Nature and significance
Scholasticism is so much a many-sided phenomenon that, in spite of intensive research, scholars still differ considerably in their definition of the term and in the emphases that they place on individual aspects of the phenomenon. Some historians, seeming almost to capitulate to the complexity of the subject, confine themselves to the general point that Scholasticism can only be defined denotatively as that kind of philosophy that during the European Middle Ages was taught in the Christian schools. The question of its connotation, however, remains, namely, What kind of philosophy was it?
The answer that Scholasticism was “school” philosophy and, in fact, “Christian” school philosophy can be understood only by examining the historical exigencies that created the need for schools. The search thus leads the inquirer back to the transition from antiquity to the Middle Ages—a point which, according to Hegel, was marked by the symbolic date 529 ce, when a decree of the Christian emperor Justinian closed the PlatonicAcademy in Athens and sealed “the downfall of the physical establishments of pagan philosophy.” In the same year, however, still another event occurred, which points much less to the past than to the coming age and, especially, to the rise of Scholasticism, namely, the foundation of Monte Cassino, the first Benedictine abbey, above one of the highways of the great folk migrations. This highly symbolic fact not only suggests the initial shift of the scene of the intellectual life from places like the Academy to the cloisters of Christian monasteries but also marks even more a change in the dramatis personae. New nations were about to overrun the Roman Empire and its Hellenisticculture with long-range effects: when, centuries later, for example, one of the great Scholastics, St. Thomas Aquinas, was born, though he was rightly a southern Italian, his mother was of Norman stock, and his Sicilian birthplace was under central European (Hohenstaufen) control.
It was a decisive and astonishing fact that the so-called barbarian peoples who penetrated from the north into the ancient world often became Christians and set out to master the body of tradition that they found, including the rich harvest of patristic theology as well as the philosophical ideas of the Greeks and the political wisdom of the Romans. This learning could be accomplished only in the conquered empire’s language (i.e., in Latin), which therefore had to be learned first. In fact, the incorporation of both a foreign vocabulary and a different mode of thinking and the assimilation of a tremendous amount of predeveloped thought was the chief problem that confronted medieval philosophy at its beginnings. And it is only in the light of this fact that one of the decisive traits of medieval Scholasticism becomes understandable: Scholasticism above all was an unprecedented process of learning, literally a vast “scholastic” enterprise that continued for several centuries. Since the existing material had to be ordered and made accessible to learning and teaching, the very prosaic labour and “schoolwork” of organizing, sorting, and classifying materials inevitably acquired an unprecedented importance. Consequently, the writings of medieval Scholasticism quite naturally lack the magic of personal immediacy, for schoolbooks leave little room for originality. It is therefore misleading, though understandable, that certain polemicists have wrongly characterized Scholasticism as involving no more than the use of special didactic methods or a narrow adherence to traditional teachings.
First of all, if the major historical task of that epoch was really to learn, to acquire, and to preserve the riches of tradition, a certain degree of “scholasticity” was not only inevitable but essential. It is not at all certain that today’s historians would have direct intellectual access to Plato, Aristotle, and St. Augustine had the Scholastics not done their patient spadework. Besides, the progress from the stage of mere collection of given sentences and their interpretation (expositio, catena, lectio), to the systematic discussion of texts and problems (quaestio, disputatio), and finally to the grand attempts to give a comprehensive view of the whole of attainable truth (summa) was necessarily at the same time a clear progression toward intellectual autonomy and independence, which in order to culminate, as it did in the 13th century, in the great works of Scholasticism’s Golden Age, required in addition the powers of genius, of philosophers like St. Albertus Magnus and Aquinas.
On the other hand, the moment had to come when the prevalent preoccupation with existing knowledge would give way to new questions, which demanded consideration and answers that could emerge only from direct experience. By the later Middle Ages, procedures for exploiting and discussing antecedent stocks of insight had been largely institutionalized, and it was an obvious temptation to perpetuate the dominion of those procedures—which could lead only to total sterility. It is widely agreed that this is almost exactly what did happen in the 14th century in what is called the “decline” and disintegration of Scholasticism.
History and issues
Roots of Scholasticism
From the beginning of medieval Scholasticism the natural aim of all philosophical endeavour to achieve the “whole of attainable truth” was clearly meant to include also the teachings of Christian faith, an inclusion which, in the very concept of Scholasticism, was perhaps its most characteristic and distinguishing element. Although the idea of including faith was expressed already by Augustine and the early Church Fathers, the principle was explicitly formulated by the pivotal early 6th-century scholar Boethius. Born in Rome and educated in Athens, Boethius was one of the great mediators and translators, living on the narrow no-man’s-land that divided the epochs. His famous book, De consolatione philosophiae (The Consolation of Philosophy), was written while he, indicted for treachery and imprisoned by King Theodoric the Goth, awaited his own execution. It is true that the book is said to be, aside from the Bible, one of the most translated, most commented upon, and most printed books in world history; and that Boethius made (unfinished) plans to translate and to comment upon, as he said, “every book of Aristotle and all the dialogues of Plato.” But the epithet that he won as “one of the founders of Scholasticism” refers to quite another side of his work. Strictly speaking, it refers to the last sentence of a very short tractate on the Trinity, which reads, “As far as you are able, join faith to reason”—an injunction which in fact was to become, for centuries, the formal foundation of Scholasticism. Instead of “faith,” such concepts as revelation, authority, or tradition could be (and, indeed, have been) cited; and “reason,” though unambiguously meant to designate the natural powers of human cognition, could also be granted (and, in fact, has been granted) very different meanings. In any case, the connection between faith and reason postulated in this principle was from the beginning and by its very nature a highly explosive compound.
Boethius himself already carried out his program in a rather extraordinary way: though his Opuscula sacra (Sacred Works) dealt almost exclusively with theological subjects, there was not a single Bible quotation in them: logic and analysis was all.
Though called the “first Scholastic,” Boethius was at the same time destined to be for almost a millennium the last layman in the field of European philosophy. His friend Cassiodorus, author of the Institutiones—an unoriginal catalog of definitions and subdivisions, which (in spite of their dryness) became a source book and mine of information for the following centuries—who, like Boethius, occupied a position of high influence at the court of Theodoric and was also deeply concerned with the preservation of the intellectual heritage, decided in his later years to quit his political career and to live with his enormous library in a monastery. This fact again is highly characteristic of the development of medieval Scholasticism: intellectual life needs not only teachers and students and not only a stock of knowledge to be handed down; there is also needed a certain guaranteed free area within human society as well, a kind of sheltered enclosure, within which the concern for “nothing but truth” can exist and unfold. The Platonic Academy, as well as (for a limited time) the court of Theodoric, had been enclosures of this kind; but in the politically unsettled epoch to come “no plant would thrive except one that germinated and grew in the cloister.”
The principle of the conjunction of faith and reason, which Boethius had proclaimed, and the way in which he himself carried it out were both based on a profound and explicit confidence in human intellectual capacity—a confidence that could possibly lead one day to the rationalistic conviction that there cannot be anything that exceeds the power of human reason to comprehend, not even the mysteries of divine revelation. To be sure, the great thinkers of Scholasticism, in spite of their emphatic affirmation of faith and reason, consistently rejected any such rationalistic claim. But it must nonetheless be admitted that Scholasticism on the whole, and by virtue of its basic approach, contained within itself the danger of an overestimation of rationality, which recurrently emerged throughout its history.
On the other hand, there had been built in, from the beginning, a corrective and warning, which in fact kept the internal peril of rationalism within bounds, namely, the corrective exercised by the “negative theology” of the so-called Pseudo-Dionysius, around whose writings revolved some of the strangest events in the history of Western culture. The true name of this protagonist is, in spite of intensive research, unknown. Probably it will remain forever an enigma why the author of several Greek writings—among them Peri theion onomaton (On the Divine Names), Peri tes ouranias hierarchias (On the Celestial Hierarchy), and Peri mustikes theologias (On Mystical Theology)—called himself “Dionysius the Presbyter” and, to say the least, suggested that he was actually Denis the Areopagite, a disciple of St. Paul the Apostle (Acts of the Apostles). In reality, almost all historians agree that Pseudo-Dionysius, as he came to be called, was probably a Syrian Neoplatonist, a contemporary of Boethius. Whatever the truth of the matter may be, his writings exerted an inestimable influence for more than 1,000 years by virtue of the somewhat surreptitious quasi-canonical authority of their author, whose books were venerated, as has been said, “almost like the Bible itself.” A 7th-century Greek theologian, St. Maximus the Confessor, wrote the first commentaries on these writings, which were followed over the centuries by a long succession of commentators, among them Albertus Magnus and Aquinas. The main fact is that the unparalleled influence of the Areopagite writings preserved in the Latin West an idea, which otherwise could have been repressed and lost (since it cannot easily be coordinated with rationality)—that of a negative theology or philosophy that could act as a counter-poise against rationalism. It could be called an Eastern idea present and effective in the Occident. But after the Great Schism (1054), which erected a wall between East and West that lasted for centuries, Denis the Areopagite, having become himself (through translations and commentaries) a Westerner “by adoption,” was the only one among all of the important Greco-Byzantine thinkers who penetrated into the schools of Western Christendom. Thus, negative theology was brought to medieval Scholasticism, as it were, through the back door.
The most important book of Denis, which dealt with the names that can be applied to God, exemplified his negative theology. It maintained first of all the decidedly biblical thesis that no appropriate name can be given to God at all unless he himself reveals it. But then Denis showed that even the revealed names, since they must be comprehensible to humans’ finite understanding, cannot possibly reach or express the nature of God; and that in consequence, every affirmative statement about God requires at once the corrective of the coordinate negation. The theologian cannot even call God “real” or “being,” because he derives these concepts from the things to which God has given reality; and the Creator cannot possibly be of the same nature as that which he has created. Thus, On Mystical Theology concluded by finally relativizing also the negations, because God surpasses anything that humans may possibly say of him, whether it be affirmative or negative.
Scholasticism certainly could have learned all of this also from Augustine, who repeatedly warned that “Whatever you understand cannot be God.” But probably an authority of even greater weight than Augustine was needed to counteract a reason that was tending to overrate its own powers; and this authority was attributed, although falsely, to the works of Denis the Areopagite. This impact could, of course, not be restricted to the idea of God; it necessarily concerned and changed humanity’s whole conception of the world and of existence. The influence of Denis is reflected in the noteworthy fact that Aquinas, for instance, not only employed more than 1,700 quotations from Denis the Areopagite but also appealed almost regularly to his work whenever he spoke, as he often did (and in astonishingly strong terms), of the inexhaustible mystery of being. Aquinas, however, who also wrote a remarkable commentary on Denis’s book On the Divine Names, is mentioned here only as an example, albeit a most telling example.
At the very end of the medieval era of Scholasticism, the Areopagite emerged once more in the work of a 15th-century cardinal, Nicholas of Cusa, also known as a mathematician and advocate of experimental knowledge, in whose library there are preserved several translations of the Areopagite writings—replete, moreover, with marginal notes in Nicholas’s handwriting. But even without this concrete evidence, it would be quite plain that his doctrine of “knowing nonknowing” is closely linked to the Areopagite’s conviction that all of reality is unfathomable.
The translation into Latin of the Corpus Areopagiticum, which was made in the 9th century—i.e., some 400 years after the death of its author—by John Scotus Erigena, is itself worthy of mention, especially because the translator was one of the most remarkable figures of early medieval philosophy. After generations of brave and efficient collectors, organizers, and schoolmasters had come and gone, Erigena, in his De divisione natura (On the Division of Nature), developed the Dionysian Neoplatonism on his own and tried to construct a systematic conception of the universe, a more or less pantheistic worldview, which (as Étienne Gilson says) for a moment offered the Latin West the opportunity—or the temptation—to choose the way of the East once and for all. The church, though not until centuries later, condemned the book, apparently convinced that any counterpoise to its own position could become dangerous in itself.
Early Scholastic period
If there was any philosophical-theological thinker of importance during the Middle Ages who remained untouched by the spirit of the Areopagite, it was the 11th-century Benedictine St. Anselm of Canterbury, a highly cultivated Franco-Italian theologian who for years was prior and abbot of the abbey Le Bec in Normandy and then became, somewhat violently, the archbishop of Canterbury. In Anselm’s entire work there is not a single quotation from Denis; not even the name is mentioned. Consequently, Anselm’s thinking, thus freed from the corrective embodied in the Areopagite’s negative theology, displayed a practically unlimited confidence in the power of human reason to illuminate even the mysteries of Christian faith; he thus frequently approached a kind of rationalism, which did not shrink from the attempt to demonstrate, on compelling rational grounds, that salvation (for example) through God incarnate was philosophically necessary. To be sure, a theologian such as Anselm certainly would never have subscribed to the extreme thesis that nothing exists that is beyond the power of human reason to comprehend: the two famous phrases, coined by him and expressing again, in a grandiose formulation, the principle of Boethius, “faith seeking to be understood” and “I believe in order to understand,” clearly proclaim his faith in the mysteries of revelation as comprising the very basis of all reasoning. Nevertheless, in the case of Anselm, the very peculiar conjunction of faith and reason was accomplished not so much through any clear intellectual coordination as through the religious energy and saintliness of an unusual personality. It was accomplished, so to speak, rather as an act of violence, which could not possibly last. The conjunction was bound to break up, with the emphasis falling either on some kind of rationalism or on a hazardous irrationalization of faith.
That this split did actually happen can be read to some extent in the fate of the “Anselmic argument,” which Immanuel Kant, 700 years later, was to reject as the “ontological proof of God”—connecting it, however, not with the name of Anselm but with that of Descartes, the earliest modern philosopher. It is, in fact, significant that Descartes, in his proof of the existence of God, imagined that he was saying the same thing as Anselm, and that, on the other hand, Anselm would scarcely have recognized his own argument had he encountered it in the context of Descartes’s Discours de la méthode (1637; Discourse on Method), which claims to be “pure” philosophy based upon an explicit severance from the concept of God held by faith. But given Anselm’s merely theoretical starting point, that severance was not merely to be expected; it was almost inevitable.
But, also within the framework of medieval Scholasticism, a dispute was always brewing between the dialecticians, who emphasized or overemphasized reason, and those who stressed the suprarational purity of faith. Berengar of Tours, an 11th-century logician, metaphysician, and theologian, who was fond of surprising formulations, maintained the preeminence of thinking over any authority, holding in particular that the real presence of Christ in the Eucharist was logically impossible. His contemporary the Italian hermit-monk and cardinal St. Peter Damian, however—who was apparently the first to use the ill-famed characterization of philosophy as the “handmaid of theology”—replied that, if God’s omnipotence acts against the principle of contradiction (according to which it is impossible for a proposition to be both true and false), then so much the worse for the science of logic. Quite analogous to the foregoing controversy, though conducted on a much higher intellectual level, was the bitter fight that broke out almost one century later between a Cistercian reformer, St. Bernard of Clairvaux, and a logician and theologian, Peter Abelard. Bernard, a vigorous and ambivalent personality, was in the first place a man of religious practice and mystical contemplation, who, at the end of his dramatic life, characterized his odyssey as that of anima quaerens Verbum, “a soul in search of the Word.” Although he by no means rejected philosophy on principle, he looked with deep suspicion upon the primarily logical approach to theology espoused by Abelard. “This man,” said Bernard, “presumes to be able to comprehend by human reason the entirety of God.”
Logic was at that time, as a matter of fact, the main battleground of all Scholastic disputations. “Of all philosophy, logic most appealed to me,” said Abelard, who by “logic” understood primarily a discipline not unlike certain 20th-century approaches, the “critical analysis of thought on the basis of linguistic expression.” From this viewpoint (of linguistic logic), Abelard also discussed with penetrating sharpness the so-called “problem of universals,” which asks, Is there an “outside” and objective reality standing, for example, not only for the name “Socrates” but also for such common names as “human,” “canine,” and the like? Or do common concepts (“universals”) possess only the reality of subjective thought or perhaps merely that of the sound of the word? As is well known, it has been asserted that this was the principal, or even the only, subject of concern in medieval Scholasticism—a charge that is misleading, although the problem did greatly occupy philosophers from the time of Boethius. Their main concern from the beginning was the whole of reality and existence.
The advance of medieval thought to a highly creative level was foreshadowed, in those very same years before Abelard died, by Hugh of Saint-Victor (an Augustinian monk of German descent), when he wrote De sacramentis Christianae fidei (On the Sacraments of the Christian Faith), the first book in the Middle Ages that could rightly be called a summa; in its introduction, in fact, the term itself is used as meaning a comprehensive view of all that exists (brevis quaedam summa omnium). To be sure, its author stands wholly in the tradition of Augustine and the Areopagite; yet he is also the first medieval theologian who proclaims an explicit openness toward the natural world. Knowledge of reality is, in his understanding, the prerequisite for contemplation; each of the seven liberal arts aims “to restore God’s image in us.” “Learn everything,” he urged; “later you will see that nothing is superfluous.”
It was on this basis that the university—which was not the least of the achievements of medieval Scholasticism—was to take shape. And it was the University of Paris, in particular, that for some centuries was to be the most representative university of the West. Though there are usually a variety of reasons and causes for such a development, in this case the importance of the university—unlike that of Bologna and also of Oxford—lay mainly in the fact that it was founded in the most radical way upon those branches of knowledge that are “universal” by their very nature: upon theology and philosophy. It is thus remarkable, though not altogether surprising, that there seems to have existed not a single summa of the Middle Ages that did not, in some way or other, derive from the University of Paris.
Strangely enough, the classical theological-philosophical textbook used in the following centuries at the universities of the West was not the first summa, composed by Hugh of Saint-Victor, but was instead a work by Peter Lombard, a theologian who probably attended Abelard’s lectures and who became magister at the cathedral school of Notre-Dame and, two decades later, bishop of Paris. Lombard’s famous Sententiarum libri iv (Four Books of Sentences)—which, though written one or two decades later than Hugh’s summa, belonged to an earlier historical species—contained about 1,000 texts from the works of Augustine, which constitute nearly four-fifths of the whole. Much more important than the book itself, however, were the nearly 250 commentaries on it, by which—into the 16th century—every master of theology had to begin his career as a teacher. In view of this wide usage, it is not astonishing that Lombard’s book underwent some transformations, at the hands, for instance, of its most ingenious commentator, Aquinas, but also (and even more so) at the hands of John Duns Scotus in his Opus Oxoniense, which, in spite of being a work of extremely personal cast, was outwardly framed as a commentary on the “Master of Sentences.”
Maturity of Scholasticism
Clearly, the worldview of Western Christendom, on the whole Augustinian and Platonic in inspiration and founded upon Lombard’s “Augustine breviary,” was beginning to be rounded out into a system and to be institutionalized in the universities. At the very moment of its consolidation, however, an upheaval was brewing that would shake this novel conception to its foundations: the main works of Aristotle, hitherto unknown in the West, were being translated into Latin—among them his Ta meta ta physika (Metaphysics), the Physike (Physics), the Ethika Nikomacheia (Nichomachean Ethics), and Peri psyches, best known by its Latin title De Anima (On the Soul). These writings were not merely an addition of something new to the existing stock; they involved an enormous challenge. Suddenly, a new, rounded, coherent view of the world was pitted against another more-or-less coherent traditional view; and because this challenge bore the name of Aristotle, it could not possibly be ignored, for Aristotle’s books on logic, translated and equipped with commentaries by Boethius, had for centuries been accepted as one of the foundations of all culture. During the lifetime of Abelard the full challenge of the Aristotelian work had not yet been presented, though it had been developing quietly along several paths, some of which were indeed rather fantastic. For instance, most of the medieval Latin translations of Aristotle stem not from the original Greek but from earlier Arabic translations.
Within the Western Christendom of the 2nd millennium, a wholly new readiness to open the mind to the concrete reality of the world had arisen, a view of the universe and life that resembled the Aristotelian viewpoint. The tremendous eagerness with which this new philosophy was embraced was balanced, however, by a deep concern lest the continuity of tradition and the totality of truth be shattered by the violence of its assimilation. And this danger was enhanced by the fact that Aristotle’s works did not come alone; they came, in fact, accompanied by the work of Arabic commentators and their heterodox interpretations.
The most influential Arabic commentators were an 11th-century polymath, Avicenna, a Persian by birth, and a 12th-century philosopher, Averroës, born in Spain. Avicenna, personal physician to sovereigns but also a philosopher and theologian, read—according to his own account—Aristotle’s Metaphysics 40 times without understanding it, until he learned the text by heart. The English historian of philosophy F.C. Copleston called him “the real creator of a Scholastic system in the Islamic world.” In the view of Averroës, who was not only a philosopher but also a jurist and a doctor, Aristotle’s philosophy represented simply the perfection of human knowledge; and to the West, he himself was to become the preeminent commentator. A third great commentator was a 12th-century orthodox Jewish philosopher, Moses Maimonides, also born in Spain, who wrote his main works in Arabic. Maimonides was at the same time a vigorous adherent of the Aristotelian worldview and was thus confronted by the same unending task that preoccupied the great teachers of medieval Christendom. At first sight it appears strange that none of these three thinkers had any appreciable influence within his own world (neither Islam nor Judaism knew of any such thing as a “discovery” of Aristotle), whereas on almost every page of the 13th-century Christian summae the names of Avicenna, Averroës, and Maimonides are found.
The first theologian of the Middle Ages who boldly accepted the challenge of the new Aristotelianism was Albertus Magnus, an encyclopedic scholar. Although he knew no Greek, he conceived a plan of making accessible to the Latin West the complete works of Aristotle by way of commentaries and paraphrases; and, unlike Boethius, he did carry out this resolve. He also penetrated and commented upon the works of the Areopagite; he was likewise acquainted with those of the Arabs, especially Avicenna; and he knew Augustine. Nevertheless, he was by no means primarily a person of bookish scholarship; his strongest point, in fact, was the direct observation of nature and experimentation. After having taught for some years at the University of Paris, he traveled, as a Dominican superior, through almost all of Europe. Not only was he continually asking questions of fishermen, hunters, beekeepers, and birdcatchers, but he himself also bent his sight to the things of the visible world. But amid the most palpable descriptions of bees, spiders, and apples, recorded in two voluminous books on plants and animals, Albertus formulated completely new, and even revolutionary, methodological principles—for instance, “There can be no philosophy about concrete things,” or, “in such matters only experience can provide certainty.”
With Albertus, the problem of the conjunction of faith and reason had suddenly become much more difficult, because reason itself had acquired a somewhat new meaning. “Reason” implied, in his view, not only the capacity for formally correct thinking, for finding adequate creatural analogies to the truths of revelation, but also, above all, the capacity to grasp the reality that humans encounter. Henceforth, the Boethian principle of “joining faith with reason” would entail the never-ending task of bringing belief into a meaningful coordination with the incessantly multiplying stock of natural knowledge, both of humans and of the universe. Since Albertus’s nature, however, was given more to conquest than to the establishment of order, the business of integrating all of these new and naturally divergent elements into a somewhat consistent intellectual structure waited for another, his pupil Thomas Aquinas.
To epitomize the intellectual task that Aquinas set for himself, the image of Odysseus’s bow, which was so difficult to bend that an almost superhuman strength was needed, is fitting. As a young student at the University of Naples, Aquinas had encountered in the purest possible form both extremes, which, though they seemed inevitably to be pulling away from one another, it was nevertheless his life’s task to join: one of these extremes was the dynamic, voluntary poverty movement whose key word was “the Bible”; and the second phenomenon was the Aristotelian writings and outlook, which at that time could have been encountered nowhere else in so intensive a form. And “Aristotle” meant to Aquinas not so much an individual author as a specific worldview, namely, the affirmation of natural reality as a whole, including the bodies and natural cognitive powers of human beings. To be sure, the resulting Summa theologiae (1265 or 1266–73), which Aquinas himself chose to leave incomplete, was a magnificent intellectual structure; but it was never intended to be a closed system of definitive knowledge. Aquinas could no longer possess the magnificent naiveté of Boethius, who had considered it possible to discuss the Trinitarian God without resorting to the Bible, nor could he share Anselm’s conviction that Christian faith so completely concurred with natural reason that it could be proved on compelling rational grounds.
In the meantime, the poles of the controversy—the biblical impulses, on the one hand, and the philosophical and secular ones, on the other—had begun to move vigorously apart, and partisans moving in both directions found some encouragement in Aquinas himself. But in his later years he realized that the essential compatibility as well as the relative autonomy of these polar positions and the necessity for their conjunction had to be clarified anew by going back to a deeper root of both; that is, to a more consistent understanding of the concepts of creation and createdness. At Paris, he had to defend his own idea of “a theologically based worldliness and a theology open to the world” not only against the secularistic “philosophism” of Siger de Brabant, a stormy member of the faculty of arts, and against an aggressive group of heterodox Aristotelians around him, but also (and even more) against the traditional (Augustinian) objection that by advocating the rights of all natural things Aquinas would encroach upon the rights of God, and that, besides, the theologian needs to know only that part of creation that is pertinent to his theological subject. The latter idea was supported also by the Italian mystical theologian St. Bonaventure, who, in his earlier days as a colleague of Aquinas at the university, had likewise been enamoured of Aristotle but later, alarmed by the secularism that was growing in the midst of Christendom, became more mistrustful of the capacities of natural reason.
Aquinas answered this objection in somewhat the following way: the benefit that the theologian may derive from an investigation of natural reality cannot be determined in advance, but, in general, faith presupposes and therefore needs natural knowledge of the world; at times, an error concerning the creation leads people astray also from the truth of faith. This may sound like an optimistic rationalism, but the corrective of negative theology and philosophy was also present in the mind of Aquinas. Not only, as he argued in his treatise on God, do humans not know what God is; they do not know the essences of things either.
Late Scholastic period
Aquinas did not succeed in bridging the faith-reason gulf. When he left Paris (1272) and after his death (1274), the gulf became much more radical. Indeed, on March 7, 1277, the Archbishop of Paris formally condemned a list of sentences, some of them close to what Aquinas himself had allegedly or really taught. This ecclesiastical act, questionable though it may have been in its methods and personal motivations, was not only understandable but unavoidable, since it was directed against what, after all, amounted in principle to an antitheological, rationalistic secularism. Quite another matter, however, were the factual effects of the edict, which were rather disastrous. Above all, two of the effects were pernicious: instead of free disputes among individuals, organized blocks (or “schools”) now began to form; and the cooperative dialogue between theology and philosophy turned into mutual indifference or distrust. Nonetheless, the basic principle itself (“join faith with reason”) had not yet been explicitly repudiated. This was to happen in the next generation.
The negative element, as formulated in the theology of the Areopagite, proved to be insufficient as a corrective to counter the overemphasis of reason, for reason seemed to imply the idea of necessity; Anselm’s asserted “compelling grounds” for revealed truths, for example, were akin to such a necessitarianism. A second corrective was therefore demanded, and this took the name of “freedom”—which indeed was the battle cry of Duns Scotus. Scotus used the term primarily with reference to God; consequently, since redemption, grace, and salvation as well as all of creation were the work of God’s groundless, absolute freedom, there could be no “necessary reasons,” if indeed any reasons at all, for anything. It was therefore futile to attempt to coordinate faith with speculative reason. Clearly, Scotus’s theological starting point made the conjunction of what humans believe with what they know every bit as difficult as it had been in Siger of Brabant’s secularistic “philosophism.” From both positions there was only one step to the doctrine of a “double truth”—a step that in fact was taken in the 14th century by the nominalist William of Ockham, to whom singular facts alone were “real” and their coherence was not. This mere factuality, he held, can neither be calculated nor deduced, but only experienced; reason therefore means nothing but the power to encounter concrete reality. And upon such soil only a consistently “positive” theology could thrive. Any collaboration with speculative reason must be rejected as untheological. Faith is one thing and knowledge an altogether different matter, and a conjunction of the two is neither meaningfully possible nor even desirable. Inexorably, and justified by reasons on both sides, a divorce was taking place between faith and reason—to the connection of which the energies of almost 1,000 years had been devoted. What was occurring was the demise of medieval Scholasticism.
Sample Scholarship Essays
If you’re applying for a scholarship, chances are you are going to need to write an essay. Very few scholarship programs are based solely on an application form or transcript. The essay is often the most important part of your application; it gives the scholarship committee a sense of who you are and your dedication to your goals. You’ll want to make sure that your scholarship essay is the best it can possibly be.
Unless specified otherwise, scholarship essays should always use the following formatting:
- Double spaced
- Times New Roman font
- 12 point font
- One-inch top, bottom, and side margins
Other useful tips to keep in mind include:
- Read the instructions thoroughly and make sure you completely understand them before you start writing.
- Think about what you are going to write and organize your thoughts into an outline.
- Write your essay by elaborating on each point you included in your outline.
- Use clear, concise, and simple language throughout your essay.
- When you are finished, read the question again and then read your essay to make sure that the essay addresses every point.
For more tips on writing a scholarship essay, check out our Eight Steps Towards a Better Scholarship Essay .
The Book that Made Me a Journalist
Prompt: Describe a book that made a lasting impression on you and your life and why.It is 6 am on a hot day in July and I’ve already showered and eaten breakfast. I know that my classmates are all sleeping in and enjoying their summer break, but I don’t envy them; I’m excited to start my day interning with a local newspaper doing investigative journalism. I work a typical 8-5 day during my summer vacation and despite the early mornings, nothing has made me happier. Although it wasn't clear to me then, looking back on my high school experiences and everything that led to me to this internship, I believe this path began with a particularly savvy teacher and a little book she gave me to read outside of class.
I was taking a composition class, and we were learning how to write persuasive essays. Up until that point, I had had average grades, but I was always a good writer and my teacher immediately recognized this. The first paper I wrote for the class was about my experience going to an Indian reservation located near my uncle's ranch in southwest Colorado. I wrote of the severe poverty experienced by the people on the reservation, and the lack of access to voting booths during the most recent election. After reading this short story, my teacher approached me and asked about my future plans. No one had ever asked me this, and I wasn't sure how to answer. I said I liked writing and I liked thinking about people who are different from myself. She gave me a book and told me that if I had time to read it, she thought it would be something I would enjoy. I was actually quite surprised that a high school teacher was giving me a book titled Lies My Teacher Told Me. It had never occurred to me that teachers would lie to students. The title intrigued me so much that on Friday night I found myself staying up almost all night reading, instead of going out with friends.
In short, the book discusses several instances in which typical American history classes do not tell the whole story. For example, the author addresses the way that American history classes do not usually address about the Vietnam War, even though it happened only a short time ago. This made me realize that we hadn't discussed the Vietnam War in my own history class! The book taught me that, like my story of the Indian reservation, there are always more stories beyond what we see on the surface and what we’re taught in school. I was inspired to continue to tell these stories and to make that my career.
For my next article for the class, I wrote about the practice of my own high school suspending students, sometimes indefinitely, for seemingly minor offenses such as tardiness and smoking. I found that the number of suspensions had increased by 200% at my school in just three years, and also discovered that students who are suspended after only one offense often drop out and some later end up in prison. The article caused quite a stir. The administration of my school dismissed it, but it caught the attention of my local newspaper. A local journalist worked with me to publish an updated and more thoroughly researched version of my article in the local newspaper. The article forced the school board to revisit their “zero tolerance” policy as well as reinstate some indefinitely suspended students.I won no favors with the administration and it was a difficult time for me, but it was also thrilling to see how one article can have such a direct effect on people’s lives. It reaffirmed my commitment to a career in journalism.
This is why I’m applying for this scholarship. Your organization has been providing young aspiring journalists with funds to further their skills and work to uncover the untold stories in our communities that need to be reported. I share your organization’s vision of working towards a more just and equitable world by uncovering stories of abuse of power. I have already demonstrated this commitment through my writing in high school and I look forward to pursuing a BA in this field at the University of Michigan Ann Arbor. With your help, I will hone my natural instincts and inherent writing skills. I will become a better and more persuasive writer and I will learn the ethics of professional journalism.
I sincerely appreciate the committee’s time in evaluating my application and giving me the opportunity to tell my story. I look forward to hearing from you soon.
Scholarship Essay Do's and Don'ts
|Do:||Follow the prompt and other instructions exactly. You might write a great essay but it may get your application rejected if you don’t follow the word count guidelines or other formatting requirements.|
|DON'T:||Open your essay with a quote. This is a well-worn strategy that is mostly used ineffectively. Instead of using someone else’s words, use your own.|
|DON'T:||Use perfunctory sentences such as, “In this essay, I will…”|
|DO:||Be clear and concise. Make sure each paragraph discusses only one central thought or argument.|
|DON'T:||Use words from a thesaurus that are new to you. You may end up using the word incorrectly and that will make your writing awkward. Keep it simple and straightforward. The point of the essay is to tell your story, not to demonstrate how many words you know.|
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Planners and Searchers
Prompt: In 600 words or less, please tell us about yourself and why you are applying for this scholarship. Please be clear about how this scholarship will help you achieve your personal and professional goals.
Being African, I recognize Africa’s need for home- grown talent in the form of “planners” (assistants with possible solutions) and “searchers” (those with desperate need) working towards international development. I represent both. Coming from Zimbabwe my greatest challenge is in helping to improve the livelihoods of developing nations through sustainable development and good governance principles. The need for policy-makers capable of employing cross-jurisdictional, and cross- disciplinary strategies to solve complex challenges cannot be under-emphasized; hence my application to this scholarship program.
After graduating from Africa University with an Honors degree in Sociology and Psychology, I am now seeking scholarship support to study in the United States at the Master’s level. My interest in democracy, elections, constitutionalism and development stems from my lasting interest in public policy issues. Accordingly, my current research interests in democracy and ethnic diversity require a deeper understanding of legal processes of constitutionalism and governance. As a Master’s student in the US, I intend to write articles on these subjects from the perspective of someone born, raised, and educated in Africa. I will bring a unique and much-needed perspective to my graduate program in the United States, and I will take the technical and theoretical knowledge from my graduate program back with me to Africa to further my career goals as a practitioner of good governance and community development.
To augment my theoretical understanding of governance and democratic practices, I worked with the Zimbabwe Election Support Network (ZESN) as a Programs Assistant in the Monitoring and Observation department. This not only enhanced my project management skills, but also developed my skills in research and producing communication materials. ZESN is Zimbabwe’s biggest election observation organization, and I had the responsibility of monitoring the political environment and producing monthly publications on human rights issues and electoral processes. These publications were disseminated to various civil society organizations, donors and other stakeholders. Now I intend to develop my career in order to enhance Africa’s capacity to advocate, write and vote for representative constitutions.
I also participated in a fellowship program at Africa University, where I gained greater insight into social development by teaching courses on entrepreneurship, free market economics, and development in needy communities. I worked with women in rural areas of Zimbabwe to setup income-generating projects such as the jatropha soap-making project. Managing such a project gave me great insight into how many simple initiatives can transform lives.
Your organization has a history of awarding scholarships to promising young students from the developing world in order to bring knowledge, skills and leadership abilities to their home communities. I have already done some of this work but I want to continue, and with your assistance, I can. The multidisciplinary focus of the development programs I am applying to in the US will provide me with the necessary skills to creatively address the economic and social development challenges and develop sound public policies for Third World countries. I thank you for your time and consideration for this prestigious award.
Scholarship Essay Do's and Don'ts
|DO:||Research the organization and make sure you understand their mission and values and incorporate them into your essay.|
|DO:||Focus on your strengths and turn in any problems or weaknesses into a success story.|
|DO:||Use actual, detailed examples from your own life to backup your claims and arguments as to why you should receive the scholarship.|
|DO:||Proofread several times before finally submitting your essay.|
|DON'T:||Rehash what is already stated on your resume. Choose additional, unique stories to tell sell yourself to the scholarship committee.|
|DON'T:||Simply state that you need the money. Even if you have severe financial need, it won’t help to simply ask for the money and it may come off as tacky.|
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Saving the Manatees
Prompt: Please give the committee an idea of who you are and why you are the perfect candidate for the scholarship.
It is a cliché to say that I’ve always known what I want to do with my life, but in my case it happens to be true. When I first visited Sea World as a young child, I fell in love with marine animals in general. Specifically, I felt drawn to manatees. I was compelled by their placid and friendly nature. I knew then and there that I wanted to dedicate my life to protecting these beautiful creatures.
Since that day in Orlando, I have spent much of my spare time learning everything there is to know about manatees. As a junior high and high school student, I attempted to read scholarly articles on manatees from scientific journals. I annoyed my friends and family with scientific facts about manatees-- such as that they are close relatives of elephants--at the dinner table. I watched documentaries, and even mapped their migration pattern on a wall map my sister gave me for my birthday.
When I was chosen from hundreds of applicants to take part in a summer internship with Sea World, I fell even more in love with these gentle giants. I also learned a very important and valuable lesson: prior to this internship, I had imagined becoming a marine biologist, working directly with the animals in their care both in captivity and in the wild. However, during the internship, I discovered that this is not where my strengths lie. Unfortunately, I am not a strong student in science or math, which are required skills to become a marine biologist. Although this was a disheartening realization, I found that I possess other strengths can still be of great value to manatees and other endangered marine mammals: my skills as a public relations manager and communicator. During the internship, I helped write new lessons and presentations for elementary school groups visiting the park and developed a series of fun activities for children to help them learn more about manatees as well as conservation of endangered species in general. I also worked directly with the park’s conservation and communication director, and helped develop a new local outreach program designed to educate Floridians on how to avoid hitting a manatee when boating. My supervisor recommended me to the Save the Manatee Foundation so in addition to my full-time internship at Sea World, I interned with the Save the Manatee Foundation part-time. It was there that I witnessed the manatee rescue and conservation effort first hand, and worked directly with the marine biologists in developing fund-raising and awareness-raising campaigns. I found that the foundation’s social media presence was lacking, and, using skills I learned from Sea World, I helped them raise over $5,000 through a Twitter challenge, which we linked to the various social media outlets of the World Wildlife Federation.
While I know that your organization typically awards scholarships to students planning to major in disciplines directly related to conservation such as environmental studies or zoology, I feel that the public relations side of conservation is just as important as the actual work done on the ground. Whether it is reducing one’s carbon footprint, or saving the manatees, these are efforts that, in order to be successful, must involve the larger public. In fact, the relative success of the environmental movement today is largely due to a massive global public relations campaign that turned environmentalism from something scientific and obscure into something that is both fashionable and accessible to just about anyone. However, that success is being challenged more than ever before--especially here in the US, where an equally strong anti-environmental public relations campaign has taken hold. Therefore, conservationists need to start getting more creative.
I want to be a part of this renewed effort and use my natural abilities as a communicator to push back against the rather formidable forces behind the anti-environmentalist movement. I sincerely hope you will consider supporting this non-traditional avenue towards global sustainability and conservation. I have already been accepted to one of the most prestigious communications undergraduate programs in the country and I plan to minor in environmental studies. In addition, I maintain a relationship with my former supervisors at Save the Manatee and Sea World, who will be invaluable resources for finding employment upon graduation. I thank the committee for thinking outside the box in considering my application.
Scholarship Essay Do's and Don'ts
|DO:||Tell a story. Discuss your personal history and why those experiences have led you to apply for these scholarships.|
|DO:||Write an outline. If you’ve already started writing or have a first draft, make an outline based on what you’ve written so far. This will help you see whether your paragraphs flow and connect with one another.|
|DON'T:||Write a generic essay for every application. Adapt your personal statement for each individual scholarship application.|
|DO:||Run spellcheck and grammar check on your computer but also do your own personal check. Spellcheck isn’t perfect and you shouldn't rely on technology to make your essay perfect.|
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