By David W. Hamlyn
First released in 2004. Routledge is an imprint of Taylor & Francis, an informa corporation.
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E. at the end of the thirteenth century, there was a long queue of qualified bachelors waiting to give their inaugural lecture in order to become regent masters, and as there was only one Franciscan chair regent masters held the chair for one year only. A student seeking to qualify in theology was required to qualify in arts first, taking the BA by following courses in the seven liberal arts—first the trivium of Latin grammar, logic and rhetoric, and then the quadrivium of arithmetic, geometry, music and astronomy.
Hence, the prominence of the lecture in the first instance and the rule-governed disputation in the second. The question which I raised in the previous chapter about what students in the ancient world did with what they were told in lectures arises here too. There are illustrations of students using slates in the Middle Ages, but, as in the ancient world, other forms of note-taking seem ruled out by the scarcity of paper. Since books were in manuscript form too, what access would the normal student have had to them, and how often?
In AD 529 the emperor Justinian, in the interests of Christianity, forbade the teaching of philosophy anywhere in the empire. So philosophy as an institution ceased at Athens, although there is some evidence that it continued in some form in Alexandria. The main Neoplatonic philosophers, such as Damascius, tried, rather unsuccessfully, to carry on their work in Persia. On their return to the Empire they devoted themselves to the writing of philosophical commentaries, particularly on Aristotle. But philosophical argument went on in some form, particularly in a dispute between Simplicius and the Christian Neoplatonist John Philoponus over such matters as the doctrine of creation.
Being a Philosopher: The History of a Practice by David W. Hamlyn