![]() ![]() The editors and contributors carefully discuss the methodological conundrums involved in tracing the diffusion of the ideas of the schools into the vernacular languages. These tensions centered around a series of dichotomies - clerical vs lay-aristocratic, Latin vs vernacular, scholastic vs monastic, urban vs rural - that have continued to inform scholarship on the period, and have presented additional questions, including the central question posed by the volume under review here: to what extent did the intellectual production of the twelfth century "schools" (in both their institution and figurative senses) penetrate into the romance literature in Old French and Occitania ( langue d'oc and langue d'oïl)? Subsequent scholars confirmed that vernacular literature played a part in this "renaissance," while noting that its development in aristocratic courts was accompanied by serious social tensions. ![]() When Charles Homer Haskins presented the evidence for a "Renaissance of the Twelfth Century" to a mainstream scholarly audience in 1927, he relied primarily on Latin sources, but he acknowledged that the high medieval achievement was situated in a rich and varied social and intellectual context. ![]()
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