Micro-Cluster Analysis of the Epistolary Network of Alcuin After 796
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University of Kentucky UKnowledge Theses and Dissertations--History History 2020 “DISTANCE LEARNING” IN THE NINTH CENTURY?: MICRO- CLUSTER ANALYSIS OF THE EPISTOLARY NETWORK OF ALCUIN AFTER 796 William James Mattingly Right click to open a feedback form in a new tab to let us know how this document benefits ou.y STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. William James Mattingly, Student Dr. Abigail Firey, Major Professor Dr. David Hamilton, Director of Graduate Studies “DISTANCE LEARNING” IN THE NINTH CENTURY?: MICRO-CLUSTER ANALYSIS OF THE EPISTOLARY NETWORK OF ALCUIN AFTER 796 DISSERTATION A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Arts and Sciences at the University of Kentucky By William J. Mattingly Lexington, Kentucky Director: Dr. Abigail Firey, Professor of History Lexington, Kentucky 2020 Copyright © William James Mattingly 2020 ABSTRACT OF DISSERTATION “DISTANCE LEARNING” IN THE NINTH CENTURY?: MICRO-CLUSTER ANALYSIS OF THE EPISTOLARY NETWORK OF ALCUIN AFTER 796 Scholars of eighth- and ninth-century education have assumed that intellectuals did not write works of Scriptural interpretation until that intellectual had a firm foundation in the seven liberal arts.1 This ensured that anyone who embarked on work of Scriptural interpretation would have the required knowledge and methods to read and interpret Scripture correctly. The potential for theological error and the transmission of those errors was too great unless the interpreter had the requisite training. This dissertation employs computistical methods, specifically the techniques of social network mapping and cluster analysis, to study closely the correspondence of Alcuin, a late-eighth- and early-ninth- century scholar renowned for his pedagogy (which was rooted in the liberal arts) and his Scriptural commentaries. These methods allow us to identify and study these two types of knowledge and how Alcuin imparted them to individuals at two different stages of their respective intellectual careers. This investigation focuses particularly on the less-studied period of Alcuin’s life, his final eight years, beginning when he departed either the imperial court or a nearby school and arrived in Tours in 796, and ending with his death in 804. The increase in Alcuin’s surviving letters after 796, and the ways in which Alcuin imparted knowledge to the recipients, many of whom were his former students, provides the basis for exploring how Alcuin used the only technology available to him, writing, to maintain his relationships and continue to impart knowledge and attempt to influence his former pupils. These letters further demonstrate the different stages and methods for education. While Alcuin used the physical classroom in Tours to teach the seven liberal arts, the study of exegesis took place among the well-trained aristocratic and intellectual elite, who had the ability to closely control the production and dissemination of the “correct” interpretation of Scripture. 1 On the eighth- and ninth-century intellectual need for the liberal arts to interpret Scripture, see: Ian Christopher Levy, Introducing Medieval Biblical Interpretation: The Senses of Scripture in Premodern Exegesis (Grand Rapids: Baker, 2018), 55–77. KEYWORDS: Carolingian, Alcuin, education, social networks, data visualization, Python _____________William Mattingly_____________ _______________05/16/2020_________________ Date “DISTANCE LEARNING” IN THE NINTH CENTURY?: MICRO-CLUSTER ANALYSIS OF THE EPISTOLARY NETWORK OF ALCUIN AFTER 796 By William J. Mattingly Dr. Abigail Firey____________________ Director of Dissertation Dr. David Hamilton__________________ Director of Graduate Studies _____________05/16/2020____________ For Steph, my wife and best friend, without whom this never would have been possible aliquid tremendum in lingua latina infra quia nihil captat me sicut ea ego sum nihil sine ea quia nemo in mundo sicut ea aliquid tremendum in lingua latina supra ACKNOWLEDGMENTS It is perhaps a cliché to begin a dissertation’s acknowledgment section with the phrase: “a dissertation cannot exist without the influence and advice of many people”—or something of the ilk. Its extensive use is a testament not to the author’s lack of originality, rather the universal truth of the sentiment. A dissertation is something far beyond the creation of a single author. It is written by the author, yes; but it is influenced, molded, and shaped by many minds and hands, some directly and others indirectly, with neither adverb taking primacy. Of those who influenced this dissertation, I would first like to thank Professor Abigail Firey who has been my advisor for these past eight years. She first introduced me to Scriptural exegesis and the digital humanities, the key subjects of this dissertation. Like the lighthouse that once stood over the ancient city of Alexandria, she has been a source of guidance. While I, an amateur sailor, pursued the luring rocky cliffs that distract many a graduate student, she, an experienced admiral, was always there to point me back to a proper course and guide me to safe harbor. Without her, this dissertation would surely not be where it is today. I will miss the ventures into her office, her kind delivery of hard truths, and the cups of tea that were always awaiting her graduate students. A paragraph is not enough space for proper thanks. I would also like to thank the other committee members of this dissertation: Professor Stephen Davis, who encouraged my pursuit of Pythonic methods to explore historical sources; Professor David Hamilton who was one of my earliest points of iii contact as I entered the University of Kentucky and who has provided constant advice and an open door; Professor Daniel Gargola whose humor and conversation I always looked forward to on my walks to campus; Professor Matthew Giancarlo who served as an the outside field member and suggested avenues for future research; Professor Sadia Zoubir-Shaw who graciously served as an outside examiner and encouraged the pursuit of R in future research. I would also like to thank Professor David Hunter who first encouraged me to pursue social network theory, a key component of this dissertation. The creation of a dissertation is not simply academic. Its creation affects and is affected by those in the author’s personal life. This dissertation would not have been completed were it not for the constant support and love from my family. I would firstly like to thank my loving wife, Stephanie Mattingly. She has always supported my dream of earning a Ph.D. in history and she always believed in me. She has been a beacon of hope at all stages of graduate school, especially during the final year as I struggled to complete this dissertation. There are no words that can possibly convey how much she has done and how eternally grateful I am to her. The dedication above is a true reflection of her contributions. Without her, I would not have succeeded. I would also like to thank my parents, Bill and Shelia Mattingly. Without them, I would not be who I am today. Their constant support throughout all the stages of my life have made me a better person. They are responsible for giving me the tools and skills needed to succeed. I would also like to thank John Perry, Edward Mason, and Luke Victor, all of whom either read large portions of this dissertation or contributed significantly to how I thought about and structured this dissertation. Our countless hours in Red River Gorge, spent fishing, foraging berries, encountering bears, building A-frames, surviving iv hypothermia and the harshest of storms, provided the necessary reprieves to continue researching and writing. Boon companions, they truly are. Finally, I would like to thank Professor Bruce Holle who always encouraged me to “read between the lines”. Professor Holle never read a draft of this dissertation, yet his influence in its completion cannot be overstated. Whenever I stumbled, he provided words of encouragement. Whenever I needed a reminder to