Academic Interests and Catholic Confessionalisation: The by Bruno Boute

By Bruno Boute

Delving into the Tangled Involvement of educational associations with the benefice process within the Early sleek interval, this e-book makes a speciality of an anomaly: medieval privileges that supplied teachers at Louvain, the self-declared storm-troopers of Catholic and dynastic recovery within the Netherlands, with entry to the Post-Tridentine clerical task marketplace.

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Extra info for Academic Interests and Catholic Confessionalisation: The Louvain Privileges of Nomination to Ecclesiastical Benefices (Education and Society in the Middle Ages and Renaissance)

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This chapter portrays a typical constellation in which interests in the periphery collided with those of the Roman curia and its nominal head, the Supreme Pontiff. Rather than reifying such constellations into the causes of events, this chapter adopts the opposite viewpoint and investigates how such constellations were construed around specific stakes. The collapse of familiar explanatory schemes—rites as symbolic practices, micropolitical networks, power, and political constellations—does not necessarily lead to chaos, however.

After 1607, these assemblies were replaced by informal episcopal congregations. Cf. De Moreau, Histoire de l’Eglise en Belgique, 5, 293. 44 For Cambrai, see Deregnaucourt, De Fénelon à la révolution; the diocesan seminaries of Mechelen, Ghent, and Bruges are the theme of Roegiers, De oprichting en de beginjaren, Laenen, Geschiedenis van het seminarie van Mechelen, and the diocesan syntheses edited by Cloet. 45 More promising or wealthier students still attended the theological schools of the university, with or without grants financed by their diocesan superiors.

101 On the medieval study programme, read De Jongh, L’ancienne Faculté de Théologie, 72. 102 Guelluy, “L’évolution des méthodes théologiques,” 47. This argument had already been very successful in the attempts of the Louvain academics to block the foundation of a university in Tournai in the 1520s. ” 103 The ordinary chairs, and the content of the materials to be taught, were not even mentioned. OPB, 330–331. Already by the end of the 16th century, exam questions were statutorily drawn from the Summa and Scripture.

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