Steven Vanderputten – författare

The history of monastic institutions in the Middle Ages may at first appear remarkably uniform and predictable. Medieval commentators and modern scholars have observed how monasteries of the tenth to early twelfth centuries experienced long periods of stasis alternating with bursts of rapid development known as reforms. Charismatic leaders by sheer force of will, and by assiduously recruiting the support of the ecclesiastical and lay elites, pushed monasticism forward toward reform, remediating the inevitable decline of discipline and government in these institutions. A lack of concrete information on what happened at individual monasteries is not regarded as a significant problem, as long as there is the possibility to reconstruct the reformers' ''program.'' While this general picture makes for a compelling narrative, it doesn't necessarily hold up when one looks closely at the history of specific institutions.In Monastic Reform as Process, Steven Vanderputten puts the history of monastic reform to the test by examining the evidence from seven monasteries in Flanders, one of the wealthiest principalities of northwestern Europe, between 900 and 1100. He finds that the reform of a monastery should be studied not as an "exogenous shock" but as an intentional blending of reformist ideals with existing structures and traditions. He also shows that reformist government was cumulative in nature, and many of the individual achievements and initiatives of reformist abbots were only possible because they built upon previous achievements. Rather than looking at reforms as "flashpoint events," we need to view them as processes worthy of study in their own right. Deeply researched and carefully argued, Monastic Reform as Process will be essential reading for scholars working on the history of monasteries more broadly as well as those studying the phenomenon of reform throughout history.

Around the turn of the first millennium AD, there emerged in the former Carolingian Empire a generation of abbots that came to be remembered as one of the most influential in the history of Western monasticism. In this book Steven Vanderputten reevaluates the historical significance of this generation of monastic leaders through an in-depth study of one of its most prominent figures, Richard of Saint-Vanne. During his lifetime, Richard (d. 1046) served as abbot of numerous monasteries, which gained him a reputation as a highly successful administrator and reformer of monastic discipline. As Vanderputten shows, however, a more complex view of Richard's career, spirituality, and motivations enables us to better evaluate his achievements as church leader and reformer. Vanderputten analyzes various accounts of Richard's life, contemporary sources that are revealing of his worldview and self-conception, and the evidence relating to his actions as a monastic reformer and as a promoter of conversion. Richard himself conceived of his life as an evolving commentary on a wide range of issues relating to individual spirituality, monastic discipline, and religious leadership. This commentary, which combined highly conservative and revolutionary elements, reached far beyond the walls of the monastery and concerned many of the issues that would divide the church and its subjects in the later eleventh century.

The history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience. Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community.

The history of monastic institutions in the Middle Ages may at first appear remarkably uniform and predictable. Medieval commentators and modern scholars have observed how monasteries of the tenth to early twelfth centuries experienced long periods of stasis alternating with bursts of rapid development known as reforms. Charismatic leaders by sheer force of will, and by assiduously recruiting the support of the ecclesiastical and lay elites, pushed monasticism forward toward reform, remediating the inevitable decline of discipline and government in these institutions. A lack of concrete information on what happened at individual monasteries is not regarded as a significant problem, as long as there is the possibility to reconstruct the reformers' ''program.'' While this general picture makes for a compelling narrative, it doesn't necessarily hold up when one looks closely at the history of specific institutions.In Monastic Reform as Process, Steven Vanderputten puts the history of monastic reform to the test by examining the evidence from seven monasteries in Flanders, one of the wealthiest principalities of northwestern Europe, between 900 and 1100. He finds that the reform of a monastery should be studied not as an "exogenous shock" but as an intentional blending of reformist ideals with existing structures and traditions. He also shows that reformist government was cumulative in nature, and many of the individual achievements and initiatives of reformist abbots were only possible because they built upon previous achievements. Rather than looking at reforms as "flashpoint events," we need to view them as processes worthy of study in their own right. Deeply researched and carefully argued, Monastic Reform as Process will be essential reading for scholars working on the history of monasteries more broadly as well as those studying the phenomenon of reform throughout history.

In Dark Age Nunneries, Steven Vanderputten dismantles the common view of women religious between 800 and 1050 as disempowered or even disinterested witnesses to their own lives. It is based on a study of primary sources from forty female monastic communities in Lotharingia—a politically and culturally diverse region that boasted an extraordinarily high number of such institutions. Vanderputten highlights the attempts by women religious and their leaders, as well as the clerics and the laymen and -women sympathetic to their cause, to construct localized narratives of self, preserve or expand their agency as religious communities, and remain involved in shaping the attitudes and behaviors of the laity amid changing contexts and expectations on the part of the Church and secular authorities.Rather than a "dark age" in which female monasticism withered under such factors as the assertion of male religious authority, the secularization of its institutions, and the precipitous decline of their intellectual and spiritual life, Vanderputten finds that the post-Carolingian period witnessed a remarkable adaptability among these women. Through texts, objects, archaeological remains, and iconography, Dark Age Nunneries offers scholars of religion, medieval history, and gender studies new ways to understand the experience of women of faith within the Church and across society during this era.

In Dark Age Nunneries, Steven Vanderputten dismantles the common view of women religious between 800 and 1050 as disempowered or even disinterested witnesses to their own lives. It is based on a study of primary sources from forty female monastic communities in Lotharingia—a politically and culturally diverse region that boasted an extraordinarily high number of such institutions. Vanderputten highlights the attempts by women religious and their leaders, as well as the clerics and the laymen and -women sympathetic to their cause, to construct localized narratives of self, preserve or expand their agency as religious communities, and remain involved in shaping the attitudes and behaviors of the laity amid changing contexts and expectations on the part of the Church and secular authorities.Rather than a "dark age" in which female monasticism withered under such factors as the assertion of male religious authority, the secularization of its institutions, and the precipitous decline of their intellectual and spiritual life, Vanderputten finds that the post-Carolingian period witnessed a remarkable adaptability among these women. Through texts, objects, archaeological remains, and iconography, Dark Age Nunneries offers scholars of religion, medieval history, and gender studies new ways to understand the experience of women of faith within the Church and across society during this era.

From the deserts of Egypt to the emergence of the great monastic orders, the story of late antique and medieval monasticism in the West used to be straightforward. But today we see the story as far 'messier' - less linear, less unified, and more historicized. In the first part of this book, the reader is introduced to the astonishing variety of forms and experiences of the monastic life, their continuous transformation, and their embedding in physical, socio-economic, and even personal settings. The second part surveys and discusses the extensive international scholarship on which the first part is built. The third part, a research tool, rounds off the volume with a carefully representative bibliography of literature and primary sources.

This collection of studies investigates how people of the 10th to early 12th century experienced and represented processes of intentional change in the Church, and what the consequences are of modern scholars’ reliance on ‘reform’ to describe and interpret these processes. In 11 thematic chapters it takes stock of the current state of research and offers suggestions to deepen our understanding of the ideological, institutional, and cultural dynamics at play.Contributors are Julia Barrow, Robert F. Berkhofer III, Gordon Blennemann, Katy Cubitt, Nicolangelo D'Acunto, Anne-Marie Helvétius, Ludger Körntgen, Rutger Kramer, Brigitte Meijns, Diane Reilly, Rachel Stone, and Steven Vanderputten.

The history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience. Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community.