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This research focuses on criticism and praise in Arabic literature, history and poetry towards those in charge of the scientific movement in the Medieval Era. The research method was theoretical and qualitative. Many poets and scholars praised the rulers and sultans who established mosques and other educational institutions (madrasa-s) based on endowments, which had a role in sciences, intellectual and religious renaissance. They were subject to criticism or praise for their work or the educational role they followed. The topics of praise to the ulama centered on, their diligence and dissemination of science, as well as of their behavior and moral manners. On the other hand, the criticism of poetry centered on the mistakes of some scholars, their scientific stances in religious matters and criticizing scholars of the sultans for their attitudes in serving the rulers. Poets were also interested in criticizing scholars (ulama) who moved away from the path of morality, virtue, and shari'a, and who lead the teaching without qualification or mismanagement of the educational process; and therefore do not preserve the rules of morality in lessons, education or discussions, and their lack of good morals towards students.

Four writings by the medieval theologian Bonaventure (c. 1221-1274) provide inspiration for the future of Christian education. His writings cast a vision for Christian education and provide insight into four key areas for hope in the future: a reclaiming of the purpose of Christian education; a recovery of the Great Tradition; a rediscovery of the liberal arts and their natural role in cultivating wisdom and virtue and leading us back to God; and a renewal of the cooperation between the church and the academy.

Students often find it difficult to understand literature of another era and a world that differs from their own. From interacting with illuminated manuscript pages to conducting a mock trial, this article discusses ways in which visual and active learning techniques can be used to engage students in medieval literature and culture.

The article reviewed the history of Rome and Attila, their influence on the political and social situation in Europe. The aim of the article is to study the origins of Rome, its crisis and destruction. It also considers the impact on the collapse of the Empire, the impact that Attila had on the destruction of Rome and the analysis of Attila as a political and military leader, his history, heritage and influence on the cultures of European and Turkic people. The article also tells about the life of the Huns. The principles of historicism, objectivism, dialectical unity of the historical and logical are applied in the article, as well as the comparative-historical and historical-analytical methods. Abstraction and generalization were applied from the general methods of scientific knowledge. The analysis of foreign and domestic historians is undertaken, and the folklore of European countries, in particular the North German and Norse tribes is considered in the article. The results of the article show social, economic and political factors that influenced the emergence and decline of Rome, describe Attila's personality as a prudent and cruel leader, and the motives that drove him like a lust for power and expansionist views. The formation of Attila as a legend contributed to European militarized tribes, as well as his pursued policy of cult of personality. The Romans endowed him with exceptional abilities to explain their own military setbacks; the church cultivated the image of Attila in order to strengthen its influence. Article supplements the historical chronology of Europe, the history of the Turkic people. The study of folklore related to Attila allows us to look into the development of literary tendencies in medieval Europe

This article examines the acquisition of pragmatic competence in L2, applying this stimulating area of research to premodern texts in a way that has yet to be done (to the author's knowledge). Specifically, this article discusses the teaching of "challenging" incongruent speech behaviours (such as sarcasm, banter, and irony) in a group of Anglo-Norman dialogues of the late Middle Ages. The present work focuses on the representation of incongruent speech acts in the dialogues, how this representation speaks to a pedagogical method that incorporated humour, and also the possible functions of humour in the pedagogical environment. The topic of incongruent performance and its pedagogical implications will also be considered. By discussing the depiction and role of incongruent speech behaviours in the dialogues, I argue that these texts were sophisticated teaching aides that may have used humour as a pedagogical tool to teach more difficult elements of language use.

This study delves into investigating Kafka's "A Hunger Artist" and Rumi's "A Man of Baghdad," in which they have a dramatized sense of dissatisfaction, its causes and consequences in a symbolic manner. In fact, it has utilized the story of Rumi that its main character is in a condition similar to the main character in Kafka's story. In both stories the main characters somehow are imprisoned in their ideals, and what distinguishes between these two stories is the different viewpoints that they adopt in confronting their ideals. Actually, the limited view of human beings and being detached from reality, and actually being detached from themselves, has been considered the main cause of dissatisfaction. So, the flagrant relationship among human ideals, enjoyment, and suffering is resulted from their intangible borders. Therefore, the purpose of this article is to reveal the human choices in searching for happiness, escaping from the sense of dissatisfaction, and manifold encounters with reality, and ultimately attaching to the ideals that are embedded in the themes of the both stories.

Based on a three-year collaboration with elementary school instructors, this paper discusses a creative approach to introducing younger students to the historical aspects and unique structure of the medieval book as a physical object. Through incremental activities, students learn to contextualize primary sources in both original and digital surrogates through the use of medieval manuscripts. The methods outlined can be repurposed for use with a variety of subject areas.

As our practices often shape our attitudes, pedagogical methods may help students begin to cultivate religious ways of reading. Formative assessments play a large role in how our students encounter and engage with texts, yet as much as scholars have begun considering approaches to cultivating Christian pedagogical methods, assessment methods have received little attention. Inspired by ancient and medieval Christian reading practices, I have developed formative assessments that emulate traditional Christian responses to texts, including memorization, anthologies, commentaries, and creative projects. Because these methods seek wisdom while invoking the imagination, adopting them into formative assessments may help cultivate a disposition of humility and wonder.

Julian of Norwich (1342-1416), was a Christian mystic whose writings, "Revelation of Love" and "A Book of Showings," are the earliest surviving texts in the English language written by a woman. The question that has puzzled scholars for centuries follows: How could a woman of her time express her vision in such innovative and literary language? The reason scholars have puzzled over this for centuries is that women had been denied access to traditional education. Some scholars have answered this problem through close textual comparisons linking her text to those in the patristic tradition or through modern feminist theory. Yet, wider forms of education can account for her innovative language. She drew from a rich reservoir of rhetorical models readily available to her in oral discourse and visual art. This article establishes Norwich as a vibrant cultural hub, filled with interconnected textual, oral and visual rhetoric.

English teaching that satisfies curricula standards has often been siloed from instruction that advances the goals of social justice. Exasperated teachers may feel they can either meet the day-to-day demands of their profession or teach to dismantle social inequities, but not achieve the aims of both approaches. In this reflective practitioner piece, the authors offer pedagogical realism as a means to negotiate and reconcile these seemingly dichotomous orientations to English teaching. Using narrative inquiry, the authors illustrate a pedagogical realist approach to teaching 'The Wife of Bath's Tale'. This pedagogical anecdote intends to show both in-service teachers and teacher educators how they can teach for social justice while delivering 'traditional' materials.

This paper investigates code-switching and script-switching in medieval documents from the Cairo Geniza, written in Judaeo-Arabic (Arabic in Hebrew script), Hebrew, Arabic and Aramaic. Legal documents regularly show a macaronic style of Judaeo-Arabic, Aramaic and Hebrew, while in letters code-switching from Judaeo-Arabic to Hebrew is tied in with various socio-linguistic circumstances and indicates how markedly Jewish the sort of text is. Merchants in particular employed a style of writing devoid of Hebrew elements, whereas community dignitaries are much more prone to mixing of Hebrew and Judaeo-Arabic (and Arabic), although the degree of mixing also depends on a number of other factors, such as on the individual education. Analyses show great variation within the repertoire of single authors, as shown on the example of Daniel b. [Hebrew character]Azariah, according to the purpose of the correspondence, with religious affairs attracting the highest Hebrew content, whereas letters pertaining to trade exhibit the lowest Hebrew content. Script-switching between Hebrew and Arabic may be prompted by convenience of individual writers, or occur as an idiosyncratic quirk, but reveal the close familiarity of the writer with both alphabets.

This article considers the extent to which medieval "mappaemundi" are an important precedent for literary cartographies in fiction for children. It connects the notion of embeddedness to Peta Mitchell's (2011) suggestion that "mappaemundi" refused to entertain the later, post-Enlightenment cartographic distinction between subject and environment, positing instead the "absorption" of the medieval subject into the religious medieval world space. The article documents some of the visual conventions that maps in children's literature have appropriated from "mappaemundi." In doing so, it articulates the contradictions inherent both to ecological rhetoric and cartographic space and the visual lexicon of maps included with children's books, which contribute to a rhetoric of ecomimesis. The article argues that maps in children's literature are invested in a rhetoric of ecomimesis, that we are, as Timothy Morton (2009) has it, "embedded" in Nature, and that this embeddedness conceit threatens to forestall critique in that it reproduces the related oppositions of culture/Nature, subject/object and subject/environment even as it appears to collapse their respective terms. In the process, it considers maps in Daniel Defoe's Robinson Crusoe (2007/1719), the Alderley Edge books of Alan Garner, Arthur Ransome's "Swallows and Amazons" (2012/1930), and Rosemary Sutcliff's "Outcast" (1998/1955).

This current study proposes a comparative method of teaching authorial style, using four versions of "Exemplo XI," an often-anthologized tale about the "mago" of Toledo, Don Illán, from the "Conde Lucanor," a series of interlinked tales by the early fourteenth-century author Don Juan Manuel. Teaching a medieval text in its original form alongside modernized and adapted versions allows students to observe the rich cultural context of the original and comprehend varied literary techniques available to authors to convey their message (see Berg and Martin-Berg). By comparing the tale in four forms: Old Spanish, Modern Spanish, English translation, and the adaptation by Jorge Luis Borges, students notice that grammar and vocabulary changes along with alterations in the focus of the story affect the presentation of the main figure of the story, thus changing the possible interpretations by the reader. While Juan Manuel's text emphasizes a message of acting with integrity, the Borges adaptation focuses on the sinister side of magic. In order to help students grasp the unfamiliar language of the medieval period, the article also provides a brief discussion of the text's linguistic features likely to cause confusion for a student previously unfamiliar with Old Spanish.

This article presumes that supervision is a category of teaching, and that we all "learn" how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews across campus [n7] sought to discover whether there were discipline differences among challenges. Findings suggest that supervision is often troublesome, and that lessons learned during supervision are irreversible, taking the learner to a deeper level of understanding, all aspects of threshold concept crossing. However, there was more that led me from threshold concept to conceptual threshold crossing theory: the darker themes of the data suggest that truly troublesome learning is more like that which occurs in early English literature, where threshold crossing is a common motif. Many early English stories show heroes in liminal, threshold spaces, often the forest, where their skills and methods are inadequate for ordeals. The result is their acquisition of what educational jargon might call leadership attributes and emotional intelligence. The title draws on Tarantino's [1994. "Pulp fiction" [Motion picture]. United States: Miramax Films] "getting medieval" to mean threatening, unpleasant, off the edge of the known. Medieval English stories specialise in challenge: they focus on the "doing," "being" and "feeling" of hard learning. When ongoing challenge from the unexpected troubles supervisors, it also enables, or forces, the acquisition of new attitudes, skills and attributes. I expand conceptual threshold crossing theory by adding the heuristic model of the medieval threshold crossing motif to interpret troublesome learning. Findings raise further research questions: how might novices avoid danger in the dark forest as they traverse their supervisory path and how can institutions support those who find themselves there.

Educators employed in devoutly religious institutions often teach students who view even their secular higher education through a uniquely religious lens. Based on his own experiences teaching psychological science at a Jewish university, the author suggests enhancing student interest and enthusiasm by wedding secular curricula with religious education, where feasible. By way of illustration, the current article shows how a cutting edge area of brain research could be taught in the context of ancient and medieval Jewish sources. This example is especially appropriate, given the recent special interest among leaders in the field of religious education in the potential relationships between their own discipline and the field of neuroscience, as well as the fact that the literatures of the histories of neuroscience and related disciplines have long noted the relevance of Jewish religious sources.

This article discusses students' perceptions of the impact of technology integration in an interdisciplinary medieval English literature and multimedia course on developing higher-order thinking skills and team-building skills. The results indicate that undergraduate students in this course perceived generally strong support for development of these skills, especially when exposed to the team-mode functionality of an electronic classroom, and had increased appreciation for the impact of this technology on their learning experience from the beginning to the end of the course. (Contains 5 tables.)

This article examines adaptations in their capacity of preserving literary heritage. It describes how the Middle Dutch beast epic "Reynard the Fox" lost its position in literature for adults and became part of a literary heritage that was no longer read but only studied for its historical value. Versions for children kept the story alive. A comparison of English and Dutch adaptations of the beast epic demonstrates the influence of different cultural contexts on transformation strategies used to cross the bridge between the rough medieval satire and children's literature. While English adaptations affiliated the story to other genres, its status as the embodiment of Dutch national character compelled Dutch rewriters to find a satisfying justification to provide children with a story lead by a remarkably scandalous hero.

Recognizing that many of us teach the medieval English women mystics Margery Kempe and Julian of Norwich in survey courses, this essay attempts to put these writers in context for teachers who may have only a passing familiarity with the period. Focusing on passages of their writings found in the Longman and Norton anthologies of British literature, the author shows how these women responded to and shaped sociopolitical issues of their day, particularly questions of heresy and disorder as threats to Catholic institutional stability, the role of Mendicant teachings for the laity of the church, and the rise of the cult of the Eucharist. (Contains 4 notes.)

Analyzes Grendel ("Beowulf"), the Green Knight ("Sir Gawain and the Green Knight"), and the Pardoner ("The Canterbury Tales"). Notes that they are all "queer" characters in that they are not typical men of the time and they all pose a challenge or threat to normative homosocial desire. Suggests that traditional readings of these characters have obscured their disruptive queerness. (SG)

Reports on the success of a pilot program at the University of Missouri-Kansas City library in course-integrated information literacy instruction in the field of medieval studies that stresses critical thinking skills to properly evaluate Web sites. Discusses faculty-librarian collaboration and future collaboration possibilities. (Contains 13 references.) (Author/LRW)

Examines the four existential realities of isolation, meaninglessness, death, and freedom as a framework for understanding Dante's "Divine Comedy." Argues that studying this text and its metaphors offers an enriched understanding of the dilemmas of human existence which can refine the understanding of the therapeutic relationship. Suggests ways Dante's framework can guide the therapeutic process. (SR)