Abstract
This paper firstly describes how my teaching context and student body shapes the methodological and motivational resources that I use in the first three weeks of a section in comparative hagiographical studies. This practical example demonstrates the importance of being conversant with both our local learning context and the international scholarly comparative community. The second part of this essay outlines my methodological thinking as I propose a historical-scientific example of hagiographical comparison to my students, by employing taxonomies from psychological science for the sake of making helpful comparative observations between thirteenth-century hagiographies. The third part of the essay describes how I ensure that employing a particular psychological paradigm—such as “religious and spiritual struggles”—is appropriate to a given historical context.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.