:<i>The Reformation in Medieval Perspective</i>

Eller, Meredith F.; Ozment, Steven

doi:10.2307/2540110

Cited by 5 publications

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“…8 6 The readings I have used are "Piety in Germany ca. 1500" (Moeller, 1971) and the first chapter of either Cameron (2012) or Wandel (2011. 7 The pamphlet is found in Baylor (1991).…”

Section: Luthermentioning

confidence: 99%

Luther, learning, and the liberal arts

Burnett

2017

Teaching Theology & Religion

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The learning goals of a well-designed course in the liberal arts include not only the imparting of knowledge but also the development of critical thinking and disciplinary expertise. A class on Luther can help students acquire those intellectual skills associated with the discipline of history and the liberal arts more generally as they consider broader questions about institutional religion, spirituality, moral choices, and human agency. Current scholarship on how people learn highlights the importance of adequate mental frameworks for the acquisition, retention, and retrieval of new ideas and information. This scholarship underlies the choice of specific strategies used to teach about Luther and the Reformation. Assignments provide "scaffolding," which begins with modeling and then moves from simpler to more complex assignments. Students practice the specific intellectual skills of critical reading and textual analysis over the course of the semester. KEYWORDS Martin Luther, 95 theses, learning, disciplinary expertise, scaffolding, critical thinking 1 | INTRODUCTION Every few weeks an article shows up on my Facebook feed defending the value of the humanities or lamenting the declining enrollment in humanities courses. 1 As a historian of the Reformation, I have been involved with colleagues and community members in planning various ways to commemorate Luther's posting of the 95 theses in 1517. These two areas of interestone very broad, concerning the liberal arts, and the other quite specific, centering on the figure of Martin Lutherform the backdrop to my thinking about the biggest challenge of my professional life, helping students learn something about the past and its continuing influence on the present. The 500th anniversary ofLuther's 95 theses not only brings increased public attention to the Reformation but also provides an occasion to think about why we teach Luther and how that instruction relates to our broader goals as teachers.

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“…8 6 The readings I have used are "Piety in Germany ca. 1500" (Moeller, 1971) and the first chapter of either Cameron (2012) or Wandel (2011. 7 The pamphlet is found in Baylor (1991).…”

Section: Luthermentioning

confidence: 99%

Luther, learning, and the liberal arts

Burnett

2017

Teaching Theology & Religion

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Luther and the Reformation of the Later Middle Ages

Saak

2017

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In 1517, Martin Luther posted his 95 Theses, an act often linked with the start of the Reformation. In this work, Eric Leland Saak argues that the 95 Theses do not signal Luther's break from Roman Catholicism. An obedient Observant Augustinian Hermit, Luther's self-understanding from 1505 until at least 1520 was as Brother Martin Luther, Augustinian, not Reformer, and he continued to wear his habit until October 1524. Saak demonstrates that Luther's provocative act represented the culmination of the late medieval Reformation. It was only the failure of this earlier Reformation that served as a catalyst for the onset of the sixteenth-century Protestant Reformation. Luther's true Reformation discovery had little to do with justification by faith, or with his 95 Theses. Yet his discoveries in February of 1520 were to change everything.

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Alternative Possibility in Fourteenth-Century Philosophy and the Development of Allegorical Narrative in the Work of Robert Holcot and Thomas Hoccleve

Saville¹

2015

Essays in Medieval Studies

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:The Reformation in Medieval Perspective

Cited by 5 publications

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Luther, learning, and the liberal arts

Luther, learning, and the liberal arts

Luther and the Reformation of the Later Middle Ages

Alternative Possibility in Fourteenth-Century Philosophy and the Development of Allegorical Narrative in the Work of Robert Holcot and Thomas Hoccleve

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