HIS 4a Lecture 13 Universities and Cathedrals- Changes in Cognition

HIS 4a Lecture 13 Universities and Cathedrals- Changes in Cognition

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: 11-5 Universities and Cathedrals: Changes in Cognition Education after Rome public and private institutions of learning disappeared with the Western Empire learning retreated to monasteries learning was textually oriented monks learned to read in order to carry out their primary mission: prayer texts of ancient writers preserved in monasteries manuscripts copied and sent to other monastic houses theological learning was based more on authority than on reason the Bible was the most authoritative test students read ancient authors not to question them but to absorb them relative scarcity of texts encouraged learning by rote "Credo ut intelligam" "I believe [so that i may] understand" - Agustine Faith comes before knowledge education left the monastery 11th c. scholarly monks began to see master beyond their monasteries bishops sponsored school attached to their cathedral where masters and students congregated competition among masters for students changes in argumentations before, debaters bombarded each other with quotations from ancient texts now, counter-arguments appealed to reason proofs for the existence of God Anselm of Bec: "That than which nothing greater can be conceived." 1st theorem which seeks to prove God exists ...
View Full Document

Ask a homework question - tutors are online