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| Challenge to Habsburg Empire |
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The basic challenge facing the Habsburg Empire was:
a) a lack of resources
b) the homogeneity of the population
c) the profound diversity of the territories contained within the empire
d) the weakness of the Habsburg emperors (Charles V)
e) the Lutheran Protestant movement
f) the extreme poverty of most central European peasants |
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| The Roman Catholic Church viewed itself as a means for the people to attain the grace of God (through indulgences, etc.) |
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| A member of the mercantile class of a medieval European city. |
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| Needs for municipal administration |
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| Students joined guilds and persuaded political authorities to grant charters guaranteeing their rights. Demanded fair treatment for students from townspeople (who overcharged for room and board) and called on teachers to provide rigorous instruction. |
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| First university set up. Dante Alighieri, Francesco Petrarca, Guido Guinizelli, Cino da Pistoria, Cecco d'Ascoli, Re Enzo, Salimbene da Parma and Coluccio Salutati all studied in Bologna. |
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| Wrote "On New Education" sometime after 1400. Encouraged and emphasized the importance of a liberal education. |
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| Tradition of Liberal Studies |
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In medieval Western universities, the curricula of the Liberal Studies was divided into two parts:
1. The trivium (grammar, logic, and rhetoric)
2. The Quadrivium (arithmetic, geometry, music, and astronomy)
In classical antiquity, the "liberal arts" denoted those subjects of study that were considered essential for a free person to master in order to acquire those qualities that distinguished a free person from slaves. |
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| Cato the Elder vs. Domitian |
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| Not so much a philosophy or a theology as a method of learning, scholasticism places a strong emphasis on dialectical reasoning to extend knowledge by inference, and to resolve contradictions. Scholastic thought is also known for rigorous conceptual analysis and the careful drawing of distinctions. In the classroom and in writing, it often takes the form of explicit disputation: a topic drawn from the tradition is broached in the form of a question, opponents' responses are given, a counterproposal is argued and opponent's arguments rebutted. Because of its emphasis on rigorous dialectical method, scholasticism was eventually applied to many other fields of study. |
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| At the forefront of medieval thought was a struggle to reconcile the relationship between theology (faith) and philosophy (reason). People were at odds as to how to unite the knowledge they obtained through revelation with the information they observed naturally using their mind and their senses. Based on Averroes' “theory of the double truth,” the two types of knowledge were in direct opposition to each other. Saint Thomas Aquinas' revolutionary views rejected Averroes' theory, and asserted that “both kinds of knowledge ultimately come from God” and were therefore compatible. Not only were they compatible, according to Aquinas' view, but they could also work in collaboration. Revelation could guide reason and prevent it from making mistakes, while reason could clarify and demystify faith. Saint Thomas Aquinas' work goes on to discuss faith and reason's roles in both perceiving and proving the existence of God. |
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Averroes: Argued for a "double truth" where one could come to separate truths through reason and through faith. Became very popular in schools despite Church's desire to suppress his influence.
Thomas Aquinas: Reason and revelation are part of a single truth (natural truth/revealed truth) "double means"
Man should use reason, but sin is why man can't always succeed. Can use philosophy (esp. Aristotle) to clarify some mysteries of the Church |
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| combined logic with faith - for the first time tried to explain religion through reasoning - five main points |
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In 'Summa Theologica,' Aquinas argues that God is the prime mover who first set everything in motion
/Users/monica4494/Desktop/300px-Aquinas_summa_cycle.svg.png |
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