Magistrorum lectio. Una lección en el siglo XII / Magistrorum lectio. A Lesson in the 12th Century
Main Article Content
Abstract
This paper presents a lesson given by three master teachers in the first half of the XIIth century: Honorius of Autun, Hugh of Saint Victor, William of Conches. The three of them were magistri and leading writers. The lesson is about the relevance of study and intellectual education. It is divided in three parts, and each part was given by one of the three above mentioned master teachers.
Downloads
Download data is not yet available.
Publication Facts
Metric
This article
Other articles
Peer reviewers
0
2.4
Reviewer profiles N/A
Author statements
Author statements
This article
Other articles
Data availability
N/A
16%
External funding
N/A
32%
Competing interests
N/A
11%
Metric
This journal
Other journals
Articles accepted
15%
33%
Days to publication
2309
145
Indexed in
-
—
- Academic society
- N/A
- Publisher
- UCOPress
Article Details
How to Cite
RAÑA DAFONTE, C. (2010). Magistrorum lectio. Una lección en el siglo XII / Magistrorum lectio. A Lesson in the 12th Century. Revista Española De Filosofía Medieval, 17, 81–91. https://doi.org/10.21071/refime.v17i.6147
Issue
Section
ARTICLES
Proposed Policy for Journals that Offer Open Access
Authors who publish with this journal agree to the following terms:
- Since issue 33 and for the future issues, it is the policy of the publisher that authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).