"The book closes with Pieper's thoughts on the permanent philosophical and theological significance of scholasticism and the Middle Ages. Once again, wearing his learning lightly, writing with a clarity that delights, Josef Pieper has taken the field from stuffier and more extended accounts."--BOOK JACKET.

Leading scholars in the field of religious studies show that scholasticism as a comparative category is useful in the analysis of a variety of religious and philosophical traditions and even in the task of cultural criticism.

Second scholasticism, ​analytical metaphysics, and Christian apologetics are the three topics characteristic of the lifelong efforts of the eminent Czech philosopher Stanislav Sousedík, who celebrated his 90th birthday in 2021. To honour this anniversary, a conference named accordingly was organized in Prague. The papers presented at this event — further elaborated by their authors and supplemented with Sousedík’s remarkable “Brief Autobiography” — constitute the gist of this book: a collective homage to Professor Sousedík and an attempt to promote and (...) develop his intellectual legacy. (shrink)

The present work is a study of the method of contemporary Soviet philosophy. By "Soviet philosophy" we mean philosophy as published in the Soviet Union. For practical purposes we have limited our attention to Soviet sources in Russian in spite of the fact that Soviet philosophical works are also published in other languages (see B 2029(21)(38». The term "method" is taken in the sense usual in Western books on methodology .1 In view of the content of the first chapter it (...) will be useful to explain the last term a little more fully. By method we mean a procedure and it is obvious that the principles according to which a procedure is carried out are rules, i.e. imperatives, which tell us not what is but what should be done. Such imperatives mayor may not be connected with and founded on certain descriptive statements (the fact that every rule of formal logic is based on a corresponding law has been well-known since Husserl's "Logische Unter suchungen" and is generally accepted in contemporary logic), but such a foundation is irrelevant to a methodological study. The object of such a study is to find out what these rules are, why they are accepted and how they are inter-connected and applied. This is how methodology - the science of method - is conceived in Western treatises on the subject and this is also the standpoint assumed here. (shrink)

In order to systematically explore the normative treatment of black slavery by Second Scholastic thinkers, who usually place the problem within the broad discussion of moral conscience and, more narrowly, the nature and justice of trade and contracts, I propose two stations of research that may be helpful for future studies, especially concerning the study of Scholastic ideas in colonial Latin America. Beginning with the analysis of just titles for slavery and slavery trade proposed by Luis de Molina S.J., I (...) show how his accounts were critically reviewed by Diego de Avendaño S.J., revealing basic features of Second Scholasticism’s normative thinking in Europe and the Americas. The normative knowledge provided by these two Scholastic intellectuals would be profoundly tested during the last decades of the 17th century, especially by authors who sharpened the systemic analysis and a rigorist moral assessment of every title of slavery and slaveholding, as well as the requirements of an ethics of restitution. (shrink)

This chapter focuses on John Locke's relation to scholasticism. It explores who the schoolmen referred to by Locke were, and what he might have learned from them, particularly with respect to topics in metaphysics, logic, and language. The chapter considers the Oxford curriculum which provided the framework for Locke's years of study and teaching there, as there is little reason to believe that he enriched his acquaintance with the schoolmen in his later career. The topic of substance was raised (...) both in metaphysics textbooks and in logic textbooks, but the material in both was largely similar. The chapter considers some of Locke's remarks and focuses on what the scholastics had to say. Locke goes on to claim that the very use of syllogistic depends on the prior ability to see the connections between ideas. The area in which Locke showed the most obvious influence of scholasticism is that of language. (shrink)

In his book, Kazimierz Gryżenia presents the changes which occurred in modern scholasticism's understanding of analogy, with particular reference to the views of the leading representative of the period, Francisco Suárez. As a representative of the newly established Jesuit order, Suárez was not bound to any previous philosophical tradition and sought to develop a universal system of philosophy. This book acquaints the reader with the complexity of modern scholasticism, and presents Suárez's philosophy as a significant link in the (...) consolidation of essentialist and ontological tendencies. It also poses the question of whether philosophy conceived and practiced in this way contributed to the later resentment towards philosophy as such, especially towards metaphysics. (shrink)

(From the Introduction) The topic I would like to present is “Scholasticism and Thomism” as found in Chapter 7 of Fabro’s "Brief Introduction to Thomism". My presentation, as both a summary and a partial commentary on some aspects of this work, may be helpful as we wait for the English translation of Fabro’s book. The title of this chapter says exactly what Fr. Fabro wants to do. He wants to relate Scholasticism and Aquinas in two senses: 1) from (...) a historical point of view, so that we may understand the origins, context and later fortune of the doctrine of St. Thomas, and 2) from a doctrinal point of view (and this is the most important) so that we may clearly distinguish St. Thomas’ doctrine from the rest of Scholasticism. This is very important because some people have tried to understand the Church’s invitation—or, rather, instruction—to study St. Thomas as simply a broad invitation to study Scholastic philosophy and theology. This is clearly not the case. The Church wants us to study the principles of Thomistic doctrine which, many times, are substantially different from other scholastic doctrines. (shrink)

This article responds to a critical research challenge in Medieval philosophy scholarship regarding the internal periodisation of the register. By arguing the case for ‘post-scholasticism’ as an internal period indicator (1349–1464, the era between the deaths of William of Ockham and Nicholas of Cusa), defined as ‘the transformation of high scholasticism on the basis of a selective departure thereof’, the article specifies a predisposition in the majority of introductions to and commentaries in Medieval philosophy to proceed straight from (...) 1349 to 1464, understating 115 years of pertinent Medieval philosophical discourse. It is argued that in the modern account of Medieval philosophy, this understatement is manifested in either a predating of Renaissance philosophy to close the gap between 1349 and 1464 as far as possible or in proceeding straight from 1349 to Renaissance philosophy. The article presents five unique philosophical themes from this delicate period, indicating that ‘post-scholasticism’ was indeed a productive period in late Medieval philosophy, which should not be bypassed as an inconsequential entrance to Renaissance philosophy. The period 1349–1464 should accordingly be appreciated for its idiosyncratic contributions to the history of ideas in the late-14th and early-15th centuries, with reference to the political intensification of the via moderna, the pivotal separation of philosophy and theology and the resulting independence of the natural sciences, in res critique of institutions, transforming pragmatics and the rise of philosophical materialism. Contribution: This article contributes to methodological development in Medieval philosophy by responding to a critical research challenge regarding the internal periodisation of the later Middle Ages. Arguing the case for ‘post-scholasticism’ as an internal period indicator (1349 to 1464 in Medieval philosophy, the article presents unique philosophical themes from the period, indicating that it was a productive stage in late Medieval philosophy which should not be bypassed as an inconsequential entrance to Renaissance philosophy. (shrink)

Until recently Francisco Suárez (1548–1617) has been regarded as the “last medieval philosopher,” representing the end of the philosophically respectful scholastic tradition going back to the Early Middle Ages. In fact, however, Suárez stood at the beginning, rather than at the end, of a distinguished scholastic culture, which should best be labeled “Baroque scholasticism,” and which flourished throughout the seventeenth and early eighteenth centuries. In this paper I offer some ideas on why the study of this philosophical culture has (...) been so far neglected by the mainstream Anglo-American philosophical historiography and argue that more attention should be paid to it. (shrink)

This chapter contains sections titled: Institutional setting Curriculum.

Examines the place of individuation in the work of over 25 scholastic writers from when Arabic and Greek thought began to impact Europe, until scholasticism died out.

In order to systematically explore the normative treatment of Black slavery by Second Scholastic thinkers, usually placing the problem within the broad discussion of moral conscience and, more narrowly, the nature and justice of trade and contracts, I propose two stations of research that may be helpful for future studies, especially in what concerns the study of Scholastic ideas in colonial Latin America. Beginning with the analysisof just titles for slavery and slavery trade proposed by Luis de Molina S.J., I (...) show how his accounts were critically reviewed by Diego de Avendaño S.J., revealing basic features of Second Scholastic normative thinking in Europe and the Americas. Normative knowledge provided by these two Scholastic intellectuals wouldbe deeply tested throughout the last decades of the 17th century, especially by authors who sharpened the systemic analysis and a rigorist moral assessment of every title of slavery and slaveholding, as well as the requirements of an ethics of restitution. (shrink)

Samyuktabhidharmahrdaya: Heart of Scholasticism with Miscellaneous Additions. Bart Dessein. Part 1, Introduction, Translation, lxxxv, 779 pp. Part 2, Notes 568 pp. Part 3, Indices, Concordance, Bibliography, Chinese Text, 583 pp. Buddhist Traditions Series 33-35, Motilal Banarsidass, Delhi 1999.

This article examines how Reformed scholasticism can be relevant for systematic theology today. ‘Reformed Scholasticism’ denotes the academic practice in which the doctrines of the Reformation are expounded, explained, and defended. It is primarily a method and attitude in search of the truth, based on a careful reading of Scripture, drawing on patristic and medieval traditions, and interacting with philosophy and other academic disciplines. In addition to these methodological features, important contributions on various doctrinal topics can be discovered. (...) The doctrine of God has a foundational role in the sense that God is the primary subject of the other topics. Reformed scholastic theology not only examines God’s inner essence, but also the concrete relation and operation of God toward his world. In a Trinitarian understanding of God’s essence, a distinction is maintained between God’s immanent relatedness as three divine Persons, and his outward relation to created reality. The doctrines of creation and providence gave occasion for Reformed scholastics to engage in debates with the emerging natural sciences, and also articulated important theological insights concerning the involvement of God in creaturely affairs. In Christology, the Reformed orthodox maintained the classic doctrine of the two natures of Jesus Christ, against Socinians and other opponents. These ontological statements are the necessary conditions for a proper understanding of the salvation by Christ. While the doctrinal positions of Reformed scholastic theology cannot be automatically transmitted to contemporary discussions, we can profit from this tradition on several levels of method and content. (shrink)

This chapter contains section titled: I Aristotle and Early Modern Philosophy II Medieval Thought in Early Modern Scholasticism III The Philosophical Textbook IV Conclusions.

This paper examines the shift from Scholasticism to Renaissance humanism by focussing on the Italian humanist, Gasparo Contarini (1483-1542). The politico-religious climate of 15th-16th century Italy represents the arena in which Contarini developed his philosophy. His studies at the University of Padova where Padovan Aristotelianism dominated reflected the basis of his intellectual formation. The Platonic revival of Renaissance Italy also made its way into Contarini’s humanist philosophy.

Abstract:The career of Gervase of Tilbury (c.1150–1220) opens a window into the complexity of the late twelfth-century intellectual world. Often dismissed as a mere compiler, Gervase was a scholastic thinker outside the schools who adapted complex theological arguments for an English prince, a Sicilian king, and a German emperor. His writing reveals the "portability" of scholastic thought. It also demonstrates how scholastic authors were molded by their experiences of royal courts. Gervase's time in the Norman Sicilian kingdom shaped his attitude (...) to political authority and his experience of royal hospitality allowed him to fashion a distinctive view of heavenly beatitude. (shrink)