The Rise of Universities in Medieval Europe - Essay Example

The Rise of Universities in Medieval Europe The development of universities as educational s was an essentially new phenomenon for Medieval Europe. The term “University” (from Latin universitas - population, community) originally meant any entity, unity (corporation) of people with a special legal status, bound by common interests. And only at the end of the 14th century the term was used in relation to academic corporations, that is, to name the associations of teachers, who separated from Church and monastery schools. On the one hand, a university represented a traditional craft-type corporation (universitas), which brought together people of a specific occupation type. At the same time, the internal organization of universities hold quite an unusual, for that sort of corporations, position - it was given the certain features of republicanism: all full-fledged “citizens” had the right to elect and be elected to various university positions. According to some researchers, the earliest university in Medieval Europe was the one in Salerno. It was developing on the basis of the oldest medical school of Salerno, the first mention of which dates back to 197 A.D. The Hippocratic community (civitas Hippocratica), which existed there, preserved and developed the best of the ancient medical heritage. Salerno medical school, as one of the largest educational centers, was known until 1812. However, it did not become the university. Mainly, because the school did not teach on the same high level (as medicine) all the remaining subjects.  The named above reason accounts for the fact that it’s considered that the most ancient European universities are the ones in Bologna, which was founded at the end of the 11th century, and Paris – the 12th century. The named universities, although formed almost simultaneously, differed in their internal structure and epitomized the two main types of universities in Medieval Europe. The first (Bologna) university developed as the major centre for study of Roman law in Western Europe. According to contemporaries, in the early 13th century, more than 10 thousand people from all over Europe studied in Bologna.  The famous Bolognese professors had so many listeners that had to lecture outside, in the streets. Almost all the languages ​​of Europe were represented there. The university became known a global one. It was Bologna, where for the first time appeared the so-called fraternities. It grew up on the basis of urban secular schools (School of Glossators) and was the organization of students. This means that the student guilds arrogated to themselves the right to manage the entire process of university life. Teachers of the University of Bologna were denied the right to vote at university meetings; the entire training process took place under the strict supervision of students and professors could be fined for violations of academic activity. But especially famous in Medieval Europe was the University of Paris – Sinai of education. Not without reason there was a common saying in those days - in Italy - the papacy, in Germany - the Emperor, in France – the University. It had about seven thousand people, which included not only teachers and students, but operational staff as well (booksellers, scribes of manuscripts, makers of parchment, pens, ink powder, apothecaries, innkeepers and moneylenders, who lend money to schoolmen and teachers). Unlike the University of Bologna, it was controlled by associations of teachers, not schoolmen. But those were not just teacher - students of senior faculties, who managed to complete the preparatory faculty (foundation studies). They were both Masters of the seven Liberal Arts and students. Naturally, they began to oppose themselves to other teachers, schoolies and townspeople, claiming to determine their status. In 1215 ended the struggle for autonomy of the University of Paris against the bishop. Paris masters received the support of the Pope, however, for that they were forced to pay part of their academic freedoms (they were obliged to participate in the struggle against heresy with the Pope and One Church). The Faculty of Theology of the University of Paris became responsible for the official doctrine of the church. To become a university, an institution had to obtain a Papal bull (decree), permitting its creation. By that bull the Pope was taking a school out of control of the local secular and ecclesiastical authorities, legitimizing existence of a university. The rights of a university were confirmed by the privileges (charters) - separate documents, signed by the Popes and/or rulers. Those privileges guaranteed a university’s autonomy (own court, administration and the right to grant degrees), dispensing students from the military service obligation. Professors, students and employees of educational institutions did not obey the city authorities, but only a university’s elected rector and elected faculties’ deans. If a student was caught wrongdoing, the city authorities could only ask university leaders to judge and punish a delinquent. Typically, a university graduate expected a magnificent career. On the one hand, universities actively cooperated with the church. On the other, along with the gradual development of the administrative apparatus of feudal lords and cities, the need for literate and educated people increased. Yesterday’s students held positions of scribes, notaries, judges, lawyers and prosecutors. Students were typically divided into nations, communities, unions of students from different regions. They could rent apartments, but many lived in colleges (collegiums). Those colleges were usually formed by nations – in one college usually lived students of one and the same national groups. Students’ communities were the most motley - the majority originated from noble citizens, but it was possible to get a scholarship and education even if you were a child of peasants. There were a lot of monks and clerics. During the Middle Ages appeared a new notion – a vagrant lifelong student, “Goliards”. They went from one university to another in order to get knowledge from various sources. Poetry of vagrant students is known throughout the world as the entwinement of folklore and Latin traditions. Its main themes are love, death, joy, revelry, and education. In the medieval universities there were four faculties: the lowest - artistic or “Liberal Arts”, which gave the right to study further, and three higher - medical, legal and theological. The main task of a faculty was education quality control. The Faculty of Arts educated from 5 to 7 years; a students became a holder of a Bachelor’s degree first and then got a Master of Arts degree. According to the statutes, the latter degree could be awarded to a person not younger than 21 years. The educational process was a multistage; passing each stage ended with getting a certain rank, which documented, according to a strict standard, a certain level of qualification.  A holder of a Master’s degree got the right to teach, but could continue training at one of the higher faculties. The highest degree awarded by the faculties was the degree of Doctor or Master, i.e. professors (teacher), who received that degree upon condition of accomplishment of those requirements, which involved the issuance of licenses. The title of “Master” gradually stuck to professors of the Faculties of Art and “Doctor” belonged only to professor of the higher faculties.  The procedure of degree awarding was quite theatrical; its details were determined by the university statute. A candidate for a bachelors degree was proposed to give an interpretation of a subject from an authoritative text. Any pre-made recordings were prohibited. In case of correct answers, a student was given a bachelor’s gown and was seated among the other bachelors. After that he demonstrated his knowledge again, taking an oath of fealty to the faculty. His mentor was giving a speech in honor of the applicant, underlining his personal qualities. To get a higher degree, a candidate had to hold discussions for many hours, sermonize and give trial lectures. Introduction of a licentiate to a board of professors was accompanied a by well-known ritual. He had to get a doctor’s hat as a symbol of teacher’s dignity. During the procedure, arranged with great solemnity, the main role belonged to a dispute, which proceeded for more than one day. Debates were not just a form of qualification tests: they were the essence of the scholastic science, obeying the laws of intellect (ratio). They were preceded by commenting on any authoritative text. All students had to attend lectures, which were the main form of education: daytime mandatory (ordinary) and repetitive evening lectures. Another important feature of universities of that era – debates (disputes). A teacher (usually a Master or Licentiate) assigned a topic. His assistant, a Bachelor, held a discussion, that is, answered questions and commented on students’ speeches. If necessary, a Master came to help. Once or twice a year teachers held debates “about everything” (without rigidly specified topics). In such a case, audiences often discussed burning scientific and philosophical problems and participants behaved themselves very freely, interrupting a speaker with whistles and cheers. Despite numerous shortcomings, the medieval universities, nevertheless, made ​​it possible to get a good education. Such famous artists of that time as Peter Abelard, Peter Lombard, Thomas Aquinas, Duns Scotus, William of Ockham, etc., got the scholastic education. The medieval universities were complex organisms that stood in the center of scientific and cultural life of Europe. The development of science at that time was totally concentrated in the universities. The role of the medieval universities in the development of culture is also outstanding. They have contributed to international cultural communication. Academic traditions, built on freethinking and electivity of authorities, contributed to formation of a new mentality, based on reverence for human personality and ability to suggest and defend new controversial ideas. Reference Haskins, C. H. (1923). The Rise of Universities. New York: Henry Holt and Company. Read More