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This register presents biographical information, drawn from a wide variety of sources, concerning the origins, education, and careers of 671 Benedictine monks known to have studied or taught at the University of Paris in the late Middle Ages.
This volume presents a biographical register of the 583 members of religious orders licensed in theology at the University of Paris between 1373 and 1500. The register is preceded by a discussion of the sources used in its preparation and a list of all the clerics—secular as well as religious—licensed at Paris between 1373 and 1500. Appended to the register is list of those licensed arranged chronologically by religious order and an index of all the religious arranged by baptismal name. The register is offered in service to historians of the medieval university and of religious life in the late middle ages, as well as those interested in the professoriate of the premier theological faculty of its day.
The men and women that followed the 6th-century customs of Benedict of Nursia (c.480-c.547) formed the most enduring, influential, numerous and widespread religious order of the Latin Middle Ages. This text follows the Benedictine Order over 11 centuries, from their early diaspora to the challenge of continental reformation.
A Benedictine Reader, 530–1530, has been more than twenty years in the making. A collaboration of a dozen scholars, this project gives as broad and deep a sense of the reality of the first one thousand years of Benedictine monasticism as can be done in one volume, using primary sources in English translation. The texts included are drawn from many different genres and from several languages and areas of Europe. The introduction to each of the thirty-two chapters aims to situate each author and text and to make connections with other texts and studies within and outside the Reader. The general introduction summarizes the main ideas and practices that are present in the Rule of Saint Benedict and in the first thousand years of Benedictine monasticism while suggesting questions that a reader might bring to the texts.