks, manuals, and their educational goals
- Books, libraries, archives, collections
- Gnosis or alchemists, magi, necromancers
- Diverging cultural attitudes towards learning
- The Da Vinci Code and after: medieval and Renaissance learning and pseudo-learning in contemporary culture
- Learning and social mobility
- Negotiations between vernaculars and Latin learning
- Negotiations between learning of cultures

Aside from sessions of paper presentation, there will be a roundtable discussion on the teaching of western classical, medieval, and Renaissance studies in Taiwan and a special panel on Chinese-Western cultural exchanges before 1800.

All papers should be written and presented in English. The abstract should not exceed 350 words, and should be typed in fonts of size 12 and spacing of 1.5 and saved in MS Word format. Do not include the name or other identifying information of the author(s) in the abstract; there will be a blind review of the submissions. Send the abstract by e-mail with a subject line stating “Submission for the 7th TACMRS Conference.” Include information regarding academic affiliation of presenter(s) in the email to Roger Perng, Dean, College of Arts, National Changhua University of Education, Changhua 500, Taiwan, R. O. C. Tel.: 886-4-723-2105 Ext. 2021, E-mail: Cette adresse email est protégée contre les robots des spammeurs, vous devez activer Javascript pour la voir. by February 15, 2013. Presenters are encouraged to submit papers to NCUE Journal of Humanities for consideration for publication after the conference in accordance with the Journal's editorial policy.

For international presenters: In addition to courtesy lodging at a hostel near NCUE, the Organizing Committee will provide a cultural tour to those interested in visiting Taipei National Palace Museum and the Sun Moon Lake in Central Taiwan. For more information about possible international travel grant (postgraduates and junior scholars welcome; Asian and Arabic scholars welcome), please contact Dean Roger Perng (the Conference Director) or his assistants Janice Li and Elaine Tseng at Cette adresse email est protégée contre les robots des spammeurs, vous devez activer Javascript pour la voir. .


Source : APA


Inscription à la lettre d'informations

Recevoir du HTML ?