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Donnelly  \nUniversity of Colorado Denver  \nStudents often find it difficult to understand the literature and culture of the medieval world that seems so foreign to their own. In many cases, students only experience with feudalism is from fantasy representations in movies such as The Lord of the Rings. Thus, discussing the gender issues and culture dynamics ofthe Middle Ages is challenging. Students come with preconceptions, believing that medieval women were passive victims, such as those portrayed in fairy tales and nineteenth and early twentieth century novels, and that the era was solely defined by misogyny. They have no knowledge of the socio-economic realities of the three estates or the impact of the emergence of class society and how that altered the lives of both women and men. They have had no exposure to women who ran estates, businesses, and abbeys, who penned texts, and who had the ear of the pope and other Church leaders. Students believe women were simply derided for causing the Fall of Man and are unaware of the positive portrayals of religious icons and contemporary women that countered antifeminist tradition. As John Black notes,“a shared body of knowledge about Christian ethos and history is becoming less and less a given”  \n(908) for today’s more secular students, and their experiences of current Christianity are often not applicable to the medieval world. Students lack the foundation for understanding a world where the Church was an authoritarian institution equally as powerful as any monarch or governing body. They are not familiar with the doctrine and theology that shaped the Church, its schisms and heresies, or the philosophies that developed during this period when universities  \nTHE CEA FORUM  \nWinter/Spring 2017  \nfirst emerged. They do not realize that the common people were not literal fundamentalists, since they were illiterate and had no access to the yet unprinted Bible, or that people learned about their religion from listening to priests and other teachers and by seeing iconography and art that transmitted not only doctrine but the ethics and mores of society.  \nWhen teaching, it may be useful to consider how much our students resemble the commoners ofthat era; they too live in a visual culture, though more diverse and rapidly changing than that of medieval men and women. Arguably, our students are more influenced by visual and audio bytes than by closely reading texts. While close textual consideration of canonical texts teaches students about the literary, religious, and philosophical traditions ofthe age, it may be equally valuable to encourage students to connect with medieval society in an attempt to experience the world as people then did, looking for similarities between the past era and present day, while digesting the cultural differences and being receptive to the “alterity,” orthe otherness, of that age. Their teeming experience with audio-visual culture primes them for exploring the oral and visual experience of the medieval audience. With attention to cultural relativism, as Harris advocates, we can introduce our students to social aspects of the medieval world so that the “resonances between the Middle Ages and our contemporary world emerge, wh[ile] questioning the structures, aesthetics, and audience of both…engag[ing them] in belief systems other than their own, as they master principles of medieval culture”(895-6) .  \nSuch an approach uses New Historicism as its grounding literary theory. New Historicism seeks to go beyond a traditional literary, historical approach that often emphasized how an individual, canonical author embodied and reacted to the dominate events and philosophies to include a broader range of produced and disseminated texts and art that reflect  \nTHE CEA FORUM  \nWinter/Spring 2017  \nthe social-economic structures and ideol","cbCaijSaeD4JBbmO","https://ap.wps.com/l/cbCaijSaeD4JBbmO","pdf",147219,13,"English","# Actively Engaging Students in Culture, Gender, and Class Issues in Medieval Literature\n## Teaching Challenges and Student Preconceptions\n## New Historicism as Grounding Theory\n## Learning Activities in Medieval Culture\n## Illustrated Illuminated Manuscripts","[{\"question\":\"为什么学生理解中世纪文学与文化会感到困难？\",\"answer\":\"学生常以影视奇幻形象来替代真实认知，并预设中世纪女性被动受害、时代仅由厌女叙事定义，同时缺乏对三等级社会现实及宗教权力结构的基础了解。\"},{\"question\":\"文中建议如何用教学方式激发学生参与？\",\"answer\":\"通过文化相对论与新历史主义视角，将课堂从单纯阅读与讲授扩展为视觉与主动体验，鼓励学生在相似与差异中进入“他者性”。\"},{\"question\":\"文中提到的三项主要课堂活动是什么？\",\"answer\":\"包括：分析插图手稿页面、制作圣徒传记（hagiography）交易卡、以及为一位中世纪人物进行“异端审判”的模拟活动。\"},{\"question\":\"“插图手稿分析”这一活动的教学目标是什么？\",\"answer\":\"让学生重新评估中世纪文化中不同人群的生活方式，观察男女在多种职业与角色中的呈现，理解不同等级如何互动，并通过视觉线索挑战对该时期的既有看法。\"}]","THE CEA FORUM - Winter/Spring 2017 - Actively Engaging Students in Culture, Gender, and Class Issues in Medieval Literature - Colleen E. Donnelly | PDF",1792086204]