Scholasticism 1

S CHOLA S T I C I S M
REPORTERS
LENNY JOY E. SARDIDO

RHONA MAE B. AUBREY O.
JORDICO
NAVARRO
DEFINITION
PROPONEN PRINCIPLE
T BELIEFS
AIM OF EDUCATION
CURRICULUM
METHODS OF
TEACHING
ROLE OF A TEACHER
ROLE OF A STUDENT
WHY SCHOOL EXIST
DEFINITION
From Latin word “scholasticus” and Greek
word “scholastikos means devoting one’s
leisure to learning or scholar.
Scholasticism is a tool and method for learning which places

emphasis on dialectical reasoning (the exchange of argument, or
thesis, and counter argument, or antithesis, in pursuit of a
conclusion, or synthesis), directed at answering questions or
resolving contradictions.
DEFINITION
PROPONEN PRINCIPLE
T BELIEFS
AIM OF EDUCATION
CURRICULUM
METHODS OF
TEACHING
ROLE OF A TEACHER
ROLE OF A STUDENT
WHY SCHOOL EXIST
PRINCIPLE
The fundamental principles of the scholastic philosophy were the ordering and
conciliation of the great transcendental questions inherited from Greco-Roman
antiquity,
Thus, scholasticism cultivated the Aristotelian syllogism, among other ideas

always derived from inherited texts. Empiricism, direct exploration with
reality, were not favorable aspects in his philosophy.
PROPONENTS
BELIEFS
Scholasticism is not a philosophy or a theology,

but rather a way of teaching and
learning. Scholasticism emphasizes the use of
dialectic. The main purpose of dialectic is to find
an answer to a question, or to show that a
contradiction can be resolved.
AIMS OF EDUCATION
 Intellectual Discipline
aim of scholasticism is essentially discipline, it supports
the doctrine of the church by rational argument.
 Faith by Reason
It is attempted to give supporting authority to the
intellect, to justify faith by reason and substantiate
theology by logic.
CURRICULUM
 Include the humanities, math, and foreign
languages (primarily Greek and Latin). The
humanities allow students to understand the logic
and thinking of great minds, math demonstrates
unchanging truths, and foreign languages
provides rigors training for the mind. The mind is a
muscle that must be strengthened through
examining the works of other men.
METHODS OF
TEACHING
 The lectio was a simple reading of a text by a teacher
who would expound on certain words or ideas, but no
questions were allowed.
 The disputatio was at the heart of the scholastic

method.
There were two types of disputatio:
 First is "ordinary," in which the question to be disputed

was announced beforehand.
METHODS OF
TEACHING
 The second was the quodlibetal in which the students
would propose a question to the teacher without any prior
preparation, and the teacher would respond, citing
authoritative texts such as the Bible to prove his position.
Students would then rebut the response and the debate
would continue back and forth. During the exercise notes
would be taken, and the teacher would then summarize
the arguments from the notes and present his final
position the next day, answering all the rebuttals.
ROLE OF A TEACHER
 Is to help rational students develop their reasoning, will
power, and memory. The teacher is the center of the education
process and works with students to transfer information. The
subject matter takes precedent over the students’ interest.
 With its religious roots, Neo-Scholasticism see the teacher as

a spiritual leader. This involves discipleship and even discipline
at times. Only through this process can the student acquiring
understanding of the unalterable truths of the world.
ROLE OF A STUDENT
 Taught to defend views that they did not themselves hold in
disputations.
WHY SCHOOL
EXIST?
 In early Christian schools, especially after the beginning of the
sixth century, it was customary to call the head of the school
magister scholae, capiscola, or scholasticus. With
time, scholasticus became the title for the head of a school.
The curriculum of the early Christian schools was the study of
the seven liberal arts, including dialectic, the only branch of
philosophy under systematic study at that time. Dialectic,
which was usually taught by the scholasticus, became the
prevailing method and system of philosophy throughout the
Middle Ages.
WHY SCHOOL
EXIST?
 As a result, the name "Scholastic" came to be associated with
the dialectical teaching of the masters of the schools. At the
height of Scholastic philosophy, during the thirteenth century,
the curriculum of seven liberal arts had been replaced with
the studia generalia, or universities, but the philosophers of
the thirteenth century were known as "Scholastics," a
designation which continued until the end of the medieval
period. A philosopher or theologian who adopts the method or
the system of the medieval Scholastics is said to be a
Scholastic.

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S CHOLA S T I C I S M

LENNY JOY E. SARDIDO

Scholasticism is a tool and method for learning which places

Thus, scholasticism cultivated the Aristotelian syllogism, among other ideas

Scholasticism is not a philosophy or a theology,

 The disputatio was at the heart of the scholastic

 First is "ordinary," in which the question to be disputed

 With its religious roots, Neo-Scholasticism see the teacher as

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