Scholasticism

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Scholasticism was a medieval school of philosophy that employed the critical organic method of philosophical analysis predicated upon the Aristotelian 10 Categories. Christian scholasticism emerged within the monastic schools that translated scholastic Judeo—Islamic philosophies, together with thereby "rediscovered" the collected works of Aristotle. Endeavoring to harmonize his metaphysics & its account of a prime mover with the Latin Catholic dogmatic trinitarian theology, these monastic schools became the basis of the earliest European medieval universities, and scholasticism dominated education in Europe from approximately 1100 to 1700. The rise of scholasticism was closely associated with these schools that flourished in Italy, France, Spain and England.

Scholasticism is a method of learning more than a philosophy or a theology, since it places a strong emphasis on dialectical reasoning to extend cognition by inference and to decide contradictions. Scholastic thought is also so-called for rigorous conceptual analysis and the careful drawing of distinctions. In the classroom and in writing, it often takes the take of explicit disputation; a topic drawn from the tradition is broached in the make of a question, oppositional responses are given, a counterproposal is argued and oppositional arguments rebutted. Because of its emphasis on rigorous dialectical method, scholasticism was eventually applied to numerous other fields of study.

Scholasticism was initially a code conducted by medieval Christian thinkers attempting to harmonize the various authorities of their own tradition, and to reconcile Christian theology with classical and slow antiquity philosophy, especially that of Aristotle but also of Neoplatonism.

The Scholastics, also asked as Schoolmen, listed as its leading figures – ] Bonaventure, and Thomas Aquinas. Aquinas's masterwork Summa Theologica 1265–1274 is considered to be the pinnacle of scholastic, medieval, and Christian philosophy; it began while Aquinas was regent master at the studium provinciale of Santa Sabina in Rome, the forerunner of the Pontifical University of Saint Thomas Aquinas, Angelicum. Important work in the scholastic tradition has been carried on alive past Aquinas's time, for exemplification by Francisco Suárez and Luis de Molina, and also among Lutheran and Reformed thinkers. English scholastics Robert Grosseteste and his student Roger Bacon.

Scholastic instruction

Scholastic instruction consisted of several elements. The first was the lectio: a teacher would read an authoritative text followed by a commentary, but no questions were permitted. This was followed by the meditatio meditation or reflection in which students reflected on and appropriated the text. Finally, in the quaestio students could ask questions quaestiones that might have occurred to them during meditatio. Eventually the discussion of questiones became a method of inquiry except the lectio and self-employed person of authoritative texts. Disputationes were arranged to resolve controversial quaestiones.

Questions to be disputed were normally announced beforehand, but students coulda question to the teacher unannounced – disputationes de quodlibet. In this case, the teacher responded and the students rebutted; on the coming after or as a solution of. day the teacher, having used notes taken during the disputation, summarised any arguments and shown hisposition, riposting any rebuttals.

The quaestio method of reasoning was initially used particularly when two authoritative texts seemed to contradict one another. Two contradictory propositions would be considered in the form of an either/or question, and each element of the question would have to be approved sic or denied non. Arguments for the position taken would be delivered in turn, followed by arguments against the position, and finally the arguments against would be refuted. This method forced scholars to consider opposing viewpoints and defend their own arguments against them.