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Schoolmen : ウィキペディア英語版
Scholasticism

Scholasticism is a method of critical thought which dominated teaching by the academics ("scholastics," or "schoolmen") of medieval universities in Europe from about 1100 to 1700, and a program of employing that method in articulating and defending dogma in an increasingly pluralistic context. It originated as an outgrowth of, and a departure from, Christian monastic schools at the earliest European universities.〔See Steven P. Marone, "Medieval philosophy in context" in A. S. McGrade, ed., ''The Cambridge Companion to Medieval Philosophy'' (Cambridge: Cambridge University Press, 2003). On the difference between scholastic and medieval monastic postures towards learning, see Jean Leclercq, ''The Love of Learning and the Desire for God'' (New York: Fordham University Press, 1970) esp. 89; 238ff.〕 The first institutions in the West to be considered universities were established in Italy, France, Spain, and England in the late 11th and the 12th centuries for the study of arts, law, medicine, and theology,〔de Ridder-Symoens 1992, pp. 47–55〕 such as Schola Medica Salernitana, the University of Bologna, and the University of Paris. It is difficult to define the date at which they became true universities, although the lists of studia generalia for higher education in Europe held by the Catholic Church and its various religious orders are a useful guide.
Not so much a philosophy or a theology as a method of learning, scholasticism places a strong emphasis on dialectical reasoning to extend knowledge by inference, and to resolve contradictions. Scholastic thought is also known for rigorous conceptual analysis and the careful drawing of distinctions. In the classroom and in writing, it often takes the form of explicit disputation: a topic drawn from the tradition is broached in the form of a question, opponents' responses are given, a counterproposal is argued and opponent's arguments rebutted. Because of its emphasis on rigorous dialectical method, scholasticism was eventually applied to many other fields of study.
As a program, scholasticism began as an attempt at harmonization on the part of medieval Christian thinkers: to harmonize the various authorities of their own tradition, and to reconcile Christian theology with classical and late antiquity philosophy, especially that of Aristotle but also of Neoplatonism.〔Particularly through Pseudo-Dionysius, Augustine, and Boethius, and through the influence of Plotinus and Proclus on Muslim philosophers. In the case of Aquinas, for instance, see Jan Aertsen, "Aquinas' philosophy in its historical setting" in ''The Cambridge Companion to Aquinas'', ed. Norman Kretzmann and Eleonore Stump (Cambridge: Cambridge University Press, 1993). Jean Leclerq, ''The Love of Learning and the Desire for God'' (New York: Fordham University Press, 1970).〕 (See also Christian apologetics.)
Some of the main figures of scholasticism include Anselm of Canterbury, Peter Abelard, Alexander of Hales, Albertus Magnus, Duns Scotus, William of Ockham, Bonaventure, and Thomas Aquinas. Aquinas's masterwork ''Summa Theologica'', considered to be the pinnacle of scholastic, medieval, and Christian philosophy, began while Aquinas was regent master at the ''studium provinciale'' of Santa Sabina in Rome, the forerunner of the Pontifical University of Saint Thomas Aquinas, ''Angelicum''. Important work in the scholastic tradition has been carried on well past Aquinas's time, for instance by Francisco Suárez and Luis de Molina, and also among Lutheran and Reformed thinkers.
== Etymology ==

The terms "scholastic" and "scholasticism" derive from the Latin word ''scholasticus'' and the latter from the Greek ,〔The word ''Scholasticism'' is derived from the Latin word ''ラテン語:scholasticus'', the Latinized form of the Greek ('), an adjective derived from '' (''), "school". (【引用サイトリンク】url=http://www.etymonline.com/index.php?term=scholastic&allowed_in_frame=0 ) , .〕 which means "that () belongs to the school". The "scholastics" were, roughly, "schoolmen".

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