An Open Access Review Journal Encouraging Critical Engagement with the Continuing Process of Inventing the Middle Ages

May 31, 2016

Kennedy and Truitt: Medieval Hackers and Medieval Robots


Kathleen E. Kennedy, Medieval Hackers.  New York: Punctum Books, 2015.
E. R. Truitt, Medieval Robots: Mechanism, Magic, Nature and Art.  Philadelphia:  University of Pennsylvania Press, 2015.

Reviewed by Robin Wharton (rwharton3@gsu.edu)

The editors of Medievally Speaking originally referred these books to my attention for individual reviews. As I looked over both volumes, and thought about why the editors matched me with them, I realized a double review addressing the combined relevance of these two books within contemporary media and science and technology studies, as well as medieval and medievalism studies might be more useful—and ultimately more persuasive. As a medievalist who now works primarily in multimodal composition, media studies, and the digital humanities, I see these books as responding to a desperate need for more temporal and cultural breadth in these and related fields. In Medieval Hackers Kathleen Kennedy “considers how the medieval norms of commonness, openness, and freedom of information are still present in our textual culture in the culture of computer hackers” (2). E.R. Truitt, in Medieval Robots, “excavat[es] the complex history of medieval automata,” in order to “begin to understand the interdependence of science, technology, and the imagination in medieval culture and between medieval culture and modernity” (1). Together, these two scholars demonstrate the value of examining current technological issues within a historical context that begins before the eighteenth-century and includes histories of the global East and South.

Medieval Hackers and the Value of Greater Temporal Perspective
Kennedy's Medieval Hackers will be of interest to anyone in medieval studies (or media studies for that matter) who has ever been frustrated by scholarship in which eighteenth- or nineteenth-century practices of reading and cultural production are taken as normative—the starting point from which contemporary practice has “diverged,” or the paradigm that digital modes are “disrupting.” Kennedy carefully guides readers on a tour through two medieval communities of English textual production—one making statutes, and the other bibles—in order to “establish[] the information commons as a deep stratum of our present culture” (30). She builds a persuasive case for viewing the proprietary regulation of information—whether it takes the form of censorship or intellectual property—as the exception rather than the rule in late-medieval England. As Kennedy describes it, over the course of the sixteenth century, “various cultural forces worked together to gate this vigorous textual culture and change it radically” (27). As a result, where, “to control access to texts and textual manipulation was revolutionary” in the Middle Ages, “[t]oday it is normative, and instead, arguing for open access to texts and the right to manipulate them is considered revolutionary (or simply criminal)” (27).

The general historical movement that Kennedy describes—from openness to a closed proprietary system governed by copyright—has been traced before, notably in L. Ray Patterson's 1968 Copyright in Historical Perspective. Further, Kennedy draws the idea of an information commons from the work of legal scholars such as Carol Rose and Mark Rose, who have argued that enclosure of the intellectual commons mirrored that of the physical commons in the transition to modernity. She contributes to existing histories of intellectual property law and fair use or open source activism in two significant ways. First, she overwrites and calls into question the technological determinism that often shapes histories of copyright law, in which intellectual property regulation inevitably results from the invention of the printing press. As she notes in “Homo Hacker? An Epilogue”:

The printing press was a tool of this change, but not an agent of it. If hackers had not already pre-existed to take advantage of the press, a revolution could not have occurred. In geologic terms, we might think of the printing press as one chemical element that had the potential to be acted on in a range of ways, to produce different reactions. I think the revolution was not one of print, but of information technology more broadly construed. (140)

Kennedy's narrative reveals how technology, in this case the printing press, emerges from our desires for texts and our ideas about how texts should be used and what they should be doing in the world. The medieval hacktivism that Kennedy describes in some cases pre-dates the technology that facilitated it. She posits hacking not as a relationship to technology but rather as a relationship to the legal, ideological, and textual building blocks of one's culture. She offers a view of history in which technologies as well as texts are open to interpretation.

Second, and equally important to ongoing discussions in media studies and the digital humanities, in chapter four, “Tyndale and the Joye of Piracy,” Kennedy suggests that hacking is itself neither inherently democratizing or in service of authoritarianism. She details how Tyndale and Joye fought over the customs and conventions their particular community of early modern hackers should follow when translating the bible. That rivalry to an extent provided both exigency and a rhetorical foundation for the “Act for the Advancement of True Religion” in 1543, which severely restricted biblical translation and editing. Kennedy contends, “[t]he squabble between Tyndale and Joye provides a case study of the range of pressures coming to bear on the information commons in the 1530s and 1540s” (115):

In combination, these pressures were powerful enough to lay down a cultural layer over the information commons, and restrict it to a degree never before seen. This activity was profoundly cultural, however. Without the cooperation of government and hackers, and perhaps the new practices associated with humanism, such an occurrence would never have taken place. While these events did not result in modern copyright, or even a modern notion of intellectual property, the foundations for such development were now beginning to be laid, and a new cultural stratum was developing. (115-16)

In her study of these very early examples of hacker culture, Kennedy reminds us hacker communities and open source projects do not remove power relations from the equation altogether. Rather, they substitute alternative power relations for those existing by default under the current regulatory scheme. We cannot presume these alternative power relations are better simply because they are different.
 
Medieval Robots and the Value of Global Scope
In Medieval Robots, E. R. Truitt examines the westernization of technical knowledge during the “missing millenium,” beginning “at the start of the ninth century, with the arrival of the first mechanical automaton in the Latin West, from Baghdad, and conclud[ing] in the middle of the fifteenth century, when mechanical knowledge in Europe allowed for the design and construction of automata within a framework of local, familiar knowledge” (2-3). Within the first chapter, “Rare Devices: Geography and Technology,” Truitt describes how in the medieval Western imagination “automata” and the technical knowledge required to create them were figured as temporally and geographically outside the boundaries of Latin Christendom:

Medieval literary texts, beginning in the twelfth century, often contain automata in a foreign setting, at the courts of Byzantine or Muslim despots, or in the distant pagan classical past. In some instances, the writers gestured toward hydraulic power as the engines of these marvels (echoing, though perhaps inadvertently, the mechanism of Harun al-Rashid's clock); however, pneumatic power, astral science, magic, and hidden human agency were also used to make automata. (27)

As Truitt explains, automata were evidence of both the philosophical learning and technical skill of the cultures that produced them. Medieval writers, however, also viewed them as products of the “more extreme natural variation (in people, animals, plants, and environments) . . . found at the edges of the world” (15) and to some extent in the time before Christianity. During the Middle Ages, as in the present, technology was power, simultaneously dangerous and desirable. In order to acquire that power, however, medieval cultures in Western Europe had to domesticate it first.

Truitt explores that process of domestication in detail in chapters two, “Between Art and Nature: Natura artifex, Neoplatonism, and Literary Automata,” three, “Talking Heads: Astral Science, Divination, and Legends of Medieval Philosophers,” and four, “The Quick and the Dead: Corpses, Memorial Statues, and Automata.” In each of these chapters, the author discusses the complex signifying power of pagan and Islamicate automata in Western literary works, in addition to describing “changes in the technological imagination from the late twelfth century to the early fifteenth century” (98). By excavating their meaning from the medieval texts, Truitt reveals how medieval authors “thought with” inherited stories of medieval robots, using them, as modern writers often do, as a point of entry for “inquiry into the definitions of life, the natural and the artificial” (3). Putting their literary thinking with automata into diachronic perspective, Truitt identifies in the Western medieval cultural imagination a “transition from magical to mechanical” through which “automata increasingly resemble real people and appear as naturalistic hybrids of natural substances and human artifice” (98).

In chapters five, “From Texts to Technology: Mechanical Marvels in Courtly and Public Pageantry,” and six, “The Clockwork Universe: Keeping Sacred and Secular Time,” Truitt considers how automata move from the page into daily life in medieval Europe. These two chapters describe how mechanical craft became the epistemological aperture through which obscure philosophy inherited from pagan and Islamicate sources could be grasped and put into the service of a Christian socio-economic agenda. Increasingly, European accounts include tales of automata produced by Western artisans, and the technical skills by which mechanical marvels can be produced become the demesne of newly powerful domestic craft guilds (138-39). Significantly, considering Kennedy's description of the medieval textual tradition discussed above, Truitt describes a similar transition from open to proprietary technological knowledge that preceded the emergence of controls on literary production:

As craft guilds became more established, they protected the transmission of their knowledge in increasingly aggressive and sophisticated ways. With regard to automata, this resulted in the uncoupling of secret knowledge from morally problematic knowledge; however, automata remained emblematic of esoteric knowledge, just of a different kind. Until the thirteenth century there is evidence of the sharing and exchange of mechanical knowledge. As guilds became more powerful in the fourteenth century, artisans began to view craft processes and inventions as separate from material objects and labor. Craft secrecy—limiting craft knowledge to guild members only—also developed in this period. (139)

In this careful account that considers Byzantine and Islamicate source material alongside literature of the Latin Christian West, Truitt demonstrates what a global perspective can add to our understanding of how knowledge is transmitted across time and geography. Truitt offers a history of technology that originates in the East and only gradually migrates Westward, in a complicated process of artistic enculturation and scientific edification.

Medieval Studies, Media Studies, Medievalism, and Interdisciplinarity
Both of these books contribute to a rich body of scholarship in medieval studies that recovers the European Middle Ages as a period of transition, one marked by intellectual curiosity and relative freedom of expression, as much as religious zealotry, bigotry, and ignorant superstition. Further, they make a persuasive argument that medieval cultural forms and ways of knowing continue to influence how we interact with technology in modernity through the persistence of those forms in our law, art, and literature, as well as the technology itself in some cases. As Kennedy observes, medievalists doing media or science and technology studies offer an alternative and useful perspective:

[M]y method reads the new against the grain of the past more thoroughly than some others because I employ [geologic analogy] as a medievalist, a twenty-first century scholar at the bottom of the trench, looking up and out at the strata, rather than down and in as do modernists practicing media archaeology. Medievalists develop nuanced pictures of the premodern world and desire to reveal connections between that world and the modern, practices that fight the romanticizing tendency in media archaeology. Medievalists grapple expertly with the difficulties (even impossibilities) inherent in attempting a warts-and-all recreation of ancient culture. (5)

Medieval Hackers and Medieval Robots are meticulously researched books, yet they remain accessible to interdisciplinary audiences. Kennedy and Truitt both provide nearly all quotations of primary source material in translation, and offer helpful discussion of different generic forms for the non-medievalist. If their scholarship lacks any of the granularity and depth of historical field that a specialist audience in medieval studies in particular might expect, that is because these two authors strike an elegant balance between grounding their work in the documentary and material record and forging connections between disciplines and sub-fields. A particular strength of Truitt's work is the integration of substantial visual as well as textual evidence drawn from the primary sources.

Even as they replace the flat Dark Ages caricature with a complex, three-dimensional diorama, however, in both cases the description of forms of the past using terms from the present ("hackers" and "robots") risks collapsing one into the other. Very early in the introduction to Medieval Robots, Truitt shifts away from “robots” to “automata” as a name for the “self-moving or self-sustaining manufactured objects” that “mimicked natural forms” (2), and captured the imagination of medieval authors and, much later, artisans. Kennedy, on the other hand, retains the “hackers” moniker throughout, in order to make a point about the continuity of the commons and its centrality to medieval and contemporary forms of cultural production. At times, while reading both books, I found myself wondering if the authors might have done better—as Caroline Walker Bynum does in Holy Feast and Holy Fast: The Religious Significance of Food to Medieval Women—to deliberately resist the flattening potential of analogy by eschewing modern terminology whenever possible, no matter how apt. For Kennedy and Truitt are doing intellectual work similar to Bynum's in that they open up the field by recovering the semiotic complexity of medieval epistemologies as a way to get beyond the limiting binaries and ideological assumptions that circumscribe our thinking about current cultural forms. Just as our modern understanding of “anorexia” fails to capture and potentially misrepresents the various ways in which medieval women related to their religious, economic, and political contexts through their bodies and food consumption, so our notions of “hacker” and “robot” fall short as descriptors of medieval phenomena.

Nonetheless, by deliberately embracing anachronism in their terminology, Kennedy and Truitt more clearly announce the immediate relevance of their projects beyond medieval studies. Further, the juxtaposition enacted in both titles between modern technology and the qualifier “medieval” insists on difference, even as it leverages analogy. I did often question whether the implicit analogy between pre-modern and postmodern “hackers” or “robots” or “automatons” was actually useful. To prompt such a reaction, however, may have been precisely what Kennedy and Truitt intended.

Robin Wharton
Georgia State University

Polack and Kania, The Middle Ages Unlocked


 
Gillian Polack and Katrin Kania, The Middle Ages Unlocked: A Guide to Life in Medieval England, 1050-1300. Forward by Elizabeth Chadwick. Stroud, UK: Amberley Publishing, 2015.

Reviewed by Valerie B. Johnson (valerie.johnson@lmc.gatech.edu)

Scholars who teach medieval subjects know that many of our students arrive in our classrooms with little accurate knowledge of the period – they think that Shakespeare is “Old English,” that no one lived past 40, that absolute monarchies and the Church controlled every moment of civic and religious life. The Middle Ages Unlocked: A Guide to Life in Medieval England, 1050-1300 seeks to shatter these misconceptions with careful and precise presentations on a broad range of subjects. Authors Gillian Polack and Katrin Kania make innovative organizational decisions to address their readers’ concerns, focusing initially on broader topics including class divisions, government, and religion, before turning their attention to specific practical details like clothing, consumables, and even measurements. The book reads like an extended introductory lecture, providing a level of detail and precision missing from many similar texts. However, The Middle Ages Unlocked serves a very specific audience: a writer of historical fiction who is looking for a solid grounding in the period, enough detail on quotidian life to begin to establish an imaginative world, and some further reading with directed research tracts.

This audience often finds itself locked out of medieval studies: many introductory volumes are designed as classroom texts (and thus require continual supplements and guidance) or as extremely broad overviews of the period (and thus lack detail). As the novelist Elizabeth Chadwick notes in her “Foreword,” no such “starter volume” existed when she began her research; as an author invested in world building, with a desire to balance the imaginative and the authentic, with a book like The Middle Ages Unlocked “I might have saved myself a great deal of time. Rather than wandering all over the place like an inebriated spider, I’d have had a route map to follow!” (9). The volume is an excellent starting point for those who produce medievalism through their artistry and craft, as well as those who are drawn to the period by the products of medievalism. After all, access is vital to learning, and for many students, writers, scholars, and enthusiasts, the Middle Ages are inaccessible. The period needs to be unlocked and the gates of scholarship thrown open to those outside a relatively small community of academics.

Polack and Kania thus seek to provide their readers with detailed knowledge of the period while not burdening them with academic conventions. This is a major consideration for a teacher who is considering assigning The Middle Ages Unlocked: because the audience is primarily imagined as an artist seeking to build an authentic fictional world through historical detail, Polack and Kania deliberately and consistently avoid the sorts of academic citation, notation, and deep referencing that many audiences find impenetrable. Their discourse is not with scholars: their discourse is with writers and artists. Their book is thus ideal for praxis-oriented researchers and those who are simply curious (and enthusiastic) about the period. The book is not ideal for use in classrooms where students might take the lack of citation and notation as a standard academic practice.

However, The Middle Ages Unlocked provides an incredibly valuable gift to readers because it deliberately and systematically normalizes the medieval Jewish experience alongside the standard Christian-centered narrative. There are far too many introductory and advanced volumes available that present Christian European history as universal history. The consequences of such neglect are immediate in fiction and also in the classroom: American public projects like People of Color in Medieval European Art History (Medieval PoC on Tumblr and Twitter) respond directly to the consequences of these educational gaps, and recently a racist UKIP Twitter user demonstrated the vital need for representation in fiction (for the entire story, please see David Perry’s excellent debriefing). The Middle Ages Unlocked tackles another aspect of this neglect, and indirectly demonstrates the deeply complex interlacing between Christians and Jews, by explaining the practices of both groups in the context of internal theological currents as well as mixed-culture realities. This is to say that they help readers understand complex concepts like hierarchy, obligation, and the distinctions between medieval and modern notions of freedom by presenting both groups, the means by which they interlace, and then discussing how exclusion and deliberately cultivated prejudices encourage the formation of group identity (pages 23-24, Chapter 1: “Rich and Poor, High and Low: Social Groups and Circles”).

Polack and Kania are well-qualified to bring this work to the world: beyond their substantive intellectual achievements - Polack holds double Ph.D.s, the first in medieval history and the second in English (specifically the craft of writing), and Kania holds a Ph.D in medieval archaeology with a focus on textiles - both are prominent public scholars. Polack’s website and blog are forums for lively discussions on topics ranging from women’s history to food history to the craft of teaching writing while also writing novels; Kania’s website and blog provide a fascinating window into the research and practice of medieval textiles. Their acknowledgements note the deeply communal and audience-oriented origins of the book: from a community of readers and writers who articulated the need for such a volume, to the practices of collaborative writing across the globe and time zones, The Middle Ages Unlocked is a book that shows us what may well be a future for public-facing academic publishing.

This point of audience is one that I have mentioned before, and will now return to at length. Scholars often like to think that we are writing to specific and varied audiences, but all too often we write and speak amongst our own communities. Polack and Kania do this as well, but their communities are not as limited as some: Polack is an accomplished novelist as well as a historian, and Kania’s work with textile archeology and reconstruction brings her in contact with museums and groups focused on reconstruction and reenactment. Thus, they are not deducing what their ideal audience needs: they know, from their own experiences and the voices of those communities, how they might best blend subject expertise with engagement in historical praxis. For this reason, the book is packed with meticulous detail and insights, but deliberately avoids footnotes, endnotes, or lengthy biographical lists. Consequently, The Middle Ages Unlocked is a book that aims at an audience neither fully public nor fully academic. Instead, as Chadwick’s “Foreword” shows, the audience for this book is one whose research is oriented towards praxis and application, such as writers of historical fiction, re-enactors, librarians who wish to guide their patrons more easily, and (of course) teachers.

However, the strengths of The Middle Ages Unlocked and its very specific audience mean that the book is difficult to assign to students directly. For context: I often teach literature-based composition courses that focus on medieval topics. Teachers in my position, who use composition and general education courses as an opportunity to introduce students to the Middle Ages, must rapidly impart basic knowledge so that we can then use literary or historical content to show our students why composition or general literary engagement matters to them. My students arrive with little to no knowledge (even negative knowledge if they are uncritical fans of popular medievalism) of the Middle Ages, and I thus always watch for resources that engage my students while also educating them thoroughly. I want to use The Middle Ages Unlocked: it is far more detailed and less “character” focused than like Terry Jones’ Medieval Lives by Jones and Alan Ereira (BBC Books, 2005), the scholarship is far more recent, the organization is engaging, and the phrasing of each statement shows careful attention to how readers will interpret the material. However, what The Middle Ages Unlocked does not have are notations and citations. This is a major stumbling point for teachers who wish to use it in classrooms where students are struggling to understand why citation matters, and how to navigate the stressful waters of academic plagiarism. When I teach composition, readings I assign must reinforce the lessons I teach on citation, reference, and academic dialog, as well as structure, organization, and grammar. Such reinforcement shows students – many of whom complain that accurate citation is time consuming or pointless – working examples of how citation functions and structures a text, and also how students can use scholarly volumes to find more sources themselves. My students struggle to understand the differences between primary and secondary sources: they depend on visual markers like footnotes or endnotes to learn how to distinguish between scholarly and non-scholarly since they do not have the content knowledge to make that distinction, and they are deeply terrified of error because this knowledge is vital to their fields and professional reputations. In my classrooms, students are learning how to distinguish their voices and ideas from other communicators, and systematic citation methods are absolutely necessary to this process. It saddens me that they cannot enjoy this volume on its own terms.

Fortunately, this sort of general education classroom is not the primary audience of The Middle Ages Unlocked. I must be clear: for the intended audience, the problems I articulate are not significant concerns. This audience instead needs easy navigation, which Polack and Kania provide in their thoughtful and organic division of material. The divisions also allow the authors to provide a great deal of depth and precision while acknowledging, even highlighting, gaps in the historical record – a point which also allows them to outline the general methods of deduction that scholars employ to develop facts. This is a lot to do, and Polack and Kania deliver. They begin the book broadly, starting with class divisions (Chapter 1, “Rich and Poor, High and Low”) to confront the pervasive myths of popular feudalism. Other major categories include government (Chapter 3, “Death and Taxes You Cannot Avoid”), which helps demonstrate that medieval monarchies were not the absolutist states that many of our most cherished fictions (written, staged, or drawn) would have us believe. Chapter 4 (“God is Everywhere”) begins to address religion, both Christian and Jewish; since the book focuses specifically on England from the 11th to 14th centuries, this necessarily includes France, and the authors are careful to address the limitations of this focus upon daily life in medieval England. The Middle Ages Unlocked does well in lending detail to broad topics; it does equally well with specific details, such as clothing (Chapter 13, “Clothes Make the Man”), consumables (Chapter 14, “Everybody Needs to Eat), and even measurements (Chapter 17, “How Many Leagues to Babylon?”).

Each chapter is further subdivided according to content: for example, Chapter 2, “From Cradle to Grave” is subtitled “Life Phases.” The brief introduction acknowledges the gaps in the historical record, and outlines the consequences: “without being able to accurately calculate child mortality, which is impossible given the nature of records in our period, we cannot know what life expectancy people had in the Middle Ages [….] Though records for daily life are patchy, they are improving as archaeologists add their data to the work of historians in the field” (40). Such insertions and explanations are useful for the intended audience, and can be used to advantage in classroom contexts. The chapter then subdivides into five major sections. The first, “Childhood,” includes discussions of pregnancy, pre-natal diets and advice to expectant mothers, and distinctions between Christian and Jewish rituals to welcome the newborn into the community, as well as discussing the various milestones of childhood development. “Adulthood” is organized around major rituals and rites – including the increasingly elaborate expectations surrounding Christian marriage. The section foregrounds the discussion of marriage within both Christian and Jewish practices, as well as discussing practical aspects including household finances, consent, adultery, divorce, and remarriage upon annulment or the death of one partner. “Sex and Sexuality” begins with a reminder of the prominent role of literature in recording and influencing standards of beauty, as well as attitudes about sex and sexuality. The reminder is apt for a book directed to writers. Polack and Kania then carefully break down the contexts and sources of sexuality: from Aquinas’s claim (via Galen and Aristotelian schools of thought) “that women existed only for procreation and to give men food and drink” (50) to the conflicting cures for men’s lovesickness (alcohol, separation or proximity to the woman in question, sex, misogynistic stories; 51), the section subtly demonstrates that sexuality has long been considered complex, nuanced, and contradictory. Other portions of the chapter focus on death and the afterlife - “Old Age, Death, and Burial” is a comprehensive review of Christian end of life practices, with a brief contrast to Jewish ritual, and “After Death” delightfully focuses on ghosts (mostly Jewish) and other revenants.

The Middle Ages Unlocked concludes with a fantastic narrative guide, “Reading More About the Middle Ages,” that Polack and Kania segment by the book’s chapter divisions; each topic is carefully annotated. These annotations assume a reader who needs direction, not one who needs the material explained in depth. Consequently, many of the annotations can read as brief overviews of the topic via the available scholarship. Polack and Kania are careful to provide a range of resources, and many of those resources in turn offer further reading or additional sources. For example, a brief discussion of settlements (for readers interested in the material presented in Chapter 9, “Where to Live?: Homes, Castles, Villages, and Towns”) is careful to note the recent research on water supply, directing those interested to modern web resources (www.waterhistory.org) as well pillars of the field (R. H. Hilton’s English and French Towns in Feudal Society). Moreover, the singularity of London is directly addressed, as the section reminds us that “London was a special case. There is a great deal of specialist work relating to living in London, but it cannot be simply applied to life outside of London due to the significantly smaller population bases in the rest of England” (363).

The Middle Ages Unlocked is an ideal volume to guide non-expert readers on their first forays into research; the book’s ideal audiences are praxis-oriented authors and artists, historical reconstruction enthusiasts seeking to expand their understanding of context, and intelligent readers who are simply curious about the period. It can be useful in introductory courses aimed at non-majors by focusing on a similar component of academic praxis: research. The book is incredibly detailed and phrased with exquisite care – precision and accuracy are never sacrificed, and the prose is a good model for public scholars and advanced undergraduate writers, as are the reminders of what we simply do not know (and cannot know) from the historical and literary record. Despite these significant advantages the book’s citation process and apparatus are a stumbling block for classroom use. However, the volume could present teachers with an opportunity to direct and guide student research projects that are less about an argument and more about the process of research or the depth of resources – such as a literature review or white paper. Setting students to find sources and resources that support the topics presented in the book could provide some of the supportive scaffolding that a fully independent research project cannot, as well as a solid guarantee that the information the student seeks to confirm is accurate.

Academic writing aims to persuade through a highly stylized form of world building and logic; in short, scholars often forget how alienating their style of writing can be for those readers who are not part of that “in” group. Creative writing instead seeks to include, and persuades readers to believe its claims through connections to everyday realism. The Middle Ages Unlocked is an excellent resource that rests on the borders of the academic and creative worlds; for those writers less burdened by the specific demands (and whims) of academic writing, this book a fantastic resource that is unmatched in its depth and breadth, and truly throws open the gates of knowledge.   

Valerie B. Johnson
The Georgia Institute of Technology


Kline (ed): Digital Gaming Re-imagines the Middle Ages

 

Kline, Daniel T (ed.). Digital Gaming Re-imagines the Middle Ages. New York: Routledge, 2014.

Reviewed by Helen Young (h.young@latrobe.edu.au)
 

Digital Gaming Re-imagines the Middle Ages is the first, and to date only, edited collection dedicated to the vast and expanding field of medievalist (or neomedievalist) digital games. It is a well-structured and comprehensive entry point into the body of scholarship on such works, and an important intervention into the broader field of studies of history it is constructed in digital games. The book has eighteen short chapters, divided into six unequal parts. The breadth of coverage that this structure enables is an important feature of the book, which is might be best thought of as beginning a number of conversations about medievalism and gaming rather than seeking to contain any one aspect of the field. This review takes parts rather than the chapters as its points of departure. 

Kline’s introduction draws lays out the theoretical structures which underpin the chapters, drawing on concepts of neomedievalism and game theory. The introduction balances the needs of its probable audience—scholars who are specialists in either field encountering the other for the first time—admirably, introducing potentially new terms and ideas without oversimplifying or being overwhelming. It is a good introduction to the overlapping fields as well as to the book. 

Part One, “Prehistory of Medieval Gaming,” has only William J. White’s contribution exploring the legacies of table-top role-playing games (RPGs) in medievalist digital games. The chapter offers some interesting insights into the ways ludic structures move from the analog to the digital. If there is one criticism to be made it is that Dungeons & Dragons, the most widely played RPG of the pre-digital era is mentioned only in passing. This chapter doesa not consider fantasy games as such, leaving a significant gap in the history given that Part Three is devoted to the fantasy behemoth World of Warcraft.

The four chapters of Part Two, “Gaming Re-imagines Medieval Traditions,” admirably avoid merely bemoaning historical inaccuracies without simply ignoring them. The collectively reflect the current tenor of adaptation studies—albeit none use that frame explicitly—exploring the significance and meaning of changes from source texts in the case of Candace Barrington’s and Timothy English’s chapter on Beowulf: The Game (based on Zemecki’s film not the poem), and from history and historical material in the other three which thematically explore empire-building, warfare, and the re-making of romance heroism for twentieth-century audiences each focusing on a single game or series.The resulting explorations of the tensions between game-play and history are enlightening, highlighting the particular challenges and affordances of constructing history through the medium of digital gaming. The chapters, both separately and together, illuminate the filtering imposed by the history which is intermediate between the medieval and the contemporary, a core tenet of neomedievalism.

Parts Three and Four are case studies, each containing four chapters, of the fantasy RPG World of Warcraft and the action-adventure game Dante’s Inferno respectively. Given the vast number of medievalist games available in the past decade or so, considering some in detail and from varying perspectives is a useful approach. World of Warcraft is said by game-maker Blizzard to be the most played RPG ever with about 12 million subscribers at its peak, although that number has now at least halved. The size of the player base (past or present), its influence on other fantasy games, and the wealth of existing scholarship warrants the in-depth treatment given in Part Three. The first chapter examines the treatment of digital objects in the game world, and the second takes the 2008 expansion pack “Wrath of the Lich King” as a subversion of Arthurian romance. The explorations of gender and sexuality in the third and fourth chapters take up significant themes around identity which are current in videogame studies and divisive among players and within the industry at present. Nonetheless, one criticism of this Part is that no chapter engages with the large body of scholarship on race in World of Warcraft. This lack of discussion of a significant structuring dimension of most RPGs extends throughout the collection. 

Dante’s Inferno is a less successful game in terms of player numbers and critical reception, but offers a useful counterpoint to World of Warcraft in Part Four because it at least purports to be a direct adaptation of a medieval source text. The majority of medievalist videogames—whether situated in the historical or fantasy genre—do not do so. Bruno Lessard’s opening chapter in the section addresses the question head-on in its opening paragraph, arguing that the critical dismissal of the game as “an unsuccessful attempt” at adaptation represents a failure of understanding, not of the game itself. This takes up a point made more or less obliquely in multiple chapters: that ‘accuracy’ is a false goal when it comes to digital games; they are always simulacra which seek to do more than merely simulate the medieval. Chapter eleven examines masculinities, the next embodiment in the virtual world of the game. The final chapter argues that the game has teaching potential not despite but because of its anachronisms as it presents that past as a simpler time with its own possibility for pedagogy in the present, a treatment of history the authors also find in medieval texts. 

Part Five, “Theoretical and Representational Issues in Medieval Gaming,” is perhaps the least coherent of the sections, with chapters taking various approaches to what Kline terms “broad thematic concerns” in his introduction: maps; books; technology; and the Templars. Nonetheless, a broad interest in game knowledge and epistemologies can be discerned among them. The closing section, “Sociality and Social Media in Medieval Gaming,” has only a single chapter. Serina Patterson examines the relatively form of digital gaming which exists on social networking platforms, such as Facebook and Twitter.

Each of the chapters in Digital Gaming Re-imagines the Middle Ages makes an interesting and valuable contribution individually, while the whole offers a detailed overview of a complex and vast field of study. The authors are approximately evenly divided between specialists in medieval studies and medievalism, and game and cultural studies, resulting in a breadth of approaches and theoretical positions. The collection has been admirably edited to manage this variety with the result that it forms a coherent whole from chapters that are accessible from both fields. 

Helen Young

La Trobe University