Ankstyvoji scholastika: ugdymo filosofijos metmenys

• Stančienė, Dalia Marija
• Žilionis, Juozas

LTMonografijoje atskleidžiamas ankstyvosios scholastikos filosofinių idėjų perimamumas bei scholastinio mokymo vaidmuo, ugdant lotyniškai mąstantį viduramžių intelektualą. Ankstyvosios scholastikos filosofija suskirstyta chronologiškai pagal ugdymo institucijų ir teologinių-filosofinių koncepcijų tipus. Monografija skiriama visiems studijuojantiems filosofiją, kultūros istoriją ir besidomintiems asmenybės dvasinio tobulėjimo procesu. [Anotacija knygoje]Reikšminiai žodžiai: Scholastika, dialektika, mistika, teologija, ugdymas; Scholasticism, Dialectics, Misticism, Theology, Education.

ENThe monograph "Early Scholasticism: A Sketch of an Educational Philosophy" analyzes early scholastic culture, its socio-political structure, the entrenchment of scholasticism in educational institutions and the rise of psychological introspection. The events of the 11th and 12th century greatly influenced the future development of Western Europe by their energetic socio-economical, political and cultural dynamism. The sciences and the arts of early scholasticism modified people's approach to the world by uniting the past with the present. Scholastic European culture based human life on the divine law. Following Christian tradition, thinkers re-examined human nature, natural law and moral precepts. The Church Fathers laid the foundations of the medieval schools and universities and encouraged the gothic style in architecture, sculpture, painting, and stained-glass. Gothic art masterpieces; they supported Christian morality, expressed the aesthetics of luminosity and stimulated the discussion concerning universals. This cultural formation of personal identity helped to interpret and to express European identity. In the first part of the monograph, medieval scholastic culture is analyzed. That culture inherited mentality, traditions, customs and ways of life from the Carolingian Empire. When the great imperial conquests came to an end and the empire started to disintegrate, the regime of seigniorage was gradually established in Western Europe. The development of agriculture strengthened the peasantry economically and brought about changes in rural life. The colonization of Eastern European countries by the Crusaders spread German juridical norms and new economical and cultural structures to that area. By promising proprietorship, the Church and secular rulers encouraged people to move to conquered countries in the East.During Investiture Crisis everything was done to remove the Church from Imperial control, from this position striving for political power, Church authorities began reforms in ecclesial institutions. The reforms introduced a new understanding of communal life, new economical, social and political relations and encouraged the growth of towns. From 11th century onward, the Church propagated the idea of sacred war against an expanding and eulogized knights as God's warriors. Wars invigorated trade and crafts and, consequently, the growth of towns in Western Europe. The development of urban culture created favourable social environment for the arts and sciences. The number of intellectuals increased. The Church was especially interested in the educational functions of religious arts. Their main purpose was to direct all human thoughts and sensations towards salvation and to the beatific vision as the final end of life. In the 12th century, the Holy See significantly encouraged the establishment of cathedral, monastic, and church schools for the education of priests as well as laymen. Those schools became the centers of intellectual life. The scholastic way of thinking generated the symbolical and allegorical Weltanschauung characteristic of the Medieval Ages and prepared for the Renaissance by cultivating a mentality oriented towards psychological introspection. In the second part of the monograph, the art of dialectics is analyzed. This art has its beginnings in early scholastic culture, especially in the school of Bee. It had become popular because of deep changes in social life caused by the new approach to the traditional system of inequality and privileges. These changes increased the social demand for educated men. Underlying the importance of dialectics, educational institutions modified the programs of the triviutn and quadrivium.Therefore dialectics was gradually established in the cathedral as well as in the urban schools. It appeared as the first philosophical discipline with relative independence from theology. It was based on Boethius's logical treatises and commentaries as well as on Latin translations of Aristotle's Categories. Dialectics was also useful for jurisprudence. Theologians accepted it as a method for the grammatical, logical, and semantic analyses of Holy Writ. The development of dialectics was significantly boosted the Monastery School of Bee in Normandy, newly instituted in 1035 by knight Bec-Hellouin (994-1078). The school flourished, in particular under the headship of Lanfranc of Pavia (1005/10-1089) who had taken up a key positions in 1045. The arts of rhetoric, grammar and dialectics based on the ideas of Aristotle and Boethius were studied there in association with divinity studies. Soon the school had become famous. In 1059, Anselm of Canterbury (1033-1109) joined it as a disciple of Lanfranc. Later he was to become famous as the leading metaphysician of 11th century and was nicknamed the Father of Scholasticism and the Second Augustine. His important treatises: De grammatico, Monologion, Proslogion, De verdate, De libertate arbitrii, De casu diaboli, were written during his work at the Monastery School of Bee. The treatise on the elements of semantic logic, De grammatico, was the main didactic means of intellectual training in the early medieval schools. In it, Anselm applied Aristotle's Categories and Priscian's Grammar to the analysis of the term grammaticus. He indicated and explicated its double - substantival and adjectival - function and discovered the semantic gap between accidental terms and their properties. Scholastic semantics based the concept of meaning on the analysis of names and terms not taking into account the meaning of propositions. [...]. [From the publication]