Storia Medievale - Monarchie in crisi (XIV-XV secolo) (Ordinario)
Prerequisiti
The course is designed for ordinary students, but is open to anyone interested in.
Programma
1°: The early signs (Ordinary students)
The aim of the course is to encourage students to reflect on the concept of ‘crisis’, and on what Reinhardt Koselleck termed its ‘metaphorical polyphony’, in relation to an institutional form – the monarchy – which was still taking shape between the 14th and 15th centuries. We shall therefore examine, in broad terms, the events and political and cultural debates that led to the ‘crisis’ of the French monarchy and the papacy, as reconstructed by historiography.
2°: The French monarchy and the dynastic ‘crisis’ (Ordinary and PhD students)
The course will focus on the gradual consolidation of the French monarchy during the ‘crisis’ of the Capetian dynasty and the so-called Hundred Years’ War (1337-1453).
Supplementary teaching:
Celestine V in the his contemporaries' words
The course traces the life and abdication of Celestine V through the biographies left by his contemporaries: the so-called Autobiography, probably written shortly after Celestine V’s death by a fellow monk; the Opus metricum by Iacopo Caetani Stefaneschi, an eyewitness to the election and pontificate of Celestine V, written in three parts between 1294 and 1314; a Vita, of which three versions exist, written by the Pope’s fellow friars, the earliest of which was probably written between 1303 and 1306, perhaps by Bartolomeo da Trasacco and Tommaso da Sulmona.
Obiettivi formativi
The aims of the course are to introduce students to historiographic reflection and refine a critical approach to sources.
Riferimenti bibliografici
Bibliographic references will be given during the course.
Moduli
| Modulo | Ore | CFU | Docenti |
|---|---|---|---|
| Modulo 1: I prodromi (per ordinari) | 20 | 3 | Federica Maria Giovanna Cengarle |
| Modulo 2: La monarchia francese e la crisi dinastica (per ordinari e PhD) | 20 | 3 | Federica Maria Giovanna Cengarle |
| Supplementary teaching | 4 | 0 |