High Middle Ages (c.1000-c.1300). Dominance of Feudal System (A political and economic system for the distribution of land and status according to hierarchy.)

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Presentation transcript:

High Middle Ages (c.1000-c.1300)

Dominance of Feudal System (A political and economic system for the distribution of land and status according to hierarchy.) (The contract legitimized by solemn oaths.)

Dominance of the Feudal System “The Age of Chivalry,” development of a chivalric code A code for warriors (a code between men) An ethical code A code of Christian conduct “The Age of Courtly Love” Idealization of aristocratic women Association with the Virgin Mary A code regulating behavior between the sexes.

Rise of feudal monarchies Development of more formal and stable rule through hereditary dynastic succession. Major powers during this period: France, England, Holy Roman Empire, Papal States

The rise of towns A community of free individuals with goods and services to offer. Those working in the same craft or trade establish guilds for mutual benefit and regulation of their trade, something that provided stability. Rebirth of local and regional trade.

Church authority As guardian of salvation, the Church was the most powerful institution of the high middle ages. An internal hierarchy, independent from national control. Continuation and growth of monasticism. Standardization of the 7 sacraments (1215)

Church Authority: The Seven Sacraments Officially sanctioned by Church in 1215 Sacraments: Baptism, Eucharist (Holy Communion), Penance, Confirmation, Marriage, Last Rites, Ordination for the Priesthood

Church Authority: The Seven Sacraments Of the seven sacraments, penance was an extremely strong means for shaping behavior and ensuring obedience to the church. Penance was a means of reducing time in purgatory. frequent occasion for corruption. Doctrine of Purgatory: a third place, between heaven and hell

Church Authority: Access to Education Church controls access to education. monastic schools--basic education at the local level Cathedral schools: education for clergy pursuing a career in the church (Chartres and Paris) Universities: advanced training for clergy interested (a) in becoming teachers and (b) in synthesizing church doctrine with Classical texts, and especially with Aristotle. (Bologna, Paris, Oxford)

Scholasticism The standard curriculum in medieval education Reason is always subservient to faith. Reason can illustrate faith, but reasoning and results that contradict faith must be in error.

Scholasticism Most fully developed in the writings of (St.) Thomas Aquinas, esp. in the Summa Theologica

Scholasticism Senses are the only source for human knowledge and reasoning Reason cannot answer all theological questions For questions that lie beyond the power of reason, faith is necessary. Acknowledges split between faith and reason.

Scholasticism Scholasticism: the aim of a scholastic thinker was to bring Aristotle’s thought into harmony with the Christian faith. By 1300 Aristotle’s writings from Arabic translations virtually monopolized the curriculum.

Scholasticism Scholasticism was also a method of reasoning: division of the problem into a question, discussion, and a solution. The Scholastic method used deductive logic, and was not meant to discover new knowledge but to clarify existing issues