{"id":253,"date":"2019-10-21T11:50:13","date_gmt":"2019-10-21T15:50:13","guid":{"rendered":"http:\/\/people.clas.ufl.edu\/fcurta\/?page_id=253"},"modified":"2026-05-11T16:15:06","modified_gmt":"2026-05-11T20:15:06","slug":"conversion-in-the-middle-ages","status":"publish","type":"page","link":"https:\/\/people.clas.ufl.edu\/fcurta\/conversion-in-the-middle-ages\/","title":{"rendered":"Conversion in the Middle Ages"},"content":{"rendered":"\n
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Conversion in the Middle Ages<\/h1>\n\n\n\n

Time and Location<\/h3>\n\n\n\n

F 4:05-7:05 PM<\/p>\n\n\n\n

Seminar room, Department of History<\/p>\n\n\n\n

Description<\/h3>\n\n\n\n

Conversion, apostasy, and syncretism are words often used in current research on the Middle Ages to describe the transition to or affiliation with one religion or another. Such concepts, however, have only recently been the object of research in themselves, particularly because of the tendency to take them as implying a linear, complete transformation “of mind and soul.” Such a transformation is historically and socially constructed, and that led to the idea that conversion is best observed within a broader framework of social transition. More recent studies have cast doubt about the ability of historians to gauge the degree of personal adherence to any set of values and rules, especially in the religious realm. Religious conversion thus is regarded not as a single transformative act, but involves instead both the multiplicity and mutability of religious identity along a continuum of change. Complete change in all aspects of any individual’s social identity is not necessary (and is rarely, if ever, required, within such a broader framework), yet conversion does entail change in those aspects of an individual’s social identity that are expected to affect community interactions and associations. Taking identities as both plural and fluid thus makes conversion a useful theoretical framework in identity studies. The course has three objectives. The first is to introduce you to some of the major issues of medieval history: Christianization and the spread of Islam; medieval law; language and ethnic identity; kingdoms and communities; the archaeology of religious identities. These issues should provide a broad understanding of important trends in medieval history which will enable you to formulate more specialized research projects during graduate work in European history. Such a broad understanding can also serve as the foundation for preparation in undergraduate teaching. The second objective is to present the continuing, often heated historiographic debates surrounding these issues. Students will read some “classic” texts, as well as more current literature, reflecting recent historical perspectives. The final objective will be to afford you an opportunity to develop and improve skills in bibliographic development and most important oral and written skills in the critical evaluation of historical texts.<\/p>\n\n\n\n

As this is a graduate level course, I assume that everyone enrolled has a basic familiarity with the resources available in the library and is willing to use foreign language sources when appropriate. I also assume that everyone knows the mechanics of researching and writing a scholarly paper. By this, I mean the proper use and acknowledgment of sources as well as the fundamentals of compositions, (English) grammar, and spelling.<\/p>\n\n\n\n

The format<\/b> of this course will be reading- and discussion-oriented. In lieu of written examinations, I will require a brief (3-5 page) essay on the readings each week, due in class on the day that they are to be discussed. You are also to complete a substantial research paper on a relevant topic. After we finish with the core set of required readings, I will expect you to locate and read sources on your own, then come to class prepared to discuss them. I have found this to be the most effective way to learn about a topic which is best examined through case studies. Requirements<\/b> for the course include attendance at class meetings, participation in class discussion, and the timely completion of all assignments.<\/p>\n\n\n\n

All essays are worth 40 percent of your overall grade (3.33 percent for each one of them). The research paper is worth 40 percent of your overall grade. The presentation of your paper in the final colloquium is worth another 10 percent, and your class participation covers the remaining 10 percent.<\/p>\n\n\n\n

In writing papers, be certain to give proper credit whenever you use words, phrases, ideas, arguments, and conclusions drawn from someone else\u2019s work. Failure to give credit by quoting and\/or footnoting is plagiarism and is unacceptable. Please review the section on academic honesty below.<\/p>\n\n\n\n

Required Texts<\/h3>\n\n\n\n