Essay Example on Celibacy, Monasticism, Scholasticism: Ancient Living and Teaching

Celibacy is a technique of living that is sacred and religious, secluded from other individuals and self-disciplined. The religions which practice monasticism are the nun and monks. Scholasticism is the structure of viewpoint and doctrine taught in first European universities that are founded upon Aristotelian lucidity and the literature of the ancient Christian Fathers and accentuating belief and custom. During medieval periods, the common of teaching was provided through religious establishments, for example, monasteries and convents all regions of higher education such as the universities and colleges were inherently connected to the church in one way or the other. The concept of the medieval started with the falling of the Western Roman Empire and amalgamated into the revitalization and the age of finding. The St. Patrick who founded the monasteries of monasticism in Ireland because he transformed the people of Irish and made them become Christians. Scholasticism started in the 1000's when the schools functioned by cathedrals and monasteries. This is because the writings that were on the clarity of Aristotle were of great importance. The word scholasticism came from 'doctor Scholasticus, and he used this term to control the tutors who were in religious institutions.

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Because of this linkage, schooling acquired a "sola scriptura" slant, and scripture first or the only the scripture (Leclercq, 2012). This notion that all information concerning the natural ecosphere could be taken from the biblical text. This is because it transitioned in the direction of scholasticism which came from the same cloisters but stemmed from the interests and overall pursuits of the people like Mendel's exertion with pea plants and heredities. It became known that, while enlightening, the biblical texts are for spiritual schooling and learning the natural biosphere in and of itself is the most educational way to get information concerning nature and science.

This parting caused the rapid growth in gaining knowledge about all regions of science and also started to increase the outside of the hermitage walls. This enabled the lay people to be able to acquire similar teachings as the statistics that they were given to them a long time ago. During the Scholasticism era, it was not purely the prejudiced and tightening method of education any current scholars had considered rank with knowledgeable inaction. The whole idea of Scholasticism could not be understood if the historical context was excluded. In connection with the historical context of scholasticism, no one could understand the middle age without the identification of controlling the vigor of Christianity all over the society of Europe. The main intention of the creative discipline of scholasticism was chastisement. It used a coherent argument to support the policy of the church. It also tried to defend the expert witness to the brainpower, to validate faith by a goal and authenticate doctrine by logic.

Although the academic movement did not involve the new intelligent progress, it assisted the determination of an academic awakening. This time of academic and educational notion would support as the forefront of the advancement of higher education. Scholasticism started in the monasteries of the Christians with the buildup of information; these priories would change to universities in the future (Lawrence, 2015). The growth of universities, however, started towards the culmination of the sovereignty of Scholasticism. In a widened context, scholasticism was established inside the church. Because of the availability of insufficient academic materials, partial learning was sometimes categorized into a planned method mainly on the logical foundation of the Aristotelian reason. Due to the power that the church wielded, all theme matter, whether nonspiritual or spiritual, was loomed through a profoundly theological perception.

That concept subjugated the thought of medieval from the 9th to the 12th and 13th eras; hence it was educated within the institutes of the church, and therefore congealing the systems of scholasticism (Leclercq, 2012). It is true that scholasticism was undeniably the weird inclinations and operations of a philosophic assumption that grew inside the church. Since the starting of religious education during the middle ages, both Christianity and Scholasticism was entangled and this predisposed those who wanted to seek advanced understanding among the schools. This showed that the Scholastic system and Christian belief were both the foundation of a learning schoolman. It turned out to be a young scholar's objective through argumentation and scholastic assumption to illustrate how doctrines were reliable among themselves and in agreement with motive. The main aim of scholasticism was to equip a scholar with the interaction and intellectual discipline that assisted them to be attentive and well informed in data of the period.

The development of monasteries grew from a complaint contrary to exploitation and degradation. According to the code of Benedictine, the main aim of religious education was repression of the body and to give great prominence to doctrines of labor and systematic learning (Becker, 2010). One of the essential scholastic intellectuals was Thomas Aquinas who always claimed that the utmost facts about God would be found in the Bible (Lawrence, 2015). Nature can be studied through science and logic methods, but some subjects were beyond the reasoning of humans and could only be understood through revelation.

References

Becker, A. H. (2010). The comparative study of "scholasticism" in late antique Mesopotamia: rabbis and East Syrians. AJS review, 34(1), 91-113.

Lawrence, C. H. (2015). Medieval monasticism: forms of religious life in Western Europe in the Middle Ages. Routledge.

Leclercq, J. (2012). Monastic Commentary on Biblical and Ecclesiastical Literature from Late Antiquity to the Twelfth Century. The Mediaeval Journal, 2(2), 27-53.