Intellectual Cartographic Spaces: Alfonso X, the Wise and the Foundation of the Studium Generale of Seville Item Type text; Electronic Dissertation Authors Zeitler, Jessica Katherine Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 04:03:16 Link to Item http://hdl.handle.net/10150/293614 INTELLECTUAL CARTOGRAPHIC SPACES: ALFONSO X, THE WISE AND THE FOUNDATION OF THE STUDIUM GENERALE OF SEVILLE by Jessica Katherine Zeitler ________________________________ A Dissertation Submitted to the Faculty of the DEPARTMENT OF SPANISH AND PORTUGUESE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN SPANISH In the Graduate College THE UNIVERSITY OF ARIZONA 2013 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Jessica K. Zeitler, titled Intellectual Cartographic Spaces: Alfonso X, the Wise and the Foundation of the Studium Generale of Seville and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________________ Robert L. Fiore Date: _______________________________________________________________________ Adel Gamal Date: _______________________________________________________________________ Monica Morales Date: _______________________________________________________________________ Amy R. Williamsen Date: Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: Dissertation Director: Richard P. Kinkade 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the author. SIGNED: Jessica Katherine Zeitler 4 ACKNOWLEDGEMENTS The topic of my dissertation about the symbolic importance of knowledge and the creation of intellectual spaces and practices of the medieval Iberian Peninsula originated from the research for a paper I delivered at a Texas Tech University conference on convivencia. The encouragement and positive feedback I received from this conference led me to a broader application of spatial and social theory to the creation of space for intellectual practices in medieval Muslim and Christian communities as well as provided a new perspective on the social realities of intercultural relations between the three confessional communities of medieval Iberia. I wish to thank the University of Arizona Medieval, Renaissance, and Reformation Committee, whose support, in the early stages of my investigation, afforded me the opportunity to spend a summer in the archives of Seville. I am also most grateful for the support Marshall Foundation whose dissertation fellowship enabled me to dedicate an extended amount of time to completion of the written portion of my project. Many individuals offered encouragement and advice. I especially wish to thank Dr. Kinkade for seeing the potential in me and my project, offering guidance on the process of completing such an endeavor, and words of encouragement to overcome life challenges and arrive to the finish line of the great marathon that we call the dissertation. This project would not be complete without the support and guidance of Dr. Gamal, whose Arabic language and literature courses furthered my understanding of the Arabic language and culture, but also introduced me to the Arabic version of Kalīla wa-Dimna. 5 In particular, I wish to acknowledge the valuable comments and suggestions of Dr. Morales, Dr. Williamsem and Dr. Fiore. To my loving and very patient husband Mladen, and our new baby boy, Stefan, who remind on a daily basis that love is a driving force behind many things, even those endeavors ending with a PhD. Finally, I dedicate this work to the memory of my younger brother and mother, whose love and support were enduring. 6 TABLE OF CONTENTS LISTS OF FIGURES .......................................................................................................... 8 LISTS OF TABLES ............................................................................................................ 9 ABSTRACT ...................................................................................................................... 11 INTRODUCTION ............................................................................................................ 13 CHAPTER ONE: THEORY: CONSTRUCTING A FRAMEWORK FOR SOCIAL ANALYSIS ....................................................................................................................... 25 CHAPTER TWO: MEDIEVAL ISLAMIC INTELLECTUAL SPACES: THE DIFFUSION OF ‘ILM ...................................................................................................... 57 2.1- The Medieval Muslim Triad of ‘ilm .............................................................. 60 2.2- ‘ilm as Cultural Capital the ‘ulamā’ .............................................................. 66 2.3- Types of Schools and Education in the Medieval Middle East and Near East .............................................................................................................................. 71 2.4- Muslim Women and Education in al-Andalus .............................................. 73 2.5- Maktabāt (Libraries) ...................................................................................... 90 2.6- From Masājid (mosques) to Madāris (Muslim Schools of Higher Education) .............................................................................................................................. 95 2.7- The Madrasa in Spain ................................................................................... 97 CHAPTER THREE: MEDIEVAL KNOWLEDGE AND ITS DIFUSSION THROUGH CHRISTIAN SPAIN: SIXTH THROUGH TWELFTH CENTURY ............................. 103 3.1- Christian Spain: Early Intellectual Centers ................................................. 108 3.2- Spaces of Worship and Education ............................................................... 114 3.3- Eighth Century: Change of Rhythm ............................................................ 126 3.4- 10th through the 13th Century: Moving to City/Urban Growth .................... 129 3.5- Translation Schools ..................................................................................... 131 3.6- The Mythical City and the School of Translators of Toledo ....................... 133 3.7- The Toledan School of Translators: Historical Background ....................... 136 CHAPTER FOUR: ALFONSO X, THE WISE AND THE FOUNDATION OF THIRTEENTH-CENTURY UNIVERSITIES: THE STUDIUM GENERALE .............. 151 4.1- Alfonso’s Court of Translators .................................................................... 160 4.2- Birth of University ....................................................................................... 172 7 TABLE OF CONTENTS-Continued 4.3- The Earliest Spanish Universities: Palencia, Salamanca and Valladolid .... 175 4.5- The University of Seville ............................................................................. 180 CONCLUSIONS: ENDING AT THE BEGINNING ..................................................... 184 5.1-The Travels of Kalīla wa-Dimna from the Eastern Mediterranean to the Court of Alfonso X, the Wise ....................................................................................... 184 APPENDIX A INDEX ................................................................................................... 197 WORKS CITED ............................................................................................................. 199 8 LISTS OF FIGURES Figure 1: Arabic Transliteration Chart .............................................................................. 10 Figure 2: Renowned Educational Endowments (Awāqf) .................................................. 84 Figure 3: Domus Ecclesiae: House Church .................................................................... 117 Figure 4: Nascent Intellectual Centers Prior to the 10th Century .................................... 120 Figure 5: Emerging intellectual centers after the 10th century ........................................ 121 Figure 6: Map of Lay Education Visigothic Spain ......................................................... 122 Figure 7: Map of Ecclesiastical Culture in 7th Century .................................................. 124 Figure 8: Map of Monastic Centers during the 7th Century ............................................ 126 Figure 9: Polysystems