Medieval Philosophy of

Education

SCHOLASTICISM
SCHOLASTICISM
Derive from the Latin word
*Scholasticus-pertaining to schools
Is a medieval school of philosophy
taught by the academics of medieval
universities and cathedrals in the period
from the 12th to 16th century.
It combined Logic, Metaphysics, and
semantics into one discipline, and is
generally recognized to have developed
our understanding of logic significantly.
Employed a critical method of
philosophical analysis presupposed upon
a latin catholic theistic curriculum which
dominated teaching in the medieval
universities in Europe from about 1100 to
1700 .
is best known for its application in
medieval Christian theology;
especially It attempts to reconcile the
philosophy of the ancient classical
philosophers with Christian theology.
Main Characteristics of Scholasticism

An acceptance of the prevailing catholic

orthodoxy
Within this orthodoxy, an acceptance of
Aristotle as a greater thinker than Plato.
The recognition that Aristotle and Plato
disagreed about the notion of universals
and that this was a vital question to
resolve.
Giving prominence to dialectical
thinking and syllogistic reasoning.
An acceptance of the distinction
between “natural and “revealed”
theology.
A tendency to dispute everything at
great length and in minute detail
often involving word-play.
Two (2) methods of teaching in scholastic
school
Lectio- simple reading of a text by a teacher, who
would expound on certain words and ideas, but no
questions were permitted.
Disputatio- question was announced beforehand or
students proposed a question to the teacher without
prior preparation and the teacher would respond
citing authoritative texts such as the bible to prove his
position and the argument would go back and forth
with someone taking notes to summarize the
argument.
Scholastic Metho
d
Cornelius O. Boyle explained that
scholasticism focuses on how to acquire
knowledge and how to communicate
effectively so that it may be acquired by
others. It was thought that the best way
to achieve this was by replicating the
discovery process.( modus inveniende)
Main figures of
Scholasticism
Anselm of Canterbury
Peter Abelard
Alexander of Hales
Albertus Magnus
Dun Scutos
Wiliiam of Ockham
Bonaventure
Thomas Aquinas
Anselm of Canterbury- father of Scholasticism
Thomas Aquinas- considered as the pinnacle of
scholastic medieval
Summa Theologica(1265-1274)- Aquinas
masterwork
MEDIEVAL PHILOSOPHY OF EDUCATION

(Medieval University)
The word university originates from the term
universitas, which originally meant any collection of
professionals in a guild or organization.
The word universitas originally applied only to the
scholastic guilds-that is , the corporation of students
and masters –within the studium, and it was always
modified ,as universitas magistrorum,universitas
scholarium or universitas magistrorum et
scholarium.
A medieval university was a corporation
organized during the Middle Ages for the
purposes of higher education
Students
Students attended the medieval university at different
ages- from 14 if they were attending Oxford or Paris
to study arts, to their 30’s if they were studying law
in Bologna. During this period of study, students
often lived far , developed a home and unsupervised
as such developed a reputation, both among
contemporary commentators and modern historians,
for drunken debauchery.
COURSE OF STUDY
University studies took six (6) years for a Master of
Arts degree. Studies for this were organized by the
faculty of arts, where the seven(7) liberal arts were
taught namely: arithmetic, geometry, astronomy,
music theory, grammar, logic and rhetoric. All
instructions was given in Latin and students were
expected to converse in that language.
 
TRIVIUM QUADRIVIUM

Grammar Arithmetic

Logic Geometry Music

Rhetoric Astronomy
CHARACTERISTICS
Initiallymedieval universities did not have
a physical facilities such as the campus of a
modern university. Classes were taught
wherever space was available, such as
churches and homes. A university was not a
physical space but a collection of
individuals banded together as a universitas.
Universities were generally structured along 3
types:

Bologna-where students hired and

paid for the teachers.
 Paris- teachers were paid by the
church.
 Oxford and Cambridge-supported
by the crown and the state
Medieval Contribution
The medieval contribution to western education had a
several lasting effects. The primary contribution has
been preserving and institutionalizing knowledge-that
is by presenting it within an organized framework.
Within the university medieval educators not only
taught but also preserved knowledge by recording
and codifying it. Another contribution to our present
education system is the graduation cap and
gown .Lastly the greatest contribution is the creation
of institution.
References
Steven P. Marone, “Medieval philosophy in context”
in A.S McGrade, ed., The Cambridge Companion to
Medieval Philosophy( Cambridge: Cambridge
University Bridge Press 2003) On the difference
between scholastic and medieval monastic postures
towards learning
Gracia , Jorge JE, and Timothy B. Noone, eds. A
companion to Philosoph in the middle ages. John
Wiley & Sons, 2008,55-64
Encyclopedia Britannica: History of
Education. The development of the
universities
Hastings, Rashdall (1936) The Universities
of Europe in the Middle Ages
Levine, Ornstein (1997) Foundation of
Education
 Prepared by:
RICHEL ROTAQUIO FLORES