This article explores the underestimated teaching of the 'five tears' as mystical expression in the text Il dialogo by the Dominican nun and philosopher-theologian, Catherine of Siena. The objective of the article is to indicate the significance of the teaching of the 'five tears', against the backdrop of the wider symbolic function of tears and 'holy grief' in Late Medieval mysticism. After presenting a biographical introduction, the contemplative, communicative and secretive import of the meaning of tears in the Middle Ages (...) are reappraised and applied to The dialogues. By synthesising the scarce references in the relevant secondary literature, the teaching of the five tears are henceforth discussed: the tears of damnation, which are the tears of 'evil and sinful people'; the tears of fear, which are the tears of fallen humankind in the presence of God's judgement; the tears of gratitude, cried by a 'saved humanity' who now 'see and taste God's goodness' ; the perfect tears, cried by people in their selfless disposition toward and love for the human Other; and the sweet tears of tenderness, cried by those who love God and humankind, in a radicalisation of Jesus of Nazareth's summary of the Law, 'more than thyself'. Catherine's teaching of the 'five tears' certainly presents unique features and its own considerations, but should, nevertheless, be interpreted as an extension of the contemplative and secretive functions of 'holy grief' as already presented in Scripture and reconsidered by the Eastern and Western church fathers in the second to the fifth centuries. Catherine's contribution to Medieval mysticism is established therein that she expanded those initial contents by presenting the teaching of the five tears as a ritualised prerequisite for development in the Medieval pilgrim's spiritual itinerary to God.CONTRIBUTION: This article contributes to scholarship in Medieval philosophy by contextualising Catherine of Siena's teaching of the 'five tears' within the wider symbolic realm of tears and 'holy grief' in late Medieval mysticism, stressing the contemplative, communicative and secretive import of tears throughout the Middle Ages. (shrink)

‘Skoolordes’ instead of ‘bedelordes’: A reconsideration of the applicability of the term mendīcāns in the (Afrikaans) Medieval register. In this article the applicability of the Latin present participle mendīcāns in the (Afrikaans) Medieval register, with reference to the development of the four mendicant orders in the Medieval Latin West from the early 13th century onward, is reconsidered. The term mendīcāns is customarily translated as mendicant in English and as bedelend in Afrikaans (including the terminological transition to bedelordes and bedelmonnike ) (...) and familial languages such as Dutch ( bedelorden and bedelmonniken ) and German ( Bettelorden and Bettelmönche ). While the English application is by its Latinised nature subtle and not explicitly value-laden (referring not to begging but to the Latin participle mendīcāns ), this is not the case in the latter languages. In the translation and terminological application of mendīcāns as bedelend in these languages, the profoundly condescending and Medievalist-patronising notion of ‘begging’ (which is wholly different from ‘receiving alms’) becomes prevalent. When, however, the idea-historical development of the term mendīcāns is reconsidered (particularly in the context of the Franciscan interpretation of the relation between usus [sustainable use within the milieu of idealised corporate poverty; ordo habeat usum, per Bonaventure]) and dominium [private ownership]), and taking into account that bedel refers not to social reciprocity (as it should in this context) but to a form of static and unilateral economic action, it seems sensible to review the term, at least in the latter languages, by a less value-determined alternative, such as skool ( school ). The four mendicant orders originating in the first decades of the 13th century (the Augustinians, Carmelites, Dominicans and Franciscans), shared a prominent feature, apart from not allowing themselves to own private property and the fact that they were indeed dependent on local communities for material (explicitly non-financial) support, namely the administration and conservation of a unique educational system of studia or local ‘boarding schools’, which functioned in a Venn-diagrammatical relationship with the young universities of the 12th century onward. The studia contributed in an unparalleled way to the academic formation of undergraduate students throughout the Medieval West. Rather than fixating on a static and arbitrary economic notion such as bedel, the vibrant academic achievements of the mendicant orders should instead be considered as their epitomising common feature – and should accordingly be reflected as such in the term describing them. Contribution: This re-evaluation of the applicability of the Latin term mendīcāns in the Medieval register contributes to the development and ongoing refinement of the Medieval register in specifically the Afrikaans language, whereby the English translations ‘mendicant friar’ and ‘mendicant orders’, translated and applied from mendīcāns as bedelmonnike and bedelordes in Afrikaans, be henceforth instead referred to as skoolmonnike and skoolordes. (shrink)