In the years between 1000 and 1300, education in the Middle Ages was considered a “prize”. Specifically the skill of literacy, as it was vital towards finding a job. Also during this time were individuals seeking other individuals that had specific skills. This desire for men was what led to the inception of the first… Continue reading →

Within the realm of university learning there were certain ways in which the university employed logic and reason in the classroom. First and foremost, the learning and teaching process began with a reading for “lectio” of one of the many authoritative texts that the teachers had at their disposal. These authoritative texts were all agreed… Continue reading →

As scholasticism became more and more a focus in the medieval period, it began to tackle many Greek philosophers. Aristotle became very important because it was thought that “Aristotelian logic was the master tool for harmonizing authorities apparently in conflict,” (Madigan, 272) and this was very important for Christian scholar. As people began to be… Continue reading →

University scholastic employed rational thinking to analyze and resolve conflicting authorities from the decrees of councils and popes. Teachers operated their classes using a ‘reading-question-disputation’ format. They were operating under the presumption that logic was the necessary tool to master university curriculum, and that that, “the conflicts among the authorities were resolvable, by and large,… Continue reading →

Due to rising demand for literary ability, for professions such as banking, trade, and other bureaucratic positions, more individuals began seeking education. These kind of jobs required literacy, which was very uncommon amongst citizens during the eleventh century. Monks were taught at the monasteries to read, particularly biblical texts, and because literacy was being taught… Continue reading →