Learning from Langland: theo-poetic resources for the post-Hind ...

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KYNDE: A BRIDGING CONCEPT 120 AN EXEMPLARY FIGURE: TRAJAN 122 THE INTERNAL HERMENUTICAL DYNAMIC OF THE POEM 126 THE REFLECTIVE CYCLE: HEARING THE VOICES OF EXPERIENCE IN PASSUS 19 129 SUMMARY 135 CHAPTER FOUR: LAY AND CLERICAL LEARNING 138 INTRODUCTION 138 THE HIND CONTEXT: ECCLESIOLOGICAL MODELS FOR LAY AND ORDAINED IDENTITY 140 HIND, THE ‘LEARNING CHURCH’ AGENDA AND LAY LEARNING 149 HIND: RHETORICAL FEATURES 156 HIND: THE CLERICAL PARADIGM 158 HIND: A TOP DOWN APPROACH 160 HIND: BEING ‘PROFESSIONAL’ 162 LAY AND CLERICAL IN THE LATE MIDDLE AGES 165 LAY LEARNING AND DISCIPLESHIP IN MEDIEVAL EUROPE 167 LAY LEARNING: NEGATIVE APPRAISAL 169 LAY LEARNING: THE POSITIVES 173 VERNACULAR THEOLOGIES 175 MYSTICISM AND LAY LOVE AND LEARNING 178 LOLLARDS, LAY PEOPLE AND LEARNING 180 PIERS PLOWMAN: CLERGIE 185 CLERGIE: THE PERSONIFICATION 187 CLERGIE: THE IDEA AND PRACTICE OF LEARNING 194 CLERGIE: POSITIVE FORCE WITHIN THE POEM 197 CLERGIE: OF LIMITED USE 199 CLERGIE AND THE CLERGY IN PIERS PLOWMAN 200 THE FIGURE OF PIERS: BLURRING THE BOUNDARIES, EMBRACING THE TENSION 206 THE DEVELOPMENT OF PIERS: A SUMMARY 207 PIERS AS PLOUGHMAN 216 PIERS AND CHRIST 218 PIERS/PETER 220 THE IMPORTANCE OF PIERS 224 CONCLUSION: LANGLAND, HIND AND ‘THE CLERKLY CALLING’ 226 CHAPTER FIVE: LEARNING AND THE BODY OF CHRIST 230 INTRODUCTION 230 LEARNING, THE BODY OF CHRIST AND HIND: THE RHETORIC OF THE EFFECTIVE BODY 231 LAKOFF AND JOHNSON – BY WHAT METAPHORS DOES HIND ONE LIVE? 233 HIND BODY LANGUAGE: CONTEXT AND HISTORY 237 THE ORGANISATION AS BODY 240 SCRIPTURE AND THE BODY 243 EMBODIMENT, GENDER AND POWER 247 HIND TWO: THE FOLLOWUP 251 A WAY FORWARD: THE TRANSFORMATION OF THE BODY METAPHOR 255 LEARNING, THE BODY OF CHRIST AND PIERS PLOWMAN 257 MEDIEVAL ECCLESIOLOGY AND THE BODY OF CHRIST 259 REAL BODIES, REAL PEOPLE: PIERS PLOWMAN AND THE EMBODIED SUBJECT 262 THE PLOUGHING OF THE HALF‐ACRE: EMBODIED PILGRIMAGE 263 HAUKYN: THE INESCAPABLE NATURE OF EMBODIMENT 267 REAL BODIES, REAL PEOPLE: HIND 275 4
ECCLESIOLOGY AND THE BODY 278 THE SICK BODY 280 FROM BODY TO PILGRIMAGE: FORGING A NEW METAPHOR 285 HIND, PIERS PLOWMAN AND THE SICK BODY 289 THE BODY OF JESUS: CHRISTOLOGICAL RESOURCES 291 HIND’S JESUS, LANGLAND’S JESUS 295 JESUS IN PIERS PLOWMAN 296 SUMMARY 304 CHAPTER SIX: LEARNING IN THE MARKETPLACE 306 INTRODUCTION 306 LEARNING, MONEY AND THE MARKET 308 THE CHALLENGE OF MEED 309 SUMMARY 319 CONCLUSION: TAKING CARE OF OUR LANGUAGE 321 MULTIPLE PERSPECTIVES AND EPISTEMOLOGIES OF LEARNING 324 CONVEYING AND TRANSFORMING THE COMPLEXITY OF LIVED EXPERIENCE 327 CULTIVATING ATTENTIVENESS 329 RETRIEVAL AND RECOVERY: SOME FINAL HINTS FROM PIERS PLOWMAN 330 SUMMARY 332 FROM BODY TO MARKET AND BEYOND 333 THE END OF LEARNING 335 CHURCH REPORTS 337 BIBLIOGRAPHY 338 5
Page 1 and 2: Learning from Langland: theo-poetic
Page 3: Table of Contents ABSTRACT 2 ACKNOW
Page 7 and 8: the thesis, namely that learning ta
Page 9 and 10: Introduction The word ‘learning
Page 11 and 12: My thesis is, in part, an attempt a
Page 13 and 14: settlement will be described and ev
Page 15 and 16: Chapter One: The Hind Settlement Th
Page 17 and 18: Fluctuations in theological trainin
Page 19 and 20: etaining local connection whilst be
Page 21 and 22: Thirdly, this particularity is mani
Page 23 and 24: factors in the proliferation of pro
Page 25 and 26: flourish. The changing face of know
Page 27 and 28: This highlights one area of potenti
Page 29 and 30: training might at the same time be
Page 31 and 32: By its very calling the Church is i
Page 33 and 34: discharge of recognisable and measu
Page 35 and 36: This paragraph displays many of the
Page 37 and 38: service provision. This would exclu
Page 39 and 40: ecomes a priority. Such an educatio
Page 41 and 42: on to use language of participation
Page 43 and 44: several parallel strands which are
Page 45 and 46: to commit no mortal sin, even in th
Page 47 and 48: The Prologue: learning, power and l
Page 49 and 50: constraints from both the Church an
Page 51 and 52: ut only how to suffer and serve) It
Page 53 and 54: experience of alienation as the poe
Page 55 and 56:
‘scholastic’ and to attempt a w
Page 57 and 58:
on the ‘spiritual sense’ which
Page 59 and 60:
Monastic and scholastic approaches
Page 61 and 62:
Higton’s re-drawing of the lines
Page 63 and 64:
‘Piers Plowman’ and the monasti
Page 65 and 66:
some of the ways in which Piers Plo
Page 67 and 68:
epresentatives of both the scholarl
Page 69 and 70:
Chapter Three: Learning and progres
Page 71 and 72:
walls. A tradition of research and
Page 73 and 74:
makes a convincing case for this pr
Page 75 and 76:
The report is keen to address conce
Page 77 and 78:
Christ’s call to ‘Follow me’.
Page 79 and 80:
open-endedness of the journey of di
Page 81 and 82:
such a project is integral to the t
Page 83 and 84:
and the ways in which it is qualifi
Page 85 and 86:
The mention of Dowel in the priest
Page 87 and 88:
inseparable from the more abstract
Page 89 and 90:
interrogates Imaginatif. In this sc
Page 91 and 92:
detail later in the chapter. 145 Th
Page 93 and 94:
waking life of Will; the biblical s
Page 95 and 96:
acknowledgement of the ultimate ina
Page 97 and 98:
The existence of variant manuscript
Page 99 and 100:
of the search for a controlling sch
Page 101 and 102:
within the poem. However, without s
Page 103 and 104:
I want to look in greater detail at
Page 105 and 106:
as a template for Piers Plowman and
Page 107 and 108:
which unites love and learning. It
Page 109 and 110:
elationship between God, the world
Page 111 and 112:
an assimilation of two different
Page 113 and 114:
the reflection, and aims to break o
Page 115 and 116:
eflection stage when there is a bre
Page 117 and 118:
esult. 208 My contention is that on
Page 119 and 120:
of immediacy, demanding a response
Page 121 and 122:
what it means to learn, and are par
Page 123 and 124:
disconcerting ‘exemplum’ who co
Page 125 and 126:
Or any science under sonne, the sev
Page 127 and 128:
whole be read as an extended piece
Page 129 and 130:
Thus this short passage in Passus 7
Page 131 and 132:
Bothe dregges and draf, and draw at
Page 133 and 134:
here, at the point of a potential s
Page 135 and 136:
This abuse of the image of the body
Page 137 and 138:
active response and thereby to new
Page 139 and 140:
dioceses and parishes, and whether
Page 141 and 142:
contested ever since the Reformatio
Page 143 and 144:
This phenomenon reflects the fact t
Page 145 and 146:
never-ending journey, shalom, kingd
Page 147 and 148:
Another expression of the desire to
Page 149 and 150:
questions, especially in the light
Page 151 and 152:
some kind of preliminary stage prio
Page 153 and 154:
working group’s agenda at 2.23, t
Page 155 and 156:
call to participate in Christ’s m
Page 157 and 158:
implications of the example of Jesu
Page 159 and 160:
The phrase ‘the clerical paradigm
Page 161 and 162:
can be seen as another instance of
Page 163 and 164:
expectations of the training of ord
Page 165 and 166:
vocations and for people to be more
Page 167 and 168:
them… clerical and lay surely mus
Page 169 and 170:
guides for clergy were produced, wi
Page 171 and 172:
Christian usage of the world for th
Page 173 and 174:
Lay learning: the positives Those s
Page 175 and 176:
very much the age of the laity…In
Page 177 and 178:
the nature and capacity of English;
Page 179 and 180:
their ideal of the first apostles.
Page 181 and 182:
these cover several inter-related a
Page 183 and 184:
importance of the material church o
Page 185 and 186:
with the question of clerical and l
Page 187 and 188:
whom Will seeks guidance. Secondly,
Page 189 and 190:
nor would it be to anyone’s merit
Page 191 and 192:
commanded clergie (B10.439-449). Hi
Page 193 and 194:
ut Thou shalt love the Lord thy God
Page 195 and 196:
The poem uses different techniques
Page 197 and 198:
value of learning with a story of t
Page 199 and 200:
which the will oscillates between e
Page 201 and 202:
attack (for example, the grotesque
Page 203 and 204:
‘Werche’ and ‘wille’ functi
Page 205 and 206:
access to saving grace is enabled l
Page 207 and 208:
helps Langland ‘to pull into a co
Page 209 and 210:
as being as natural as Piers’ exp
Page 211 and 212:
And help my fore-iron to cut and cl
Page 213 and 214:
(‘What!’ said the priest to Pie
Page 215 and 216:
Ac Piers the Plowman parceyveth moo
Page 217 and 218:
However intellectual many of his co
Page 219 and 220:
to overcome the lay/clerical binary
Page 221 and 222:
Thus hath Piers power, be his pardo
Page 223 and 224:
Abruptly, just when it seems that P
Page 225 and 226:
although figural readings shed impo
Page 227 and 228:
etween Langland’s situation and o
Page 229 and 230:
eaction. And this is a crucial part
Page 231 and 232:
analyse sections of Piers Plowman w
Page 233 and 234:
the level of rhetoric, where the la
Page 235 and 236:
a body, there are various stages an
Page 237 and 238:
MACHINE was substituted for THE BOD
Page 239 and 240:
Hind picks up the body imagery from
Page 241 and 242:
arises when this image is overplaye
Page 243 and 244:
Scripture and the body In looking a
Page 245 and 246:
Since a complete analysis of body i
Page 247 and 248:
Christ’s death, and his hermeneut
Page 249 and 250:
One problem with the metaphor of th
Page 251 and 252:
Hind Two: the follow-up Part Three
Page 253 and 254:
pregnancies which falls upon famili
Page 255 and 256:
pronouncement comes down from on hi
Page 257 and 258:
more theologically integrated disco
Page 259 and 260:
on a more rich and integrated Chris
Page 261 and 262:
‘ostensibly an image of the unity
Page 263 and 264:
divine and human’, and she sees t
Page 265 and 266:
The ideal of providing for everyone
Page 267 and 268:
poverty involves the poem in an int
Page 269 and 270:
lack through activity in order to s
Page 271 and 272:
The description is interspersed wit
Page 273 and 274:
(B14.274), he initially gets an obf
Page 275 and 276:
Real bodies, real people: Hind In d
Page 277 and 278:
heard and their wisdom attended to
Page 279 and 280:
arn he uses as a symbol for the Chu
Page 281 and 282:
precedence for such a choice: one o
Page 283 and 284:
choice. At B20.310 the language cha
Page 285 and 286:
And he cried out after Grace, until
Page 287 and 288:
the poet expresses ambivalence else
Page 289 and 290:
key means of encountering Christ -
Page 291 and 292:
It would mean we could see failure
Page 293 and 294:
Reed’s point is that the church h
Page 295 and 296:
ecome recipients - recipients of th
Page 297 and 298:
systematic way. Rather, references
Page 299 and 300:
In a culture which construes povert
Page 301 and 302:
intersect. 536 It is, as Murtaugh c
Page 303 and 304:
Christological scope of Hind discou
Page 305 and 306:
why; by putting the emphasis on Jes
Page 307 and 308:
kind of way. The report genre is fo
Page 309 and 310:
proposed de-regulation could allow
Page 311 and 312:
Meed is thus presented in these pas
Page 313 and 314:
… Preestes and persons that plesy
Page 315 and 316:
he that maketh presents shall purch
Page 317 and 318:
Learning and teaching have thus bee
Page 319 and 320:
as she permits the adulteration of
Page 321 and 322:
Conclusion: Taking care of our lang
Page 323 and 324:
We are as we come to see and as tha
Page 325 and 326:
with uncomfortable connections that
Page 327 and 328:
Reading becomes the site of theolog
Page 329 and 330:
pedagogical policy making and that
Page 331 and 332:
on and transformed in the light of
Page 333 and 334:
- poetry on the one hand and report
Page 335 and 336:
Chapter Five. If we are in a post-H
Page 337 and 338:
Church Reports All Are Called: Towa
Page 339 and 340:
Aston, Margaret Faith and Fire, Ham
Page 341 and 342:
Bloomfield, Morton W. Piers Plowman
Page 343 and 344:
‘The Female Body and Religious Pr
Page 345 and 346:
The Creativity of God, Cambridge Un
Page 347 and 348:
and Nadia Tazi (eds.) Ferruolo, Ste
Page 349 and 350:
Grey, Mary ‘Disturbing the Wise?
Page 351 and 352:
Howard, Thomas A. Protestant Theolo
Page 353 and 354:
Kittelson, James M. Rebirth, Reform
Page 355 and 356:
Lytle, Guy Fitch ‘The Careers of
Page 357 and 358:
Morgan, John Godly Learning, Cambri
Page 359 and 360:
‘Bureacratic ideology in establis
Page 361 and 362:
Salter, Elizabeth York Medieval Tex
Page 363 and 364:
Steinmetz, David ‘The Superiority
Page 365 and 366:
Vaughan, Miceal (ed.) ‘Suche Werk
Page 367:
Wittig, Joseph ‘Piers Plowman B,
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