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La construction d’un ordre juridique de l’enseignement. La politique scolaire d’Alexandre III et sa réception jusqu’au concile de Latran IV

Abstract : The pontificate of Alexander III constitutes a major turning point in the affirmation of a school policy of the Church. From the twelfth century onwards, the cathedral chapters of Northern France and Southern England had gradually obtained recognition of school rights enjoyed by their schoolmasters. But the extension of these chapter prerogatives called into question the monopolies of many abbeys and collegiate churches, leading to the intervention of the Pope through the fight against school simony. Alexander III formalized the prohibition of this practice in a series of decretals systematized by the Third Lateran Council (1179). The canon ‘Quoniam ecclesia’ forced cathedral schoolmasters to issue the ‘licentia docendi’ free of charge, while imposing this ecclesiastical authorization on anyone who would like to teach. Between Lateran III and Lateran IV (1215), the successors of Pope Alexander endeavored to uphold these principles. But, above all, the pontifical legislation became an object of analysis for jurists, who specified its scope and implementing procedures by adapting the law of decretals to the reality of a burgeoning school world. Thus a legal order of education was progressively built, sanctioned by a school law of the Church, which gave a framework to the prerogatives of the cathedral schoolmaster.
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https://halshs.archives-ouvertes.fr/halshs-02972995
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Submitted on : Tuesday, October 20, 2020 - 5:47:22 PM
Last modification on : Tuesday, January 19, 2021 - 11:08:21 AM

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  • HAL Id : halshs-02972995, version 1

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Thierry Kouamé. La construction d’un ordre juridique de l’enseignement. La politique scolaire d’Alexandre III et sa réception jusqu’au concile de Latran IV. Journal des Savants, De Boccard, 2017, 2, pp.277-301. ⟨halshs-02972995⟩

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