Scholasticism and Gothic Architecture

There is a 20th century art historian who has appeared in two posts because of his eye-opening contributions to the field in the 1940s: here where he explained multiple renaissances, and here where he pinpointed the birth of gothic architecture and the motivating factor behind it. (I recommend you check those links before you read further.) He followed those in 1951 with a lecture called "Gothic Architecture and Scholasticism."

He noted that gothic architecture originated and flourished in the "100-mile zone around Paris" and was contemporaneous with the growth and spread of scholasticism. This would have been interesting enough on its own as an observation, but he went further, insisting there was:

A connection between Gothic art and Scholasticism which is more concrete than a mere "parallelism"...the connection which I have in mind is a genuine cause-and-effect relation.

We can extrapolate some connections ourselves without looking further into Panofsky: the architect and the scholastic were two of the most educated people in the community. Both, in their own way, were blending the religious (a site for worship, church doctrine) with something more "grounded" (a complex building, logical reasoning).

Panofsky also sees the scholastic trend toward categorization and chapter/sub-chapter organization of thought in the arch>smaller arch layering of the typical Gothic elevation (see the illustration). Likewise, he sees the desire to match scholastic clarification in the large windows that allowed more light than the previous Romanesque style, and the intellectual desire for getting at the "unvarnished truth" in the exposed buttresses.

He concludes with one more observation:

...which shows that at least some of the French thirteenth-century architects did think and act in strictly Scholastic terms. In Villard de Honnecourt’s “Album” there is to be found the groundplan of an “ideal” chevet* which he and another master, Pierre de Corbie, had devised, according to the slightly later inscription, inter se disputando. Here, then, we have two High Gothic architects discussing a quaestio, and a third one referring to this discussion by the specifically Scholastic term disputare instead of colloqui, deliberare, or the like. And what is the result of this disputatio? A chevet which combines, as it were, all possible Sics with all possible Nons.

In other words (Panofsky uses some Latin terms analogous to the lectio and quaestio and disputatio explained in the previous post), de Honnecourt and Corbie, who are not scholastics, are reaching an ideal design/conclusion using the methods standardized by scholastics. The Latin terms in his last sentence allude to the scholastic Peter Abelard's "Sic et Non" ("Yes or No") in which he discusses 158 contradictory points among church father writings. 

You can download a digital copy of Panofsky's work with illustrations here.

But what's this "Album" of Villard de Honnecourt's that he mentions? That's an excellent question. Stay tuned.

*A chevet is an apse with an ambulatory giving access behind the high altar to a series of chapels set in bays. See the second illustration.

Scholasticism, An Introduction

Scholasticism (from the Latin word scholasticus, which is from the Greek σχολαστικός, "pertaining to schools") was a method for approaching knowledge with a strong emphasis on dialectical reasoning: a topic would be brought up in the form of a question, and opposing viewpoints would try to reach a logical conclusion.

Three men who were considered the founders of Scholasticism (and links to where they've been mentioned here over the years) were Peter Abelard, Archbishop Lanfranc of Canterbury, and Archbishop Anselm of Canterbury. Many of the Scholastics, or Schoolmen, have been mentioned throughout this blog, some of them quite recently: Thomas Aquinas, Duns Scotus, Albertus Magnus, William of Ockham, Bonaventure, Peter Lombard.

One of its goals was to reconcile the wisdom of classical thinkers with Christian theology. The Toledo School of Translators started making the works of Greek, Judaic, and Arabic scholars available. Interest in the Iberian source of documents inspired some like Adelard of Bath to spend years traveling to where he could find works he could translate, such as Spain and Sicily. Among others, Adelard translated Euclid's Elements of Geometry from Arabic. Adelard also wrote original works; you can get a taste of one here.

Proper scholastic instruction had three phases: lectio, meditatio, quaestio. Lectio consisted of the master reading an authoritative text, plus any commentary; students listened in silence. This was followed by meditatio when students reflected on what they had heard. Only then would the students be allowed to ask questions. During the quaestio might be raised opposing viewpoints from other authors. This could lead to disputatio, a disputation where two opposing viewpoints debated a topic. (You'll remember a famous Disputation mentioned two months ago.)

A well-known 20th century art historian theorized that scholasticism actually influenced gothic architecture. I look forward to sharing it next.

Scholasticism

Around 1100CE, monastic schools started to discover the works of Aristotle, thanks to Judea-Islamic translations. Just as scholarly study was taking off in Western Europe, suddenly a body of knowledge that included a system of logic and was accompanied by a name of tremendous reputation. (One wonders what might have developed on its own if Aristotle hadn't appeared to offer them a "mold" to fit.)

Now scholars had a framework for studying the world, and by that I mean God. After all, among all the potential different opinions and ideas philosophers might have had, there was one constant: a supreme Being existed whose existence explained all things. Philosophers/Theologians from the Christian and Jewish and Muslim traditions—all children of Abraham—all agreed that everything came from God, and here now was the most prestigious pagan thinker "agreeing" with his logical conclusion that everything came from the Unmoved Mover, the First Cause.

But questions—and disagreements—remained.

Maimonides felt that philosophy/logic and religion were not opposing modes of thought; they should both lead to the same truths. You remember from several posts ago that he considered it appropriate to describe God in terms of what He was not. "God is not non-existent"; "God is not ignorant"; et cetera. This method is called apophatic. He also said "God is not corporeal" because to describe God—who was of course to be worshipped—as having a body would be a step toward idolatry, to which Maimonides was opposed. This got him into hot water with those scholars who took Genesis 1:26 seriously: "Let is make man in our image." He was condemned, and some wanted him excommunicated.

Averroes came under fire because he also considered philosophy an alternate but equal-to-religion way of finding truth that cannot contradict revelations in Islam. He believed that any contradictions should be resolved by understanding that the revelations in Islam about God must have been interpreted wrongly, and would need to be re-examined using philosophy. This flew in the face of fundamentalism; critiques of philosophy like The Incoherence of the Philosophers denounced people like Averroes. In 1195 his teachings were condemned, his works were ordered burned, and he was banished (although he was returned to court shortly before he died, on 11 December 1198).

Aquinas caused raised eyebrows because of Aristotle and Averroes. Introducing their ideas from non-Christian sources was a very controversial move. When Aquinas was made regent master at the University of Paris, he was accused of encouraging Averroists by a Franciscan master who considered certain more free-thinking philosophers as "blind leaders of the blind."

So philosophers and theologians who centuries later are heralded as giants in the field whose works are considered foundational were not universally respected or followed in their own time.

A little more on Scholasticism next time, and then maybe time for a lighter topic or two.

Anselm of Laon Explains the Bible

Anselm of Laon (d.15 July 1117) studied under one of the great names of the day, St. Anselm of Bec, whom I teased about here. He became a master of the new scholastic theology, and helped establish two schools of theology and created a new way to read the Bible.

Scholastic theology was a blend of two traditions: patristic learning (that is, writings from the fathers of the early church, such as Augustine), and the reasoning skills derived from reading the non-Christian thinkers such as Greek philosophers and Jewish scholars (which at this point were usually available because of Islamic scholars). The Scholastics were no longer content to shake their heads and simply accept apparent inconsistencies in the Bible. Their goal was to order and understand the entire world, and that meant first understanding the Bible.

17th century edition of Anselm's Bible

Consequently, Anselm produced an edition of the Bible called the Glossa interlinearis, so-called because his commentary was written above or next to each line.* Anselm's work was groundbreaking in that it presented a discussion and explanation for the Bible in an easily accessible manner, verse by verse.

His other notable contribution to theology was at the university in Paris, which he co-founded with William of Champeaux. Here theologians promoted Realism, the philosophy that our reality is independent of our beliefs, perceptions, and language. For Realists, truth is understood as one learns of and conforms to reality.

Anselm of Laon became so well-known for his understanding of theology that, when he moved to Laon to start a school there, scholars traveled to study with him. One of these, Peter Abelard, would be expelled from the school by Anselm in 1113 after debates over the validity of Realism, but would go on to become, in his turn, one of the groundbreaking theologians of the next generation. Anselm, though not well known now, would have been happy to know that his glosses on the Bible were re-printed several times over the following centuries.

*Modern scholars think it more likely that the Glossa was compiled by Anselm's students after his death, using Anselm's lectures and (now lost) writings.  This was one of two chief commentaries on the Bible. The other was the Glossa ordinaria of Walafrid Strabo (808-849).