Skip to main content
SpringerLink
Log in

The Rise of Logical Skills and the Thirteenth-Century Origins of the “Logical Man”

  • Chapter
  • First Online:
Logical Skills

Part of the book series: Studies in Universal Logic ((SUL))

Abstract

This paper is dedicated to the first universities and mendicant schools, where thousands of students began to converge during the thirteenth century. Logic played an unpreceded role in basic and higher education. A “Parisian logical model” of education was shaped at the University of Paris, adopted by mendicant Orders in their schools of logic (studia artium), diffused in all disciplines, and progressively spread in Southern Europe. Medieval education became heavily based upon logical, and even “logician” practices, with the “syllogization” of exegetical, disputational, and evaluation practices.

The notion of logical skill conveniently captures this unique situation for the discipline of logic, as well as the way medieval thinkers conceived of logic as a universal, transdisciplinary method, a natural operation of the mind, a modality of knowledge (modus sciendi), the very form of teaching and graduating, a “habitus,” a technique (ars) and a science.

The divisions of Aristotelian logic, the “artificial logic,” were for the first time naturalized and projected on the very structure of human mind, which was thereby “logicalized” and ascribed a “natural logic.” A strong anthropological dimension was bestowed on logic. The discipline of logic was deemed a necessary instrument in the philosophical “perfection” and the Christian “reparation” of man as an intellectual creature by a group of logically skilled, professional philosophers and theologians, whereas men deprived of logical education were described as “logically disabled,” and stuck into inferior forms of humanity.

The world of medieval intellectual elites displayed a variety of social uses of logic, beyond academic circles, especially in the performance of pastoral duties. The possible historical records of the social usefulness of logic are explored: for students, the majority in medieval universities, who left university without a degree, but with a solid logical education, for ordinary mendicant friars, dedicated to preaching and confession, who frequented logical schools, and for members of the parish clergy sent to the faculties of arts.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    For the rites and rules of exams, see also [5].

  2. 2.

    For more information about secondary logical education, logic for “children,” whether “terminist” or not, on the use, for elementary purposes, of a truncated version of the most influential logic textbook of the Middle Ages, the Tractatus by Peter of Spain, as well as on the teaching of logic in higher faculties, see [15], chapter “Logic urbi et orbi.”

  3. 3.

    As Nathalie Gorochov has pointed out, the activities of the masters of arts of the generation corresponding to the years of the emergence of the University of Paris (1200–1210) were extremely varied ([18], p. 125 ff.).

  4. 4.

    For a critical discussion of the notion, see Bianchi [8], pp. 4–8.

  5. 5.

    See [8], chapter “From proscription to prescription,” p. 114, pp. 117–118, pp. 120–123, p. 124.

  6. 6.

    On the Dominican system of education, see [22, 23].

  7. 7.

    For the faculty of arts in Paris see [42]; for later periods and for universities other than Paris, see [43]. For disputes in the other faculties, see [41] and, for a recent overview [44]. See also [21]. For the disputed and quodlibetal questions in all faculties, see [45]. For a huge collection of disputed questions in law, see [46].

  8. 8.

    “Without this art [i.e. the art of dispute contained in the Topics], one does not dispute according to the rules of art, but at random (nam sine eo non disputatur arte, sed casu)”, [49], p. 131).

  9. 9.

    John MacFarlane criticizes this notion on the basis of the difficulties raised by the notion of logical form in today’s philosophy of logic. But it applies just quite well to the thirteenth-century situation, when what was the form of an argument was its substantial form, which various modes and figures were authoritatively listed by the Prior Analytics. On logical norms in the Middle Ages see also [65].

  10. 10.

    Subiectum: in the Middle Ages, what is called the “subject” of a science corresponds to what we call the “object” of a science.

  11. 11.

    The Latin verb scire refers more specifically to a type of knowledge, i.e. scientific knowledge.

  12. 12.

    On the whole topic, too complex to be discussed here in detail, see [15], chapter 6.

  13. 13.

    “It must be said that … what it is to be a man according to his ultimate perfection and his perfect substance is being perfected by speculative science, and this disposition is felicity and everlasting life for him […] It is obvious that the predication of the name ‘man’ said of the one perfected by the speculative science and of the one that is not, that is the one who doesn’t have such ability that he could be perfected, is homonymous, in the same way as the name ‘man’ said of the alive man and the dead man, or of the rational [being] and the one in stone” ([72], f. 1v. H-I). For this Averroist, elistist anthropological theory, see [73].

  14. 14.

    I thank Kathryn Clairand and Christopher Goodey for their help with English.

References

  1. Grévin, B. (2008). Rhétorique du pouvoir médiéval. Les Lettres de Pierre de la Vigne et la formation du langage politique européen, xiiie-xve siècles. Rome: École française de Rome.

    Google Scholar 

  2. Hunt, R. W. (1980). The introduction to the Artes in the Twelfth Century. In R. W. Hunt & G. L. Bursill-Hall (Eds.), The history of grammar in the middle ages. Collected papers (pp. 117–144). Amsterdam: Benjamins.

    Chapter  Google Scholar 

  3. Lafleur, Cl. with J. Carrier. (1992). Le ‘Guide de l’Étudiant’ d’un maître anonyme de la faculté des arts de Paris. Québec: Publications du laboratoire de philosophie ancienne et médiévale de la Faculté de philosophie de Laval.

    Google Scholar 

  4. Lafleur, C. (1995). Les ‘Guides de l’Étudiant’ de la faculté des arts de l’université de Paris au XIIIe siècle. In M. Hoenen, J. Schneider, & G. Wieland (Eds.), Philosophy and learning. Universities in the middle ages (pp. 137–177). Leiden/New-York/Cologne: Brill.

    Google Scholar 

  5. Verger, J. (1993). Examen privatum et examen publicum, aux origines médiévales de la thèse. Mélanges de la bibliothèque de la Sorbonne, 12, 15–43.

    Google Scholar 

  6. Lafleur, C. (1994). Un instrument de révision destiné aux candidats à la licence de la Faculté des arts de Paris, le ‘Compendium artium liberalium’ (vers 1250?). Documenti e studi sulla tradizione filosofica medievale, 5(2), 129–103.

    Google Scholar 

  7. Weijers, O. (1995). La ‘disputatio’ à la Faculté des arts de Paris (1200–1350 environ), Esquisse d’une typologie. Turnhout: Brepols.

    Book  Google Scholar 

  8. Bianchi, L. (1999). Censure et Liberté intellectuelle à l’université de Paris (XIIIe-XIVe siècles). Paris: Les Belles Lettres.

    Google Scholar 

  9. Grondeux, A. (2000). Le Graecismus d’Évrard de Béthune à travers ses gloses. Entre grammaire positive et grammaire spéculative du xiiie au xve siècle. Turnhout: Brepols.

    Book  Google Scholar 

  10. Braakhuis, H. A. G. (1997). Logica modernorum as a discipline at the faculty of Arts of Paris in the thirteenth century. In O. Weijers & L. Holtz (Eds.), L’Enseignement des disciplines à la Faculté des Arts (Paris et Oxford, XIIIe-XIVe siècles) (pp. 128–145). Turnhout: Brepols.

    Google Scholar 

  11. Bellomo, M. (2011). ‘Loci Loicales’ e forme del pensiero giuridico in alcuni testi dei secoli XIII e XIV. In M. Bellomo, (Ed.), Inediti della giurisprudenza medievale (pp. 11–22). Frankfurt a.M.: Klostermann.

    Google Scholar 

  12. Ottoson, P.-G. (1983). Scholastic medicine and philosophy. Naples: Bibliopolis.

    Google Scholar 

  13. Siraisi, N. (1973). Arts and sciences in Padua. The Studium of Padua before 1350. Toronto: Pontifical Institute of Medieval Studies.

    Google Scholar 

  14. Siraisi, N. (1981). Taddeo Alderotti and his Pupils: Two generations of Italian medical learning. Princeton: Princeton University Press.

    Book  Google Scholar 

  15. Brumberg-Chaumont, J. (2019). À l’école de la logique: L’essor d’une norme intellectuelle, sociale et anthropologique au XIIIe siècle. Habilitation thesis. Paris: École Pratique des Hautes Études.

    Google Scholar 

  16. Verger, J. (1997). In O. Weijers & L. Holtz (Eds.), La Faculté des Arts: le cadre institutionnel. In L’Enseignement des disciplines à la Faculté des Arts (Paris et Oxford, XIIIe-XIVe siècles) (pp. 17–42). Turnhout: Brepols.

    Google Scholar 

  17. Denifle, H., & Châtelain, E. (1889). Chartularium Universitatis Parisiensis (Vol. I). Paris: Delalain.

    Google Scholar 

  18. Gorochov, N. (2012). Naissance de l’Université, Les écoles de Paris d’Innocent III à Thomas d’Aquin (v. 1200-v. 1245). Paris: Honoré Champion.

    Google Scholar 

  19. Thijssen, J. M. M. H. (1998). Censure and Heresy at the University of Paris, 1200–1400. Philadelphia: University of Pennsylvania Press.

    Book  Google Scholar 

  20. Denifle, H., & Châtelain, E. (1891). Chartularium Universitatis Parisiensis (Vol. II). Paris: Delalain.

    Google Scholar 

  21. Weijers, O. (1996). Le maniement du savoir. Pratiques intellectuelles à l’époque des premières universités (xiiie-xive siècle). Turnhout: Brepols.

    Book  Google Scholar 

  22. Maierù, A. (1994). University training in Medieval Europe, trad. D. N. Pryds. Leiden/New-York/Cologne: Brill.

    Google Scholar 

  23. Mulchahey, M. (1998). ‘First the Bow is Bent in Study’. Dominican Education before 1350. Toronto: Pontifical Institute of Medieval Studies.

    Google Scholar 

  24. Douais, C. (1894). Acta capitulorum provincialium ordinis Praedicatorum. Première province de Provence, province romaine, province d’Espagne (1239–1302). Toulouse: Privat.

    Google Scholar 

  25. Maierù, A. (2012). Dominican Studia in Spain. In W. Courtenay et al. (Eds.), Philosophy and theology in the Studia of the religious orders and at Papal and Royal Courts (pp. 3–31). Turnhout: Brepols.

    Chapter  Google Scholar 

  26. Reichert, B. M. (1898). Acta capitulorum generalium Ordinis Praedicatorum I (1220–1303). Monumenta Ordinis Fratrum Praedicatorum Historica 3. Rome: Instituto Domenicano s. Sabina.

    Google Scholar 

  27. D’Alatri, M. (1978). Panorama geografico, cronologico e statistico sulla distribuzione degli Studia degli ordini mendicanti: Italia. In Le Scuole degli ordini mendicanti (secoli xiii-xiv) (pp. 49–72). Todi: Acadeia Tudertina.

    Google Scholar 

  28. Reichert, B. M. (1899). Acta capitulorum generalium Ordinis Praedicatorum II (1304–1378), Monumenta Ordinis Fratrum Praedicatorum Historica 4. Rome: Instituto Domenicano s. Sabina.

    Google Scholar 

  29. Brumberg-Chaumont, J. (Forthcoming). Les débuts de l’enseignement de la logique dans les studia dominicains et franciscains en Italie: une organisation précoce et innovante. In J. Chandelier & A. Robert (Eds.), Les savoirs dans les ordres mendiants (XIIIe-XVe s). Rome: Ecole française de Rome.

    Google Scholar 

  30. William of Ockham. (1974). In Ph. Bohner et G. Gal (Eds.), Summa Logicae, Opera Philosophica (Vol. I). Saint Bonaventure, NY: Saint Bonaventure University.

    Google Scholar 

  31. Frova, C. (2000). Écoles et universités en Italie (XIe-XIVe siècle). In I. Heullant-Donat & C. Frova (Eds.), Cultures italiennes (XIIe-XIIIe siècle) (pp. 53–85). Paris: Éditions du Cerf.

    Google Scholar 

  32. Witt, R. G. (2012). The two Latin culture and the foundation of renaissance humanism in medieval Italy. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  33. Dumas, G. (2015). Santé et société à Montpellier à la fin du Moyen Âge. Leiden/Boston: Brill.

    Book  Google Scholar 

  34. Verger, J. (1990). Les étudiants méridionaux à Paris au Moyen Âge: quelques remarques. Annales du Midi, 102(189–190), 359–366.

    Article  Google Scholar 

  35. Verger, J. (1995). Le recrutement géographique des universités françaises au début du XVe siècle d’après les suppliques de 1403. In J. Verger (Ed.), Les Universités Françaises au Moyen Âge (pp. 37–53). Leiden/New York/Cologne: Brill.

    Google Scholar 

  36. Manekin, C. (2012). Logic in medieval Jewish culture. In G. Freudenthal (Ed.), Science in Medieval Jewish cultures (pp. 113–135). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  37. Novikoff, A. (2013). The medieval culture of disputation, pedagogy practice and performance. Philadelphia: University of Pennsylvania Press.

    Google Scholar 

  38. Iogna-Prat, D. (2000). Ordonner et Exclure, Cluny et la société chrétienne face à l’hérésie, au judaïsme et à l’Islam, 1000–1150, 2nde édition. Paris: Aubier.

    Google Scholar 

  39. Brasington, B. C. (2016). Order in the Court. Medieval procedural treatises in translation. Leiden/Boston: Brill.

    Book  Google Scholar 

  40. Fransen, G. (1985). Les questions disputées dans les Facultés de droit. In C. Bazàn et al. (Eds.), Les questions disputées et les questions quodlibétiques dans les facultés de théologie, de droit et de médecine, Typologie des sources du Moyen Âge occidental (fasc. 44–45) (pp. 225–277). Turnhout: Brepols.

    Google Scholar 

  41. Weijers, O. (2009). Queritur Utrum, Recherches sur la ‘disputatio’ dans les universités médiévales. Turnhout: Brepols.

    Book  Google Scholar 

  42. Weijers, O. (1995). Les règles d’examen dans les universités médiévales. In M. Hoenen, J. Schneider, & G. Wieland (Eds.), Philosophy and learning. Universities in the middle ages (pp. 201–223). Leiden/New-York/Cologne: Brill.

    Google Scholar 

  43. Weijers, O. (2002). La ‘disputatio dans les Facultés des arts au Moyen Âge’. Turnhout: Brepols.

    Book  Google Scholar 

  44. Weijers, O. (2013). In the search of truth, a history of disputation techniques from antiquity to early modern times. Turnhout: Brepols.

    Google Scholar 

  45. Bazán, C., Wippel, J. W., Frasen, G., & Jacquart, D. (Eds.). (1985). Les questions disputées et les questions quodlibétiques dans les facultés de théologie, de droit et de médecine, Typologie des sources du Moyen Âge occidental (fasc. 44–45). Turnhout: Brepols.

    Google Scholar 

  46. Bellomo, M. (2008). Quaestiones in Iure Civili Disputatae. Dittatica e prassi colta nel sistema del diritto comune fra duecento et trecento. Roma: Instituto Italiano per il Medio Evo.

    Google Scholar 

  47. Ebbesen, S., & Goubier, F. (2010). A catalogue of thirteenth century Sophismata (Vol. I and II). Paris: Vrin.

    Google Scholar 

  48. Marmursztejn, E. (2012). Une fabrique de la norme au XIIIe siècle: l’université de Paris. In V. Beaulaude, J. Claustre, & E. Marmursztejn (Eds.), La fabrique de la norme. Lieux et modes de production des normes au Moyen Âge et à l’époque moderne (pp. 31–48). Rennes: Presses universitaires de Rennes.

    Chapter  Google Scholar 

  49. John of Salisbury. (1991). Metalogicon. In J. B. Hall (Ed.), Corpus christianorum continuatio medievalis (Vol. 98). Turnhout: Brepols.

    Google Scholar 

  50. Peter of Spain. (1972). In L. M. de Rijk (Ed.), Tractatus called afterwards summule logicales. Assen: Van Gorcum.

    Google Scholar 

  51. Ebbesen, S., & Rosier-Catach, I. (1997). Two Roberts and Peter of Spain. Cahiers de l’Institut du Moyen Age Grec et Latin, 67, 200–288.

    Google Scholar 

  52. William of Sherwood. (1995). Introductiones in Logicam (Ch. Kann, Ed., and Trans.). Hamburg: Meiner.

    Google Scholar 

  53. Barnes, J. (1981). Proof and the syllogism. In E. Berti (Ed.), Aristotle on science and the “posterior analytics” (pp. 17–60). Padova: Antenore.

    Google Scholar 

  54. Lennox, J. (2001). Aristotle’s philosophy of biology. Cambridge: Cambridge University Press.

    Google Scholar 

  55. Bronstein, D. (2016). Aristotle on knowledge and learning, the posterior analytics. Oxford: Oxford University Press.

    Book  Google Scholar 

  56. Brumberg-Chaumont, J. (2015). Universal logic and Aristotelian logic: Formality and essence of logic. Logica Universalis, 9(2), 263–278.

    Google Scholar 

  57. Brumberg-Chaumont, J. (2017). La forme syllogistique et le problème des syllogismes sophistiques chez Robert Kilwardby. In L. Cesalli, F. Goubier, & A. de Libera (Eds.), Formal approaches and natural languages in medieval logic (pp. 93–116). Turnhout: Brepols.

    Chapter  Google Scholar 

  58. Brumberg-Chaumont, J. (2017). Form and matter of the syllogism in the anonymus cantabrigiensis. In C. Thomsen Thönrvisq & B. Byden (Eds.), The Aristotelian Tradition, Aristotle’s works on logic and metaphysics and their reception in the middle ages (pp. 188–213). Toronto: University of Toronto Press.

    Google Scholar 

  59. John Pagus. (2012). In H. Hansen (Ed.), John Pagus on Aristotle’s categories, a study and edition of the Rationes super Praedicamenta Aristotelis. Leuven: Leuven University Press.

    Google Scholar 

  60. Murdoch, J. (1989). The involvement of logic in late medieval natural philosophy. In S. Caroti (Ed.), Studies in medieval natural philosophy (pp. 3–28). Florence: Olschki.

    Google Scholar 

  61. Averroes. (1953). In S. Crawford (Ed.), Commentarium Magnum in Aristotelis De Anima Libros. Cambridge: The Medieval Academy of America.

    Google Scholar 

  62. Robert Grosseteste. (1981). In P. Rossi (Ed.), Commentarius in Posteriorum Analyticorum Libros. Florence: Olschki.

    Google Scholar 

  63. Weijers, O. (2011). Between logic and law: The loci logicales of the jurists. In O. Weijers (Ed.), Études sur la Faculté des arts dans les universités médiévales, recueil d’articles (pp. 399–409). Turnhout: Brepols.

    Google Scholar 

  64. MacFarlane, J. (2004). In what sense (if any) is logic normative for thought? https://johnmacfarlane.net/normativity_of_logic.pdf

  65. Duthil-Novaes, C. (2015). A dialogical, multi-agent account of the normativity of logic. Dialectica, 69(4), 587–609.

    Google Scholar 

  66. Radulplus Brito. (2016). In G. Wilson (Ed.), Quaestiones super Priora Analytica Aristotelis. Leuven: Leuven University Press.

    Chapter  Google Scholar 

  67. Radulplus Brito. (1981–1982). Quaestiones super artem veterem, prol., ed. In S. Ebbesen and J. Pinborg. Gennadios and Western Scholasticism. Radulphus Brito’s Ars vetus in Greek Translation. Classica et Mediaevalia, 33, 293–313.

    Google Scholar 

  68. Robert Kilwardby. (1976). In A. Judy (Ed.), De ortu scientiarum. Toronto: Pontifical Institute of Medieval Studies.

    Google Scholar 

  69. Thomas d’Aquin. (1989). In R. A. Gauthier (Ed.), Expositio Libri Posteriorum, Sancti Thomae Aquinatis Opera Omnia I/2. Rome/Paris: Commissio Leonina/Vrin.

    Google Scholar 

  70. Hugues of Saint Victor. (1939). In C. H. Buttimer (Ed.), Didascalicon. Washington, DC: The Catholic University Press.

    Google Scholar 

  71. Albert the Great. (2004). In M. Santos Noya (Ed.), De Quinque predicabilibus, Alberti Magni Opera Omnia (Vol. 1,1). Cologne: Aschendorff.

    Google Scholar 

  72. Averroes. (1562–1574/1962). Proemium Averrois in Libros Physicorum. Aristotelis Opera cum Averroeis Commentariis IV, Venice: Giunta, 1562–1574, reprint 1962. Franckfurt: Minerva. 

    Google Scholar 

  73. Bianchi, L. (2003). Filosofi, uomini e bruti. Note per la storia di una antropologia ‘averroista’. In L. Bianchi (Ed.), Studi sur l’Aristotelismo del Rinascimento (pp. 41–61). Padova: Il poligrafo.

    Google Scholar 

  74. De Rijk, L. M. (1968). On the genuine text of Peter of Spain’s Summule Logicales II: Simon of Faversham d.1306 as a Commentator of the Tracts I-V of the Summule. Vivarium, VI(2), 69–101.

    Google Scholar 

  75. Albert the Great. (1968). In C. Stoick (Ed.), De anima, Opera omnia (Vol. VII/1). Münster: Aschendorff.

    Google Scholar 

  76. Albert the Great. (1890). In A. Borgnet (Ed.), Topica, Opera omnia (Vol. II). Paris: Vives.

    Google Scholar 

  77. Albert the Great. (1891). In A. Borgnet (Ed.), Politica, Opera Omnia (Vol. VIII). Paris: Vives.

    Google Scholar 

  78. Albert the Great. (1895). In A. Borgnet (Ed.), Summa theologiae, Opera omnia (Vol. XXXIII). Paris: Vives.

    Google Scholar 

  79. Albert the Great. (1890). In A. Borgnet (Ed.), De Sophisticis elenchis, Opera omnia (Vol. II). Paris: Vives.

    Google Scholar 

  80. Albert the Great. (1890). In A. Borgnet (Ed.), De intellectu et intelligibilis, Opera Omnia (Vol. IX). Paris: Vives.

    Google Scholar 

  81. Albert the Great. (1916–1920). In H. Stadler (Ed.), De animalibus. Münster: Aschendorff.

    Google Scholar 

  82. Verger, J. (1987). Pour une histoire de la maîtrise ès arts au Moyen Âge, quelques jalons. Médiévales, 13, 117–130.

    Article  Google Scholar 

  83. Verger, J. et Hahn, G. (1979). Remarques sur l’enseignement des arts dans les universités du Midi à la fin du Moyen Âge. Annales du Midi t. 91(n° 144), 355–381.

    Google Scholar 

  84. Schwinges, R. C. (1992). Student education, student life. In H. de Ridder-Symoens (Ed.), A history of the university in Europe I, the middle ages (pp. 195–243). Cambridge: Cambridge University Press.

    Google Scholar 

  85. Noguès, B. (2009). La maîtrise ès arts en France aux XVIIe et XVIIIe siècles, rites universitaires, épreuves scolaires et usages sociaux d’un grade. Histoire de l’Éducation, 124, 95–134.

    Article  Google Scholar 

  86. Hernández, R. (1983). Pergaminos de Actas de los Capítulos Provinciales del Siglo XIII de la Provincia Dominicana de España / Acta del Capítulo de la Provincia de España Celebrado en Estella 1281 / Acta del Capítulo de la Provincia de España Celebrado en Barcelona en (1299). Archivo Dominicano, Anuario, IV, 5–73.

    Google Scholar 

  87. Logan, F. D. (2014). University Education of the Parochial Clergy in Medieval England, the Lincoln Diocese, c. (1300)-c. 1350. Toronto: Pontifical Institute of Medieval Studies.

    Google Scholar 

  88. Atherton, C. (1998). Children animals, slaves and grammar. In Y. L. Too & N. Livingston (Eds.), Pedagogy and power, Rhetorics of classical learning (pp. 214–244). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  89. Verger, J. (1998). Les gens de savoir dans l’Europe de la fin du Moyen Âge. Paris: Presses Universitaires de France.

    Book  Google Scholar 

  90. Bériou, N. (1998). L’Avènement des maîtres de la Parole, La prédication à Paris au XIIIe siècle (Vol. I). Paris: Institut d’Études Augustiniennes.

    Google Scholar 

  91. Boyle, L. E. (1982). Summa confessorum. In Les Genres littéraires dans les sources théologiques et philosophiques médiévales: Définition, critique et exploitation (pp. 227–237). Louvain: Publications de l’Institut d’Études Médiévales.

    Google Scholar 

  92. Michaud-Quantin, P. (1962). Sommes de casuistique et manuels de confession au moyen âge (XII-XVI siècles). Louvain: Nauwelaerts.

    Google Scholar 

  93. Rusconi, R. (1981). De la prédication à la confession: transmission et contrôle de modèles de comportement au XIIIe siècle. In Faire croire. Modalités de la diffusion et de la réception des messages religieux au XIIe et XVe siècle (pp. 67–85). Rome: École Française de Rome.

    Google Scholar 

  94. Gregory the Great. (1849). Regulae Pastoralis, Patrologia Latina 77. Paris: Jacques-Paul Migne.

    Google Scholar 

  95. De Miramon, C. (2006). Innocent III, Huguccio de Ferrare et Hubert de Pirovano: droit canonique, théologie et philosophie à Bologne dans les années 1180. In W. P. Muller & M. E. Summar (Eds.), Medieval Church law and the origins of the Western legal tradition (pp. 320–346). Washington, DC: The Catholic University of America Press.

    Google Scholar 

  96. Brumberg-Chaumont, J. (Forthcoming). The Philosophy of logic and the Powers of logic: Theories, Practices, Uses and Values. In C. Girard & P. Emamzadah (Eds.), The Philosophy of Radulphus Brito. Turhnout: Brepols.

    Google Scholar 

  97. Brumberg-Chaumont, J. (2020). ‘Logica hominis in via’ : anthropologie, philosophie et pratiques de la logique chez Gilles de Rome. Quaestio, 20, 227–252.

    Google Scholar 

  98. Ebbesen, S. (2000). Radulphus Brito. The last of the great arts masters, or: Philosophy and freedom. In J. A. Aertsen & A. Speer (Eds.), Geistesleben im 13. Jahrhundert (Miscellanea Mediaevalia 27) (pp. 231–251). Berlin/New York: De Gruyter.

    Google Scholar 

  99. Ebbesen, S. (Forthcoming). Radulphus Brito. The last of the innocent. In C. Girard & P. Emamzadah (Eds.), The philosophy of Radulphus Brito. Turhnout: Brepols.

    Google Scholar 

  100. Garin, E. (1960). La cultura fiorentina nella seconda metà del 300 e i ‘barbari britannici’. La Rassegna della Letteratura italiana, 64, 181–195.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. PSL/CNRS/LEM – Campus Condorcet, Aubervilliers, France

    Julie Brumberg-Chaumont

Authors
  1. Julie Brumberg-Chaumont
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Julie Brumberg-Chaumont .

Editor information

Editors and Affiliations

  1. Philosophy, CNRS, Aubervilliers, France

    Julie Brumberg-Chaumont

  2. Sociology, CNRS, Paris, France

    Claude Rosental

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Brumberg-Chaumont, J. (2021). The Rise of Logical Skills and the Thirteenth-Century Origins of the “Logical Man”. In: Brumberg-Chaumont, J., Rosental, C. (eds) Logical Skills. Studies in Universal Logic. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-58446-7_6

Download citation

Publish with us

Policies and ethics

Search

Navigation