Our period opens at the end of the Roman Empire when intellectual currents are indebted to the Greek philosophical inheritance of Plato and Aristotle, as well as to a Romanized Stoicism. Into this mix entered the new, and from 313CE imperially sanctioned, religion of Christianity. In art, literature, music, and drama, we find an increasing emphasis on the arousal of individual emotions and their acceptance as a means towards devotion. In religion, we see a move from the ascetic regulation of emotions to the affective piety of the later medieval period that valued the believer's identification with the Passion of Christ and the sorrow of Mary. In science and medicine, the nature and causes of emotions, their role in constituting the human person, and their impact on the same became a subject of academic inquiry. Emotions also played an increasingly important public role, evidenced in populace-wide events such as conversion and the strategies of rulership. Between 350 and 1300, emotions were transformed from something to be transcended into a location for meditation upon what it means to be human.

The period 1300-1600 CE was one of intense and far-reaching emotional realignments in European culture. New desires and developments in politics, religion, philosophy, the arts and literature fundamentally changed emotional attitudes to history, creating the sense of a rupture from the immediate past. In this volatile context, cultural products of all kinds offered competing objects of love, hate, hope and fear. Art, music, dance and song provided new models of family affection, interpersonal intimacy, relationship with God, and gender and national identities. The public and private spaces of courts, cities and houses shaped the practices and rituals in which emotional lives were expressed and understood. Scientific and medical discoveries changed emotional relations to the cosmos, the natural world and the body. Both continuing traditions and new sources of cultural authority made emotions central to the concept of human nature, and involved them in every aspect of existence.

This study addresses two desiderata of historical emotion research: reflecting on the interdependence of textual functions and the representation of emotions, and acknowledging the interdependence of studies on the premodern and modern periods in the history of emotion. Contemporary research on the history of emotion is characterised by a proliferation of studies on very different eras, authors, themes, texts, and aspects. The enthusiasm and confidence with which situations, actions, and interactions involving emotions in history are discovered, however, has led to overly direct attempts to access the represented objects (emotions/feelings/affects); as a result, too little attention has been paid to the conditions and functions of their representations. That is why this study engages with the emotion research of historians from an unashamedly philological perspective. Such an approach provides, among other things, insights into the varied, often contradictory, observations that can be made about the history of emotion in modernity and premodernity.

A Cultural History of Peace presents an authoritative survey from ancient times to the present. The set of six volumes covers over 2500 years of history, charting the evolving nature and role of peace throughout history. This volume, A Cultural History of Peace in the Medieval Age explores peace from 800 to 1450. As with all the volumes in the illustrated Cultural History of Peace set, this volume presents essays on the meaning of peace, peace movements, maintaining peace, peace in relation to gender, religion and war and representations of peace. A Cultural History of Peace in the Medieval Age is the most authoritative and comprehensive survey available on peace in the medieval era.

A Cultural History of Education in the Medieval Age presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The medieval world was a rich blend of cultures and religions within which individuals were shaped and schooled. Men and women learned, taught, worked, fought, and prayed in social contexts that witnessed an expansion of literacy and learning. The chapters in this volume illustrate the extent to which medieval education formed the foundation of the modern educational enterprise. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

A Choice Outstanding Academic Title, 2008 A Cultural History of Animals in the Medieval Age investigates the changing roles of animals in medieval culture, economy and society in the period 1000 to 1400. The period saw significant changes in scientific and philosophical approaches to animals as well as their representation in art. Animals were omnipresent in medieval everyday life. They had enormous importance for medieval agriculture and trade and were also hunted for food and used in popular entertainments. At the same time, animals were kept as pets and used to display their owner's status, whilst medieval religion attributed complex symbolic meanings to animals. A Cultural History of Animals in the Medieval Age presents an overview of the period and continues with essays on the position of animals in contemporary symbolism, hunting, domestication, sports and entertainment, science, philosophy, and art.

The two-volume Oxford Handbook of Music Performance provides a resource that musicians, scholars and educators will use as the most important and authoritative overview of work within the areas of music psychology and performance science. The 80 experts from 13 countries who prepared the 53 chapters in this handbook are leaders in the fields of music psychology, performance science, musicology, psychology, education and music education. Chapters in the Handbook provide a broad coverage of the area with considerable expansion of the topics that are normally covered in a resource of this type. Designed around eight distinct sections - Development and Learning, Proficiencies, Performance Practices, Psychology, Enhancements, Health & Wellbeing, Science, and Innovations - the range and scope of The Oxford Handbook of Music Performance is much wider than other publications through the inclusion of chapters from related disciplines such as performance science (e.g., optimizing performance, mental techniques, talent development in non-music areas), and education (e.g., human development, motivation, learning and teaching styles) as well as the attention given to emerging critical issues in the field (e.g., wellbeing, technology, gender, diversity, inclusion, identity, resilience and buoyancy, diseases, and physical and mental disabilities). Within each chapter, authors have selected what they consider to be the most important scientific and artistic material relevant to their topic. They begin their chapters by surveying theoretical views on each topic and then, in the final part of the chapter, highlight practical implications of the literature that performers will be able to apply within their daily musical lives.

The two-volume 'Oxford Handbook of Music Performance' provides the most comprehensive and authoritative resource for musicians, educators and scholars currently available. It is aimed primarily for practicing musicians, particularly those who are preparing for a professional career as performers and are interested in practical implications of psychological and scientific research for their own music performance development; educators with a specific interest or expertise in music psychology, who will wish to apply the concepts and techniques surveyed in their own teaching; undergraduate and postgraduate students who understand the potential of music psychology for informing music education; and researchers in the area of music performance who consider it important for the results of their research to be practically useful for musicians and music educators.

A Cultural History of Objects in the Medieval Age covers the period 500 to 1400, examining the creation, use and understanding of human-made objects and their consequences and impacts. The power and agency of objects significantly evolved over this time. Exploring objects and artefacts within art, technology, and everyday life, the volume challenges our understanding of both life worlds and object worlds in medieval society. The 6 volume set of the Cultural History of Objects examines how objects have been created, used, interpreted and set loose in the world over the last 2500 years. Over this time, the West has developed particular attitudes to the material world, at the centre of which is the idea of the object. The themes covered in each volume are objecthood; technology; economic objects; everyday objects; art; architecture; bodily objects; object worlds. Julie Lund is Associate Professor at the University of Oslo, Norway. Sarah Semple is Professor at Durham University, UK. Volume 2 in the Cultural History of Objects set. General Editors: Dan Hicks and William Whyte