Scholasticism

upright=1.2|right|thumb|14th-century image of a university lecture

thumb|Painting of Saint Thomas Aquinas, after whom Thomism is named

philosophical argument for the existence of God

theological treatise by Thomas Aquinas

thumb|Averroes depicted in a painting by Italian artist [[Andrea di Bonaiuto. Florence, 14th century.]] Averroism, also known as Rushdism, was a school of medieval philosophy based on the application of the works of 12th-century Andalusian philosopher Averroes, (Ibn Rushd in Arabic; 1126–1198) a commentator on Aristotle, in 13th-century Latin Christian scholasticism and Islamic Golden Age.

a family of paradoxes that arise with some understandings of the term omnipotent

thumb|Le grand docteur sophiste, 1886 illustration of Gargantua by [[Albert Robida, expressing mockery of his casuist education]]

English Franciscan theologian and philosopher (c.1185-1245)

cultural movement

11th/12th century centre of French scholarship

Doxa (; from verb ) is a common belief or popular opinion. In classical rhetoric, doxa is contrasted with episteme ('knowledge').

thumb|alt= .|Blessed John Duns Scotus (c.1265-1308), the [[eponym of Scotism.]]

encyclical by Leo XIII

major work by Thomas Aquinas

In scholastic philosophy, "quiddity" (; Latin: quidditas) was another term for the essence of an object, literally its "whatness" or "what it is".

The Proslogion () is a prayer (or meditation) written by the medieval cleric Saint Anselm of Canterbury between 1077 and 1078. In each chapter, Anselm juxtaposes contrasting attributes of God to resolve apparent contradictions in Christian theology. This meditation is considered the first-known philosophical formulation that sets out an ontological argument for the existence of God.

essay by Anselm of Canterbury

view that Christian revelation and Aristotelian philosophy, as separate sources of knowledge, might arrive at contradictory truths, each in their own spheres, without detriment to either

The Sentences (. ) is a compendium of Christian theology written by Peter Lombard around 1150. It was the most important religious textbook of the Middle Ages.

school

group of humans

class of entities divided into subordinate species (logic)

thumb|William of Ockham, the [[eponym of Occamism.]]

In scholastic moral philosophy, synderesis () or synteresis is habitual knowledge of the universal practical principles of moral action. The reasoning process in the field of speculative science presupposes certain fundamental axioms on which all science rests. Such are the principle of contradiction, "a thing cannot be and not be at the same time," and self-evident truths like "the whole is greater than its part". These are the first principles of the speculative intellect. In the field of moral conduct there are similar first principles of action, such as: "evil must be avoided, good done";

era in the history of Lutheranism (1580–1730)

reductio ad absurdum of angelology; idiom for wasting time debating pointless issues

medieval philosophical and theological text of uncertain authorship; consists of 24 responses of 24 many philosophers attending a fictional gathering, attempting to answer the question, “what is God?”

textbook on logic (1323) by William of Ockham

work by Thomas Aquinas

theological work by Francesc Eiximenis

era in the history of Calvinism

Aristotelian definition of humanity

academic theology practiced by Protestant theologians using the scholastic method during the era of Calvinist and Lutheran orthodoxy from the 16th to 18th centuries

The Conimbricenses are an important collection of Jesuit commentaries on Aristotle compiled at University of Coimbra in Coimbra, Portugal.

period of revival of scholasticism in the 16th and 17th centuries

work by Thomas Aquinas

During the Middle Ages, quodlibeta were public disputations in which scholars debated questions "about anything" (de quolibet) posed by the audience. The practice originated in the theological faculty of the University of Paris around 1230. Classes were suspended just before Christmas and Easter holidays so that the masters could hold public sessions taking questions from the audience. After 1270, the practice spread beyond Paris, but elsewhere was usually associated with the studia (schools) of the mendicant orders. The first to introduce the quodlibeta to an institution outside of Paris was