"Scholastic" as a Category of Philosophy's Historiography
The paper deals with some definitions of scholasticism which can be found in works from the philosophical historiography of our century. Firstly, definitions put forward by Maurice De Wulf (1857-1947) and Martin Grabmann (1875-1949) are discussed. The first of these historians identifies “scholastic...
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Facultad de Filosofía y Letras, Universidad de Buenos Aires
1998
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/petm/article/view/7899 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=patris&d=7899_oai |
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I28-R145-7899_oai2025-11-17 Quinto, Riccardo 1998-11-02 The paper deals with some definitions of scholasticism which can be found in works from the philosophical historiography of our century. Firstly, definitions put forward by Maurice De Wulf (1857-1947) and Martin Grabmann (1875-1949) are discussed. The first of these historians identifies “scholasticism” with one particular philosophy (i.e. an articulated series of doctrines) which, he claims, have existed in the Middle Ages and somehow anticipate of scholasticism with the educational background of medieval scholars; Grabmann, on the other hand, ends by considering scholasticism simply as a theology, if not “the” (only possible) form of theology, and his definition is of no use in the field of the history of philosophy. In the second part, the definitions put forward more recently by Lambert M. De Rijk and George Wieland are considered. These definitions start from the relationship between “auctoritas” and “ratio” and focus on giving a concrete content both to the idea of “authority” (i.e. a set of authoritative texts, different for each faculty) and to “reason”, which must be understood as the particular set of tools of dialectic, as they developed throughout the Middle Ages. Wieland adds to this a series of characteristics of scholasticism, such as the commitment to a topic as a scientific topic, the fact that each discipline is penetrated by philosophy, and the separation between “school” and “life”. The simultaneous appearance of all these characteristics in the 12th century marks the beginning of scholasticism, and can also explain its “dissolution” at the end of the Middle Ages. Este trabajo trata algunas definiones de escolástica que pueden encontrarse en los trabajos de la historiografía filosófica de nuestro siglo. En primer término, se discuten las definiones dadas por Maurice De Wulf (1857-1947) y Martín Grabmann (1875-1949). El primero de estos historiadores identifica al “escolasticismo” con una filosofía particular (esto es, con una serie articulada de doctrinas) que, establece, existieron en la Edad Media y que, de cierta manera, anticipan la escolástica con el trasfondo educacional de los estudiosos medievales. Por su parte, Grabmann termina sosteniendo que la escolástica fue simplemente una teología, si no “la” (única posible) forma de teología, y su definiton no es de ningún uso en el campo de la historia de la filosofía. En segundo término, se consideran las definiciones dadas recientemente por Lambert M. De Rijk y George Wieland. Estas definiciones comienzan desde la relación entre “auctoritas” y “ratio” y se enfocan en dar un contenido concreto tanto de la idea de “autoridad” (un conjunto de textos autoritarios, distintos para cada facultad) como de “razón”, que debe entenderse como un conjunto particular de herramientas dialécticas, tal como se desarrollaron durante la Edad Media. Wieland agrega a esto una serie de características de la escolástica, tal como el compromiso con un tema como un tema científico, el hecho de que cada disciplina se encuentra penetrada por la filosofía y la separación entre “escuela” y “vida”. La aparición simultánea de todas estas características en el siglo XII marca el comienzo de la escolastica y, por ello, también explica su “disolución” al final de la Edad Media. application/pdf https://revistascientificas.filo.uba.ar/index.php/petm/article/view/7899 ita Facultad de Filosofía y Letras, Universidad de Buenos Aires https://revistascientificas.filo.uba.ar/index.php/petm/article/view/7899/6958 Patristica et Mediævalia; Vol. 19 (1998); 51-64 2683-9636 Edad Media Historiografía Escolástica Siglo XII Ciencia Middle Ages Historiography Scholasticism 12th Century Science "Scholastic" as a Category of Philosophy's Historiography “Scolastica” come categoria della storiografia filosofica info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=patris&d=7899_oai |
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Universidad de Buenos Aires |
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Edad Media Historiografía Escolástica Siglo XII Ciencia Middle Ages Historiography Scholasticism 12th Century Science |
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Edad Media Historiografía Escolástica Siglo XII Ciencia Middle Ages Historiography Scholasticism 12th Century Science Quinto, Riccardo "Scholastic" as a Category of Philosophy's Historiography |
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Edad Media Historiografía Escolástica Siglo XII Ciencia Middle Ages Historiography Scholasticism 12th Century Science |
| description |
The paper deals with some definitions of scholasticism which can be found in works from the philosophical historiography of our century. Firstly, definitions put forward by Maurice De Wulf (1857-1947) and Martin Grabmann (1875-1949) are discussed. The first of these historians identifies “scholasticism” with one particular philosophy (i.e. an articulated series of doctrines) which, he claims, have existed in the Middle Ages and somehow anticipate of scholasticism with the educational background of medieval scholars; Grabmann, on the other hand, ends by considering scholasticism simply as a theology, if not “the” (only possible) form of theology, and his definition is of no use in the field of the history of philosophy. In the second part, the definitions put forward more recently by Lambert M. De Rijk and George Wieland are considered. These definitions start from the relationship between “auctoritas” and “ratio” and focus on giving a concrete content both to the idea of “authority” (i.e. a set of authoritative texts, different for each faculty) and to “reason”, which must be understood as the particular set of tools of dialectic, as they developed throughout the Middle Ages. Wieland adds to this a series of characteristics of scholasticism, such as the commitment to a topic as a scientific topic, the fact that each discipline is penetrated by philosophy, and the separation between “school” and “life”. The simultaneous appearance of all these characteristics in the 12th century marks the beginning of scholasticism, and can also explain its “dissolution” at the end of the Middle Ages. |
| format |
Artículo publishedVersion |
| author |
Quinto, Riccardo |
| author_facet |
Quinto, Riccardo |
| author_sort |
Quinto, Riccardo |
| title |
"Scholastic" as a Category of Philosophy's Historiography |
| title_short |
"Scholastic" as a Category of Philosophy's Historiography |
| title_full |
"Scholastic" as a Category of Philosophy's Historiography |
| title_fullStr |
"Scholastic" as a Category of Philosophy's Historiography |
| title_full_unstemmed |
"Scholastic" as a Category of Philosophy's Historiography |
| title_sort |
"scholastic" as a category of philosophy's historiography |
| publisher |
Facultad de Filosofía y Letras, Universidad de Buenos Aires |
| publishDate |
1998 |
| url |
https://revistascientificas.filo.uba.ar/index.php/petm/article/view/7899 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=patris&d=7899_oai |
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AT quintoriccardo scholasticasacategoryofphilosophyshistoriography AT quintoriccardo scolasticacomecategoriadellastoriografiafilosofica |
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1851375399555039232 |