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The grace of learning: visions, education and Rupert of Deutz's view of twelfth-century intellectual culture

This article aims to resolve a long-standing tension within scholarship on Rupert of Deutz, who has been characterised as both a book-learned theologian who exemplified traditional, pious use of the liberal arts and, conversely, as a visionary mystic who attributed all of his knowledge to a series of ecstatic visions. It traces the source of this tension to Rupert's own writings, in which he revised the narrative of his intellectual formation midway through his career, disclaiming his education in the arts and representing himself as an inspired visionary. By reconstructing the circumstances that led to this change, it is contended that Rupert's ideas about teaching and education were the primary context for his interest in visionary piety and that the nature of his transformation reveals a new perspective on twelfth-century intellectual culture, one based on the integration of schooling, both monastic and scholastic, and spirituality into a broadly unified intellectual culture.