Further Reflections on Scholasticism + A Resource for Teachers and Learners
In my earlier post, I introduced Scholasticism as one of the dominant philosophical traditions of medieval Europe. Rooted in the universities and monasteries of the High Middle Ages, Scholasticism sought to harmonize faith and reason, often by subjecting theology to the rigors of logic and dialectical reasoning. Thinkers like Thomas Aquinas, Duns Scotus, and William of Ockham exemplified this tradition—often debating everything from the nature of the soul to the limits of divine omnipotence using syllogisms and structured disputation.
What fascinates me about Scholasticism is both its intellectual ambition and its methodological constraints. The Scholastics were incredibly sharp—they pushed logic to its limits—but they were also working within a very specific framework: Christian theology was not up for debate. This made the system internally rich but externally brittle. Once certain metaphysical or theological assumptions were questioned, the entire edifice began to tremble.
For those who are interested in following along in this discussion, I’ve created a Teaching Document as a resource that is meant to be a checkpoint along the road. This resource is designed to be accessible whether you’re a student, an educator, or just a curious reader.
📄 You can access the document here:
https://tinyurl.com/2vthh2c5
📱 Prefer a quick scan? Here’s the QR code for the same document:
Please go to the following subfolder:
/1__Scholasticism__TD
Feel free to share it, adapt it, or discuss it with others. Scholasticism remains one of the more misunderstood chapters in the history of thought, and I hope this resource can help open up some useful conversations.
More philosophical reflections are on their way. Stay tuned!