This book examines Robert Grosseteste’s often underrepresented ideas on education. It uniquely brings together academics from the fields of medieval history, modern science and contemporary education to shed new light on a fascinating medieval figure whose work has an enormous amount to offer anyone with an interest in our educational processes.
The book locates Grosseteste as a key figure in the intellectual history of medieval Europe and positions him as an important thinker who concerned himself with the science of education and set out to elucidate the processes and purposes of learning. This book offers an important practical contribution to the discussion of the contemporary nature and purpose of many aspects of our education processes.
This book will be of interest to students, researchers and academics in the disciplines of educational philosophy, medieval history, philosophy and theology.
Richard Pring. Emeritus Prof of Education, Oxford University.
Introductory Chapter. Robert Grosseteste and the educational renaissance in Twelfth and thirteenth century Western Europe.
Jack P. Cunningham.
Section One: Robert Grosseteste and the Medieval Ordered Human.
Chapter 1. Deification as the goal of human order according to Robert Grosseteste. Gioacchino Curiello.
Chapter 2. Robert Grosseteste on Eudaimonia, Happiness, and Learning: Why the Nicomachean Ethics may be useful. Rosamund Gammie.
Chapter 3. Robert Grosseteste and the Theory of Learning: The Ordered Human, Robert Grosseteste and Poetry. Charles Roe.
Chapter 4. ‘Gentleness and Discretion’: Medieval Perspectives on Childhood Learning and Guiding Adult Education. Giles E. M. Gasper and Michael E. M. Gasper.
Section Two: Modern Education through the Grossetestian Lens.
Chapter 5. Knowledge and Virtue: re-ordering humans in Robert Grosseteste’s Philosophy of Education. Steven Puttick.
Chapter 6. The legacy of Robert Grosseteste and the Teaching of experimental Physics to 14-16 years olds in England. Brian Tanner and Robert Tanner.
Chapter 7. The Human Ordering of the Arts and Science. Tom McLeish.
Chapter 8. The contested call for ‘what works’ education research: the Nature of contemporary education research discourses and Grosseteste’s views on the anima mundi. Adam Hounslow-Eyre.
Chapter 9. Rejecting the Market-Place: Using the Past to Inspire Access to University Education. Peter Claus and Giles E. M. Gasper.
Section Three. Grossetestian Theories of Learning and Pedagogy.
Chapter 10. Children as natural philosophers. A perspective upon the enhancement of children’s confidence through the Philosophical spectacles of Grosseteste and Gadamer. Roger Wood.
Chapter 11. How does Social Constructivism as displayed in contemporary educational settings compare with the Grossetestian view of the development of human Knowledge? Smaragda Kampouri, Nick Gee, Elaine Howell and Ami Montgomery.
Chapter 12. Robert Grosseteste, a proto-Constructivist? Abigail Dorr and Sacha Mason.
Chapter 13. Robert Grosseteste’s illumination theory and Jack Mezirow’s Transformative Learning: an educational Appraisal. Karl Aubrey.