The Meaning of Scholasticism - Term Paper Example

?SCHOLASTICISM Introduction The methods and approaches of learning theology and comprehending complex concept in philosophy and other disciplines have an interesting historical perspective. Notable among these approaches is Scholasticism which has been used through the centuries with decreasing application and appreciation over time and as new approaches to study emanate. This term paper presents a critical overview, analysis and refection of Scholasticism in regard to its historical development and application in discourse. The paper begins with a comprehensive definition of Scholasticism followed by an illustration of its application in theology instruction and a discussion of its characteristics and roles over various phases or periods in history. The Meaning of Scholasticism Scholasticism is a term that is used to refer to an approach or method of instruction or study which was employed early education among schoolmen who were known as scholastics (Coakley and Andrea 2004). This approach to scholarship was used during the medieval times. Scholasticism as an education method lasted from about the year 1100 to 1500. In was common among early universities in Europe. Through Scholasticism, critical thought about scholarly concepts was achieved. This mode of education was employed to defend various theories, dogma and concepts in education. In addition, Scholasticism was used to communicate or articulate concepts in education between the educators and learners or among learners themselves (Coakley and Andrea 2004). More notably is the fact that Scholasticism emanated from schools which taught religious concept or the study of theology. This approach was used in Christian schools and universities within the British monarchies. Scholasticism became popular at the time and was considered the most effective way of presenting religions material and discussing concepts on Christianity and religion in general. Scholasticism as a method of learning however had attributes or characteristics that were different from theology and even philosophy. This is because unlike theology and philosophy, Scholasticism form of instruction allowed educators and articulators of religious material to employ dialectics in their mode of reasoning. This means that Scholasticism promoted the extension of religious knowledge through a critical thinking process which ended with inference about specific topics. Scholasticism played a central role in achieving comprehension of religious material and ideas that seemed contradictory (Coakley and Andrea 2004). This was achieved through a process of analytical interpretation of concepts and ideas in religion with a view of developing a reasoned justification on the distinction which existed among religious ideas, concepts and beliefs. Scholasticism was employed in religious studies within classrooms where concepts in religion that were disputed were discussed, thought upon to result into inferences and convincing distinction among concepts and ideas (Qualben 1936). Application of Scholasticism The topics that were discussed within the Scholasticism mode of study were taken from the cultural and religious values and the traditions of the scholars. After the topic was decided upon, question was designed to present an argument for a critical and procedural discussion. Suring the processes of study, opponents of the arguments first presented their responses on the question. This was followed by arguments and counterproposals which were focused at refuting the claims of the opponents. This demonstrated that Scholasticism laid an elaborate emphasis on a dialectical approach to study. The effectiveness of this approach to study attracted the attention of other disciplines of study. With time and the growing population of Scholasticism, it was also employed in studying concepts and understanding phenomena in other fields of study as well. Since Scholasticism was now applied in various fields or disciplines of scholarship, it became a program. This program was then used as a tool for harmonizing various thoughts and philosophies which are related to the understanding of concepts, thoughts and views in Christianity and religion in general. The thinkers of Christianity in the medieval period had different perceptions and thoughts on the universe, history and Christianity. This made Scholasticism as the most appropriate approach through which these differences would be harmonized into a single meaning which made sense to all (Coakley and Andrea 2004). The theology and philosophies on Christianity varied from one period of history to another. For example classical periods had clear differences of the philosophies of Aristotle which characterized the late antiquity period. Therefore Scholasticism was applied as an effective tool within which divergent opinions, views, thoughts and beliefs on Christianity were discussed and argued upon with a purpose of communing up with a common understanding. In the application of Scholasticism as a program of scholarship the postulates of various figures were referred to during the arguments and discussions on matters of religion and the related philosophical thoughts. Among the most eminent individuals, whose thoughts and views contributed to the discourse in Scholasticism learning, include the Anselm of Canterbury, Alexander of Hales, William of Ockham, Peter Abelard, Thomas Aquinas and Albertus Magnus. These individuals contributed a lot to early scholarship in theology and philosophy through their speeches, authorship and postulates (Walker 1919). Their views and thoughts varied significantly regardless of some agreements in thought which existed among them. Therefore early scholars employed Scholasticism as an appropriate programs and study approach within which the divergent views of these individuals would be argued upon with a view of reaching a common comprehension or understanding of concepts in religion. Historical Phases of Scholasticism Scholasticism existed in several phases which are distributed within the various ages of history. Early Scholasticism was the oldest form of this program in religious scholarship. This phase was followed by High Scholasticism. Afterwards Late Scholasticism phase began which was followed by Lutheran Scholasticism. With time, Neo- Scholasticism phase of scholarship within the program began which was followed by Post-Thomistic Scholasticism and finally the latest form of Scholasticism which is Analytical Scholasticism was employed in the study and understanding of concepts and thoughts in religion and the philosophy which was associated with these concepts. These phases are described in the following sections with an illustration of the characteristics of scholarship under Scholasticism program which related to each of these phases of history in theology. Early Scholasticism This was the earliest form of Scholasticism which began with the establishment of schools of religion in about AD 786. This form of education was considered by the western culture as the most significant step in the learning process. This is because Scholasticism was considered to be a new approach which promoted the understanding of concepts in religion among students and especially issues that contradicted with one other. In the early years of the Middle Age, Scholasticism was characterized by the Carolingian Renaissance during which new approaches to education and scholarship were being considered by early scholars and leaders. During this time therefore Scholasticism came about as a blessing and a complete metamorphosis on how education processes were carried out (Coakley and Andrea 2004). During this period in history Scholasticism was employed within schools within England and also in Ireland from which medieval approaches to learning originate. It is therefore postulated that it was within these schools that the term Scholasticism was coined and used ever since to refer to the methods of instruction which characterize this approach of study. During Early Scholasticism language was a problem within schools. This was attributed to the vanishing of Greek among schools in England and Ireland and owing to the fact that early concepts in religion were communicated and written in Greek. However the founders of this mode of study which fell within this period in history were optimistic that regardless of the language problem, an understanding of theological concepts would be achieved especially through translators who were later used even within classrooms. Among the significant contributors of scholarship during this period was Johannes Scotus Eriugena, who has a wide understanding of early concepts in religion and culture in addition to the Greek language. This scholar is attributed to the translation of religious material from the original Greek into Latin which was them presented to schools for discourse through the application of Scholasticism approach to study. High Scholasticism This period is referred to as High Scholasticism because a lot of progress was made in educational instruction and amendments on this style of study made which at the time were considered to signify the height of Scholasticism. This period lasted from the 13th century through the early years of the 14th century (Qualben 1936). The changes in education that characterize this period include an increase of schools of translating religious and philosophical material especially in the 13th century. During this time, Greek philosophy was very popular and formed the discourses within the society. Developments in education during this time spread across Europe. In addition to theology, the concepts that emanated from Greek mathematics and astronomy comprised of the discourse and learning that occurred within schools. Scholasticism was considered as the most appropriate approach through which the concepts and theories of Greek scholars and philosophers would be understood. Men of knowledge were highly regarded during this period especially among kings. This was because scholarship and an understanding of various concepts were considered a measure of prestige within the society during these centuries. With translation of the Greek philosophy and the application of Scholasticism mode of study during this period, individuals were allowed to have a wider knowledge and an understanding of the relationship between theories, philosophies, views and thoughts on the universe and religion (Coakley and Andrea 2004). Late or Second Scholasticism This period of Scholasticism was prominent during the 16th century. During this period, the Protestant Reformation was initiated. This acted as a threat to the application of Scholasticism to understand various aspects of the universe as described within the Greek philosophy frameworks. Because of this thereat, the Second Scholasticism surfaced as an improved form of Early Scholasticism in scholarship and education (Qualben 1936). The developments in Scholasticism that characterize this period is the increased volume of publications and editorial productions on Greek philosophy and an improvement of the complexity into which analysis of knowledge was achieved through Scholasticism model of study. During this period, Greek philosophy and its discussions within schools was receiving competition from the use of biblical language as put forth by the Protestant Reformation. The Society of Jesus was established during this period and was approved by Pope Paul III. Regardless of the increasing popularity of Christianity which characterize this period, Scholasticism continued to be relatively influential during the 17th century (Coakley and Andrea 2004). Lutheran Scholasticism Lutheran Scholasticism occurred during the era when Lutheran Orthodox was very popular. Lutheran Scholasticism during this period became a common method of teaching and discussing theology (Walker 1919). The common form of theological presentation which characterized the Lutheran Scholasticism was neo-Aristotelian instruction. This form of instruction became very popular among academicians and scholars. Lutheran Scholasticism and the neo-Aristotelian form of presentation therefore were used by scholars in presenting their writing and by lecturers in preparing and presenting theological and educational material to the learners. During this period, discourses and scholarships were focused at defending the Lutheran faith against the opposition of the polemics who were the main critics and opponents of this faith (Walker 1919). There were mixed reactions towards Scholasticism during the Lutheran Scholasticism period. This was as a result of some Lutherans demonstrating support for Scholasticism while others opposing it. Therefore, the Lutheran Scholasticism period signified the initial stages of rejection of the Scholasticism as a method of instruction and communicating concepts, ideas and views in theology. This is related to the argumentative and dialectical approaches that Scholasticism employed in conveying educational and theological information to the learners and the discussions therein which caused a lot of disagreements. Neo-Scholasticism This period of Scholasticism began during the last years or the late 19th century. Neo- Scholasticism is described as an attempt to revive the approaches to education and theology which were employed during the medieval period when Scholastic philosophy was very popular. This was in reference to the methods that were used to teach the philosophies of Thomas Aquinas back in middle of the 13th century. It is because of this reason that Neo- Scholasticism is sometimes referred to as Neo-Thomism (Coakley and Andrea 2004). Therefore Neo- Scholasticism acted as a restore point for the good attributes of Scholasticism that were recognized and applied in philosophy and education of the 13th century. In this regard the doctrines and concepts of Scholasticism form of instruction as they were used earlier on were again employed in theological and educational instruction during the Neo- Scholasticism period. The concepts that necessitated the restoration of the Scholasticism mode of study and instruction were perfection and purity as they relate with God and the concept of existence and the material world. Differences in understanding of perfection and the finite and the infinite knowledge about God made the scholars of the Neo- Scholasticism period to retrieve the 13th century Scholasticism methods of instruction to that an understanding of these concepts would be reached and the relationship between what is perfect or pure and God established. During the Neo- Scholasticism period, various theories and philosophies were put forth which led to conflicts on issues of existence of individuals and the material world. For example the philosophies of Rene Descartes and contradicted sharply with the philosophies of Aristotle and John Locke. Therefore it is argued that during the Neo- Scholasticism period, Scholasticism regained popularity within schools and colleges in achieving an understanding of the new concepts that emerged during the period as pertaining to God, perfection, purity, the material world and the existence of the universe and people within it. Post-Thomistic Scholasticism The Post-Thomistic Scholasticism occurred during the 1970s when Scholasticism began to lose its popularity again. This period marked the end of the Thomistic Scholasticism which occurred when its revival failed. This is attributed to the fact that Thomism became less popular in schools of theology as more modern forms of instruction were employed within schools of theology as ascribed by the Vatican Council (Coakley and Andrea 2004). During this period however scholars realized that there were several issues which were not solved in the application of Scholasticism especially in its early forms of the medieval period. During this period, Scholasticism no longer acted as an active mode of study, instead it was discussed by students in theology as an early approach to instruction. Analytical Scholasticism Analytical Scholasticism is the last phase or stage of Scholasticism. This period was characterized by an improved way of understanding religious and philosophical concepts which has some attributes of the previous Scholasticism approaches (Coakley and Andrea 2004). The rise of the analytic synthesis as a model form of study and acquisition of theological knowledge borrowed some concepts of Scholasticism model and program. This approach was therefore a hybrid which was used by scholars to achieve an elaborate synthesis of theological and philosophical concepts. In light of the above discussion and historical view of the concept of Scholasticism, it is notable that this model of study has played a significant role in defining the course of scholarship in theology and an understanding of concepts that demonstrated direct opposition. The appreciation of the Scholasticism model and program of study over the years reflects its effectiveness in comprehending confusing concepts which is culminated by its inclusion within the analytical methodology during the Analytical Scholasticism period. References Coakley, John, and Andrea Sterk. 2004. Readings in world Christian history. New York: Orbis. Qualben, Lars P. 1936. A history of the Christian church. New York: T. Nelson. Walker, Williston. 1919. A history of the Christian church. New York: C. Scribner's sons. Read More