Session250
TitleScientific, Empirical, Biblical, and Hagiographical Knowledge in the Middle Ages, II: Water and Sea between Science and Religion
Date/TimeMonday 2 July 2018: 14.15-15.45
 
SponsorSchool of Arts, English & Languages, Queen's University Belfast
 
OrganiserMarilina Cesario, School of Arts, English & Languages, Queen's University Belfast
 
Moderator/ChairMarilina Cesario, School of Arts, English & Languages, Queen's University Belfast
 
Paper 250-a One Ocean, Many Seas: Representing the Waters of the Earth on 11th-Century Maps
(Language: English)
Margaret Tedford, School of Arts, English & Languages, Queen's University Belfast
Index Terms: Geography and Settlement Studies; Language and Literature - Old English; Learning (The Classical Inheritance)
Paper 250-b The Sea in the Old English Orosius
(Language: English)
Helen Appleton, Faculty of English Language & Literature, University of Oxford
Index Terms: Geography and Settlement Studies; Language and Literature - Old English; Learning (The Classical Inheritance); Literacy and Orality
Paper 250-c Baptism at the Red Sea: Exodus Echoes in Old English Poetry
(Language: English)
Elisa Ramazzina, Faculty of English, University of Oxford / School of Arts, English & Languages, Queen's University Belfast
Index Terms: Geography and Settlement Studies; Language and Literature - Old English
 
AbstractThis session will focus on attitudes to knowledge, which constitutes one of the most complex concepts in the Middle Ages, as suggested by the vast semantic range of the Latin terms commonly translated as 'knowledge', including scientia, cognitio, notitia, eruditio and sapientia.
It will consider how scientia was transmitted and manipulated in the Middle Ages by looking at diverse sources ranging from astronomical, computistical and mechanical texts (medicine, agriculture, and navigation), maps and the environment, and liturgical and hagiographical compositions from England, Scandinavia, and the Continent. Furthermore it will discuss the ways in which scientific knowledge and biblical and hagiographical learning were used to exercise power and the role that beliefs played in shaping and promoting scientific thinking.