Cloth $40.00 ISBN: 9780226487922 Published January 2018
E-book $10.00 to $40.00 About E-books ISBN: 9780226488080 Published January 2018 Also Available From

The Intellectual Properties of Learning

A Prehistory from Saint Jerome to John Locke

John Willinsky

The Intellectual Properties of Learning

John Willinsky

400 pages | 1 halftone | 6 x 9 | © 2017
Cloth $40.00 ISBN: 9780226487922 Published January 2018
E-book $10.00 to $40.00 About E-books ISBN: 9780226488080 Published January 2018
Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property.
 
Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky’s bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today’s push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
 
Review Quotes
Financial Times
"Willinsky’s account takes us from the practices of monastic scriptoria to the early commercial copyists, organised by stationers, who pioneered forms of commercial publishing surrounding the Universities of Paris and Oxford in the 13th and 14th centuries. We learn about the parallel practices of Arabic scholars and scribes in European centres such as Spain as well as in north Africa and the Middle East—an important reminder that IP has always been a global phenomenon."
James Tully, University of Victoria
"John Willinsky is a leader in the struggle for free and open online access to academic journals and other publications. In this outstanding study, he situates the contemporary struggle in the broader context of the long history of the Western 'commonwealth of learning' and the reciprocal responsibilities of all its members, from the fifth to the eighteenth century. This genealogy rediscloses our rights and responsibilities as fellow commoners today in a much deeper and inspiring light."
Peter Suber, Harvard University
“Much is at stake in the copyright conflicts of the digital age, for they carry direct implications for the health of culture, education, research, and innovation. Hence, it's a joy to read John Willinsky’s exploration of the prehistory of these conflicts. He makes a strong case that this prehistory illuminates the principles that guide or ought to guide copyright law, that there are good reasons to recognize exceptions for teaching, learning, research, and study, and that if we knew what ‘properties’ made these intellectual practices worthy of special treatment, we could protect them more effectively. In the process, he establishes the urgency of this goal in the digital age, when these protections are under assault from corporate enclosure and legislative reforms that subordinate learning to commercial interests. Willinsky is very well-placed to make this case, both as a careful and engaging historian of learning and as leader in the movement to provide open access to research.” 
Chad Wellmon, University of Virginia
“In making a conceptual and historical case for learning as a common good, The Intellectual Properties of Learning displays some of the best of learning’s virtues: attention to detail, patience with paradox, accessibility, and, above all, a desire to understand. An ambitious and hopeful book.”
For more information, or to order this book, please visit http://www.press.uchicago.edu
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