The Art of the Question in Late Medieval England

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The Art of the Question in Late Medieval England University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2018 The Art Of The Question In Late Medieval England Erika Dawn Harman University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Linguistics Commons Recommended Citation Harman, Erika Dawn, "The Art Of The Question In Late Medieval England" (2018). Publicly Accessible Penn Dissertations. 2915. https://repository.upenn.edu/edissertations/2915 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2915 For more information, please contact [email protected]. The Art Of The Question In Late Medieval England Abstract This project uncovers the unwritten rules of the interrogative which acted as arbiters of power in religious discourse between 1300 and 1450. The central claim of the project is that scenes of question-asking dramatize the convergence of conflicting cultural and intellectual investments, as lay people leverage questions to negotiate social position, spiritual authority, and access to knowledge. Viewed as intersections between lay education and clerical learnedness, questions show how late medieval authors incorporated contemporary social concerns about the development of an educated laity. Despite the role of the interrogative in both communicating the laity’s aspirations for religious knowledge and reifying social barriers that denied them such access, there has been no extended study published on questions in Middle English literature. Individual chapters approach questioning through the clerical resources harnessed to address the laity’s demand for religious knowledge, including rhetoric, grammatical thought, and techniques of scholastic disputation. Each chapter examines a genre which represents an intersection between lay education and clerical learnedness: devotional guides such as those by Richard Rolle, Lollard tracts, lyrics, sermons, and elementary textbooks. The writtenness of medieval texts obscures the exigent desire expressed by the laity’s spoken questions, as in Piers Plowman when Will intercepts everyone he encounters to ask where to find the good life. I combine theories from pragmatics with literary analysis to reanimate the conversational, as opposed to purely textual, significance of these questions. In doing so, I bring ogethert linguistic and literary techniques to reveal fundamental assumptions about language use which marked social groups and united religious movements. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group English First Advisor Rita Copeland Second Advisor Emily Steiner Keywords British Literature, Medieval Literature, Question and Answer, Religious Education Subject Categories Linguistics This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/2915 THE ART OF THE QUESTION IN LATE MEDIEVAL ENGLAND Erika D. Harman A DISSERTATION in English Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2018 Supervisor of Dissertation Co-Supervisor of Dissertation __________________________ __________________________ Rita Copeland Emily Steiner Sheli Z. and Burton X. Rosenberg Professor of English Professor of Humanities Graduate Group Chairperson __________________________ David L. Eng, Richard L. Fisher Professor of English Dissertation Committee David Wallace, Judith Rodin Professor of English THE ART OF THE QUESTION IN LATE MEDIEVAL ENGLAND COPYRIGHT 2018 Erika Dawn Harman ACKNOWLEDGMENTS This project represents the investments of a great many people who have encouraged me in the writing process. I am thankful to the University of Pennsylvania English Department for supporting my coursework and scholarship, including travel to the British Library in London, Cambridge University Library, and the Bodleian Library in Oxford to conduct manuscript research. I owe a huge debt of gratitude to my committee members, Rita Copeland, Emily Steiner, and David Wallace. Rita generously shared her vast wealth of information about medieval universities and guided my engagement with Latin commentaries and sermons. Emily’s advice was invaluable in helping me to refine my early ideas and shape the project; I hope the end result does justice to Emily’s characteristic enthusiasm for the style and performativity of the most unlikely Middle English prose texts. David’s ear for the resonances of Latin and vernacular speech taught me to nuance my readings of the Middle English texts and enriched many of my translations. I could not have weathered the many challenges of graduate school without my excellent support network. Thanks are due especially to my friends in Philadelphia for the generous gifts of encouragement, food, lodging, and companionship that enabled me to complete this project and made Philly feel like home. My parents, Ripley and Barbara Smith, taught me by example how to work hard and strive for excellence. They have cheered me on at every step and encouraged me with their unconditional love. Finally, my deepest thanks go to my husband and closest friend, Christopher, whose keen insights always sharpen my thinking. Unwavering in his support, Christopher’s confidence in me lifted my spirits, and his company brought me joy. iii ABSTRACT THE ART OF THE QUESTION IN LATE MEDIEVAL ENGLAND Erika Harman Rita Copeland Emily Steiner This project uncovers the unwritten rules of the interrogative which acted as arbiters of power in religious discourse between 1300 and 1450. The central claim of the project is that scenes of question-asking dramatize the convergence of conflicting cultural and intellectual investments, as lay people leverage questions to negotiate social position, spiritual authority, and access to knowledge. Viewed as intersections between lay education and clerical learnedness, questions show how late medieval authors incorporated contemporary social concerns about the development of an educated laity. Despite the role of the interrogative in both communicating the laity’s aspirations for religious knowledge and reifying social barriers that denied them such access, there has been no extended study published on questions in Middle English literature. Individual chapters approach questioning through the clerical resources harnessed to address the laity’s demand for religious knowledge, including rhetoric, grammatical thought, and techniques of scholastic disputation. Each chapter examines a genre which represents an intersection between lay education and clerical learnedness: devotional guides such as those by Richard Rolle, Lollard tracts, lyrics, sermons, and elementary textbooks. The writtenness of medieval texts obscures the exigent desire expressed by the laity’s spoken questions, as in Piers Plowman when Will intercepts everyone he encounters to ask where to find the good life. I combine theories from pragmatics with literary analysis to iv reanimate the conversational, as opposed to purely textual, significance of these questions. In doing so, I bring together linguistic and literary techniques to reveal fundamental assumptions about language use which marked social groups and united religious movements. v Table of Contents Abstract ............................................................................................................................. iv List of Illustrations ........................................................................................................... vi INTRODUCTION..............................................................................................................1 How to Read a Question ............................................................................................... 13 CHAPTER I: The Grammar in Question .....................................................................17 Theorizing Question Form ............................................................................................ 22 The English Word that Answers the Question .............................................................. 37 Apposing and Its Discontents ....................................................................................... 47 Concluding the Masters ................................................................................................ 69 Conclusion .................................................................................................................... 91 CHAPTER II: Evasive Maneuvers: Inquisitio and the Lollards ................................92 Expecting charité .......................................................................................................... 96 Lollards’ Inappropriate Questions .............................................................................. 109 Lollards’ Evasive Answers ......................................................................................... 129 Langland’s Dialogues ................................................................................................. 145 CHAPTER III: Disputing in the Parish.......................................................................150 A Brief Account of Quodlibetal Disputation .............................................................. 162 Pleasures of Asking “Why” ........................................................................................ 167 Cautionary Tales ........................................................................................................
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