CONCEPTUAL MEASUREMENT OF MEDIEVAL SCHOLASTIC THEOLOGY

The theses, arguments and examples presented above show that it is true that there exists a strong connection between the type of theology we have and the type of setting where it was made. At least, this article demonstrates that this thesis is well grounded when the medieval education and theology are discussed. It has been established and confirmed by the test case that the university practices of the 13th century and scholastic methodology had its bearing upon the way theology was made and presented in written (and oral) form. Then, it follows that indeed the medieval scholastic theology and the system of education—at least in the 13th century—stood in strong correlation with each other, and it might be that this correlation holds true when other time periods are in question as well. It suffices to say, that the scholastic theology of the 13th century was indeed an idiosyncratic product of the maturing Christian mentality, which tended to critically engage with the sources available at that time and creatively rethink the traditional Christian teaching in the university classroom. The theologizing took place in various studia scattered all over Europe and was done by means of specific “schools' tools” – the scholastic methods and techniques. These methods led to an emergence of a certain type of theology, loaded with philosophical notions, technical terms, logical steps, and argumentative practices, which was a very peculiar fruit of the medieval Christian mind.