13th and 14th century european Scholasticism - Research Paper Example

?Introduction Universities were established in Europe for the first time during 11th century and in next four centuries fifty more universities were established. The first university established was University of Bologna and it was founded by law students. It was during 13th and 14th century that around Western Europe Universities were founded. There were twenty three universities in Europe during 1300 and by 14th century end twenty two more universities were founded. Training was provided in arts, law, medicine and theology. Legal study was done by a large minority of students (Hilde DeRidder-Symoens, 596) Training was given in canon and civil law to large number of students. Privileges Students were all from other countries and it was the time when Justinian Code of Roman Civil Law was rediscovered. University of Bologna became the most preeminent site for obtaining legal scholarship and the students of this university formed a cooperation called ‘universitas’ the corporation of scholars. The corporation aimed to protect the rights of these students and to obtain recognition officially. Teachers in Paris incorporated themselves and established an organizational model for the university. As large number of people was trained with common text in same subject network formation was also encouraged by these students. Training in law led to formation and development of civil, administrative and merchant laws along with staffing of court. This also led to enforcement of contracts for solving fundamental issues (McAdams, Richard H 509). Subjects Undergraduate programs were provided in seven liberal arts. Training of argumentation and reasoning came under trivium of logic, rhetoric and grammar which helped to know how the truth can be known and how it can be conveyed to others. Music, arithmetic, astronomy and geometry quadrivium explained the natural laws of universe. Neither Roman nor Greek classical literature was part of curriculum. Students were to listen to prescribed works of writers which were read to them by instructors who had masters’ degree in the Faculty of arts. After reading the text it was explained to students by these instructors along with their comments. Difficult issues were solved as debates conducted in University in which both students and faculty participated. Most of the students were less than twelve years of age and only a few of them completed six years study for getting enrolled as graduates (Acemoglu, Daron and Simon Johnson 949). Mode of study and life Students of arts during medieval period were like school boys and not like university students of today. He was supposed to listen and remember the lectures given by their masters’ and never compiled research papers or wrote essays that were expository. The students were not using library and most universities didn’t even allowed the students to use libraries. Medicine was not a separate branch of study till middle of 13th century. Later it developed in to a separate branch and the students were to follow verbal commentaries, definition, argument, deference to text of authority etc. There was no observation or clinical experience (James Robinson 579). Those students who were really ambitious wished to obtain higher degrees and for the same remained in universities itself. Usually it was students who were studying for master degree in theology who were used to give lecture to graduate students of arts. It was usual for faculties of medicine, canon law and civil law to prepare graduate students in arts for obtaining professional career. In all these students were to listen to readings of masters from texts prescribed and comments there on (Garc??a y Garc??a, Antonio 105). Books were also needed for preparing for disputes. Disputes were public performances were the lecturer used to give a question and present critical answers to it including both negative and positive aspects. These positive and negative aspects were supported by quotes from Bible and Church Fathers. Books were also very costly before printing became popular and only wealthy students were able to purchase a copy of book. Usual books of theology were the Bible, Peter Comestor’s Historica Scholastica and the Book of Sentences. The stationers maintained lending libraries which were used by secular students. Books were rented out in sections by these stationers so that students will not make their copies (Buringh, Eltjo and Jan Luiten van Zanden 412). The practice by stationers was supervised by university authorities closely for regulating the charges and for assuring the soundness of texts lended as rental. Law was the main subject of study in many universities and theology was only less taught. Students of law began to acquire legal books from university itself and these books served as their professional tool through out their life. For facilitating this scholars are medical practitioners were required to supply a copy which was mandatory and refusal was punishable by fine. The rule was made a part of University of Bologna’s statute. Till 15th century libraries were not popular even in universities of Italy, Spain and Southern France. So as to protect a book which was authoritative those to who it was lended was to pledge for gold or silver which was worth double the price of book he took. But poor students were exempted from this rule. Students were provided eight to forty books and this was under the distribution system planned by university official (Berman, Harold 567). Draw backs Lack of lecture and practical experience was the major draw back of education during 13th and 14th century Scholasticism. Students were to listen to books read by masters and to listen to them. It is not possible for any one to listen to all things mentioned in a book and hence will have less knowledge of what they had heard. More over classes were not having discussion or students were not taking down notes so as to remember things even after class (McAdams, Richard H 505). Yet another issue was that the students of graduation were mostly below 12 years of age. A boy of 12 years will have limited capacity to think critically and will not understand theology in its complete sense. More over they were not having access to libraries and were not taking any lecture notes (Garc??a y Garc??a, Antonio 105). Absence of notes and discussions and lectures in class was a major draw back of 13th and 14th century scholasticism. Students of graduation were normally taught by those who were doing masters. Thus there was no particular qualification attributed or eligibility criteria for teaching graduates. This was another draw back because masters students itself were not aware of the subject completely (Garc??a y Garc??a, Antonio 105). They were merely reading the text to graduate students and were commenting on them which the graduate students were supposed to remember. As students were not taking down notes and had less or no access to books and library they were not fully aware of the laws or other subjects of study. Yet another major drawback was the lack of access to library and even when library access was provided students were to pledge for huge amount for getting books. Even lending libraries were charging high from students for providing any book or part of it. Only good thing in this was the students had access to books and the university was making sure that the books accessed by students were of quality and at equal rate by all lenders (Hilde DeRidder-Symoens, 596). Yet another benefit of that era was the arguments that were taking place on any serious topic. Both masters and students used to participate in this and both positive and negative aspects were discussed. This section was really informative for students as they were able to know a topic in real sense and critically and this enabled them to think wisely(Buringh, Eltjo and Jan Luiten van Zanden 412). This method was very common and is the most effective one for those who are argumenting will have to refer to various books and make notes for finding both positive and negative aspects of a topic. References: Acemoglu, Daron and Simon Johnson. Unbundling Institutions. Journal of Political Economy. 2005. Berman, Harold. Law and Revolution: The Formation of theWestern Legal Tradition, Cambridge, Mass.: Harvard University Press, 1983. Buringh, Eltjo and Jan Luiten van Zanden. Charting the ‘Rise of the West’: Manuscripts and Printed Books in Europe, A Long-Term Perspective from the Sixth through Eighteenth Centuries, Journal of Economic History. 2009 Garc??a y Garc??a, Antonio. “The Faculties of Law,” in Hilde DeRidder-Symoens, ed., A History of the University in Europe: Universities in the Middle Ages, Vol. 3, Cambridge: Cambridge University Press, 1992. Hilde DeRidder-Symoens. Careers of Graduates. A History of the University in Europe: Universities in the Middle Ages, Vol. 3, Cambridge: Centro lariano per gli studi economici, 1992. James Robinson. The Rise of Europe: Atlantic Trade, Institutional Change, and Economic Growth. American Economic Review. June 2005 McAdams, Richard H. A Focal Point Theory of Expressive Law. Virginia Law Review, 2000 Read More