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                  <text>This Collection traces the development of academic medievalism in Australiaâ€™s universities, and explores the disciplineâ€™s complex ideological affiliations. In this Collection you will find items relating to: the medievalist content of educational programmes, such as examples of university unit outlines; the teaching of the medieval through processes of medievalism, such as in demonstrations of medieval cooking or fighting techniques; and references to the medieval in modern educational debates and contexts.</text>
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                <text>Lauren Artress, Catholic, Centre for Theology and Ministry, dramatic readings, education, festival, Festival of Hildegard, Sabina Flanagan, food, Hildegard of Bingen, lecture, Loreto College, Melbourne, Constant Mews, music, mystic, Parkville, St Maryâ€™s College, St Paulâ€™s Cathedral, school, Vic, Victoria, website.</text>
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                <text>The Festival of Hildegard was an educational event held at the Catholic Loreto College&amp;rsquo;s Centre for Theology and Ministry at St Mary&amp;rsquo;s College in the Melbourne suburb of Parkville, Victoria. The event ran from October 19-21, 2012, closing with a special Vespers at St Paul&amp;rsquo;s Cathedral. Other activities included medieval food and music, dramatic readings, and scholarly lectures and conversation. Guest speakers included Dr Lauren Artress, Dr Sabina Flanagan, and Professor Constant Mews. The Festival celebrated the conferral on Hildegard of the title &amp;lsquo;Doctor of the Church&amp;rsquo; on October 7, 2012. Hildegard of Bingen (1098-1179) was a mystic, author, abbess, and composer. She also invented her own alphabet. For more information see http://www.loreto.org.au/Images/News/Promotional---rego-form.aspx</text>
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                <text>This display at the 2012 PMRG/CMEMS â€˜Receptions: Medieval and Early Modern Cultural Appropriationsâ€™ conference (Perth, August 2012) celebrated the 30th anniversary of the Perth Medieval and Renaissance Group. The display showed many of the posters created for past PMRG events, including lectures, quiz nights, and medieval and renaissance themed banquets and performances, as well as other items such as t-shirts and tea-towels. Since its establishment in 1982, members of PMRG have participated in a number of medieval re-enactments, including medieval dancing, stagings of medieval mystery plays and the recreation of medieval artworks in an annual Christmas party tableau. </text>
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                <text>This photograph was taken during the final lecture of the 3rd year undergraduate unit The Vikings at The University of Western Australia. Although the unit focuses on the history of the Viking Age (c. 790-1100), the final lecture dealt with popular appropriations of the Vikings, or Vikingism, from the mid-nineteenth century. The lecture covered such topics as Wagner's Ring Cycle, novels, comics, art, music, and the recent films Thor and The Avengers. In the photograph the lecturer, Dr Shane McLeod, wears a t-shirt with an image of an unkempt warrior wearing a historically inaccurate horned helmet. Behind him is a slide showing a Lego Viking warrior with a sword and shield and also wearing a horned helmet from the Viking display at Legoland in Denmark, demonstrating that the horned helmet myth is also popular in Scandinavia where the Vikings originated.</text>
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              <text>&lt;p&gt;Newspaper article; PDF&lt;/p&gt;&#13;
&lt;p&gt;&lt;br /&gt; &lt;a href="http://nla.gov.au/nla.news-article32367278" target="_blank"&gt;http://nla.gov.au/nla.news-article32367278&lt;/a&gt;&lt;/p&gt;</text>
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                <text>Weighing in on a wider printed debate about the cost and value of university teaching, the author of this article takes issue with the prevailing focus on lectures as the principal delivery mode for teaching in universities. He associates the development of lecturing with the medieval origins of universities and the need to disseminate knowledge before the invention of print. Following â€˜the book ageâ€™, however, the author suggests that lectures are redundant and superfluous. Rather than guiding students in their wider learning as intended, he argues, lectures have the opposite effect in that students regarded them as an adequate alternative to reading. In an age where books are accessible and the ability to read almost universal, he recommends that the teaching of subjects such as English, History, Economics and Philosophy should instead be based on independent student reading followed by class discussion. This would also have the effect of allowing professors more time to conduct research instead of preparing lectures. â€œIn the tenacity with which they [universities] still adhere to the propagation of knowledge by lecturesâ€, the author chides, â€œthere is something peculiarly medievalâ€.</text>
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                <text>â€œDiogenes Mactubâ€</text>
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