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Anne Curry, Rémy Ambühl, A Soldiers’ Chronicle of the Hundred Years War, College of Arms Manuscript, M9, Cambridge (D. S. Brewer) 2022, 480 p., 9 fig., ISBN 978-1-84384-619-2, GBP 90,00., Francia-Recensio, 2022/4

Francia, Bd. 47 (2020)

Francia, Bd. 46 (2019)

Some of the earliest texts in the medieval vernacular languages are transmitted as unique and often fragmentary manuscripts. In most cases we have no information as to their composition or reception, and sometimes even parts of their content remain unclear. This article proposes a way of reading early vernacular fragments as parts of the discourses to which they contribute. It argues that this context can help us assess the literary and didactic status of a text and even aid in their editing. This is demonstrated by the example of two early Middle High German texts: the ‘Rittersitte’ and ‘Der heimliche Bote’. The former is transmitted as a fragment and its editor has attempted to fill the gaps based on vivid imagination rather than on sound philological principles or contextual information. Scholars are still uncertain concerning the unity of the latter and its literary genre: is it a love letter or a didactic poem? Considering the broader discourse in which these texts participate provides some context for the transmission of the manuscripts and can help establish social situatedness for early didactic literature, even if the witnesses are incomplete or of questionable literary status.

El presente trabajo se propone reflexionar sobre los usos y apropiaciones de nuevas tecnologías en jóvenes estudiantes secundarios, y cómo estas herramientas inciden luego en sus procesos formativos universitarios. Para esto, se hará un anclaje en el Programa Conectar Igualdad (PCI), como ejemplo de una de las Políticas Públicas más fuertes en materia educativa, impulsadas durante los gobiernos de Néstor Kirchner y de Cristina Fernández. Se buscará poner énfasis en los aportes que ha realizado el programa en el desarrollo de actividades educativas, en el marco de acceso a la educación superior. Finalmente, se intentará realizar un paralelismo con el estado actual en el que se encuentra el Programa, a raíz del cambio de gobierno nacional., Centro de Investigación en Lectura y Escritura (CILE)

The Horatian formula prodesse et delectare was extremely influential in the production of texts across various languages and genres. While indeed didactic elements can be attested to in almost any medieval text, and while medieval literature displays a range of possibilities to teach and instruct, the scope of the present volume is more closely focused on explicitly didactic literature. This volume combines contributions that analyse didactic literature in high medieval Europe from different vantage points. They open new perspectives on education as a working principle or legitimizing strategy in the heterogeneous forms of writing intended to convey knowledge. This broad thematic, linguistic and geographical scope enables us to view didactic literature as the universal phenomenon it was and prompts us to understand its influence on many aspects of society in high medieval Europe and beyond. While the contributions explore case studies predominantly from this period of transition and the expansion of the categories of knowledge, they also trace some of these developments into the later Middle Ages to spotlight the lasting influence of high medieval teaching and learning in literature. The way medieval writers combine ‘the pleasant’ with ‘the useful’ is this book’s main question.