Vol. 1: The Premodern Teenager: Youth in Society, 1150-1650

Arthuriana, 2004

University of Toronto Quarterly, 2004

Nottingham Medieval Studies, 2019

Quaderni D Italianistica, 2003

Recensioni trasforma gli atti lascivi in nuH'altro che atti vetrosi e schivi è ciò che può permettere il recupero del rimosso. La sessualità "rimossa" dall'acculturazione" si oppone alla "sessualità accettata" della "naturalità". Il secondo motivo centrale dell'opera è imperniato, per la studiosa, sull'esemplificazione delle dinamiche adolescenziali dell'innamoramento e la scoperta della sessualità attraverso cui si stabilisce una "relazione oggettuale intensa" (24). Il contrasto tra Amore e Venere si legge invece come autoaffermazione dell'uno nei confronti dell'altra. Il figlio a rappresentare la naturalità dell'adolescente contro la madre, adulta, a rappresentare ciò che è istituzionalizzato, "culturizzato", come scrive Caponigro. La "crisi affettiva adolescenziale" di Aminta e Silvia si inserisce quindi in queste dinamiche di opposizione tra natura e cultura, contrasto anticipato nel Prologo che si concluderà con un lieto fine, sia pur dopo sofi^erenze e pene d'amore. Silvia "naturalmente " matura un senso narcisistico per il proprio corpo. Quando Aminta la libera, dopo essere stata legata ad un albero da Satiro, egli non la possiede e, dice Caponigro, Silvia viene frustrata sessualmente. Solo il tentativo di suicidio di Aminta porterà la giovane a ricambiarne il sentimento. Ad essi si

An on-line bibliography on childhood in the Ancient world and the Early Middle Ages. This Sept. 2015 version includes 2067 entries, which means over 15% increase since the 2014 version. This is mainly due to the more systematic approach to the early Christian scholarship. This 7th edition of the bibliography could not have been compiled and published without Reidar Aasgaard and Cecilie Krohn, and without the economic support from the Norwegian Research Council and IFIKK (University of Oslo). The main/primary publication of this resource can be found on the University of Oslo internet pages (http://www.hf.uio.no/ifikk/forskning/prosjekter/barndom/bibliography---endelig-september-2015.pdf). The bibliography is intended for both scholars and students. Those interested are more than welcome to propose additions and corrections. These can be sent to Ville Vuolanto at [email protected]. If you make extensive use of it, I will appreciate that you make reference to it in your scholarly publications. I hope it will be of help for your work.

2018

Ville Vuolanto started this bibliography project in 2003 under the auspices of the University of Tampere as a modest enterprise of some 300 entries. Since then scholarship on ancient childhood has continued to flourish, and the original perspective of the bibliography has been widened from works by historians and classicists to include more and more scholarship from art history, archaeology and, in particular, Biblical and early Christian studies. The fourth edition had 1140 entries (2008), the fifth 1573 (2010), the sixth 1771 (2014), the seventh 2067 (2015), and the eighth 2186 (2016). Oana Maria Cojocaru has taken care of major part of the editorial process of the ninth edition. The earlier work of the research assistants (for the 2014 and 2015 editions) Camilla Christensen, Cecilie Krohn and Camilla Roll have been crucial for the outcome. The financial support from the Department of Philosophy, Classics, History of Art and Ideas (IFIKK, University of Oslo) and the Tiny Voices from the Past: New Perspectives on Childhood in Early Europe project (IFIKK, 2013–2017) - led by Reidar Aasgaard and financed by the University of Oslo and the Research Council of Norway - has made it possible to carry the project on (the bibliography is published on IFIKK internet pages: https://www.hf.uio.no/ifikk/english/research/projects/childhood/bibliography-ninth-edition.pdf). I want to thank also all those of you who have sent information about publications or mistakes in the bibliography. In the earlier phases of the project, the help and encouragement obtained from Kathleen Coleman and Christian Laes have been precious. The Academy of Finland, through the research project Religion and Children. Socialization in Pre-Modern Europe from the Roman Empire to the Christian World (2009–2012) funded the compilation of the fifth edition of this bibliography.

Two distinct life stages are examined in this article: the end of youth and the onset of old age. Each of these life stages affected a person’s ability to engage with late medieval London society and institutions. Records of litigation between masters and apprentices are used to show that difficulties were common at all stages of an apprenticeship, and that they were a feature of the transition from youth to adulthood, as experienced by apprentices. While remedies and support mechanisms were available, they often existed outside the apprenticeship system. About five hundred Londoners over the age of seventy petitioned for exemption from jury duty between 1375 and 1496. The petitioners’ desire to withdraw from civic involvement contrasts with their earlier active role. A final section explores particular issues raised by a striking peak in the number of exemptions between 1400 and 1430.

Journal of Family …, 2008

2005

The story of the early modern child is essentially one of continuity. While it has been argued by some, most famously Philipe Ariès, that childhood underwent a profound transformation at the end of the Middle Ages, the evidence suggests that early modern children were ultimately quite similar to their medieval and classical predecessors. They too were viewed as vulnerable beings whose cognitive and spiritual “incompleteness” was more or less assumed. Indeed, as historian Steven Ozment once remarked, the early modern child was “a creature in search of humanity.” Far from belittling children, however, this not-quite-human status actually called attention to their distinctive powers and behaviors; occasionally it even gave them special symbolic standing within their communities. For the student of culture, this characterization of the child is worth considering in detail, since it has consequences for how we think about drama, religious life, and politics during the period. In what fol...