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Introduction to the Content and Context of the Ratio Studiorum Sacred Heart University Office of Mission and Catholic Identity Presidential Seminar on the Catholic Intellectual Tradition Introduction to the Content and Context of the Ratio Studiorum Notes, Quotes and Commentaries on the Jesuit Educational Ideal Karl Lorenz 2019 Introduction to the Content and Context of the Ratio Studiorum Notes, Quotes and Commentaries on the Jesuit Educational Ideal Office of Catholic Ministry Sacred Heart University Fairfield, CT Karl M. Lorenz, Ed.D. [email protected] Unpublished work © 2019 Karl M. Lorenz TABLE OF CONTENTS 2 Explanatory Notes Pages 9-11 9 - Seminar Project • Literature on the Society of Jesus 10 - Entries and Chapters • The Ideal as a Theme 11 - Citations and References I – The Ideal Pages 12-19 12 - Definition Greek Ideal 12 - Definition of Paideia • Paideia and the Ideal Man 13 - Arete as an Ideal • Plato’s Ideal Forms 14 - Philosophy and the Forms Jesuit Ideals 15 - Jesuit Educational Ideal • Multiplicity of Ideals • Ratio Studiorum and the Ideal 16 - The Rhetorical Ideal • The Developmental Ideal 17 - The Ideal Teacher • The Ideal Student 18 - Monroe’s Ideal II – Books and Inquiry Pages 20-29 Historical Periods 20 - Classical Antiquity • Middle Ages The Object of Inquiry 20 - Signature of Medieval Inquiry 21 - Empirical World of Books • Traditional Book Culture • Multiple Perspectives on Books 22 - Realists • Rabelais • Stylists 23 - Importance of Latin and Greek • Value of the Classics • Lessons from the Classics 24 - Expurgation and Ignatius Types of Publications 25 - Introduction • Variety of Medieval Publications • Role of Authoritative Texts 26 - Quaestiones • Glosses • Commentaries 27 - Sententiae • Peter Lombard 28 - Hermeneutics and Exegesis III – Aristotle Pages 30-40 30 - Biography Aristotle’s Body of Works 30 - Aristotle vs. Plato • Aristotle the Polymath 31 - Difficulty in Reading Aristotle • Recovery of Aristotle • Influence of the Translations of Aristotle 32 - Corpus Aristotelicum The Science of Aristotle 3 34 - The Three Philosophies • Metaphysics 35 - Zoological Researches • Physical Phenomena 36 - Organizational Plan • Cosmology • The Elements 37 - Motion and Change • Meaning of Cause: As Explanation • The Four Causes Physics 38 - Science of Physics • Physics Curriculum 39 - Physics Instruction • The New Physics IV – Schooling in the Middle Ages Page 41-49 Monastic and Cathedral Schools 41 - Overview • First Institutions • The Rule of Saint Benedict 42 - Monastic Schools • Monastic Education • Books and First Monasteries 43 - Difficulties in Copying Texts • Carolingian Revival • Cathedral Schools 44 - Cathedral School Curriculum Studium Generale and University 44 - Overview 45 - The Meaning of University • Studium Generale 46 - Faculty and Studium Generale • Universitas • Ecclesiastical Status • Universitas Scholarium 47 - Emergence of Universities • Expansion of Universities • Differences among Universities 48 - Academic Ethos • Nations and Faculties 49 - Early University Curriculum V - University of Paris Pages 50-59 Educational Milieu 50 - Overview • Reputation of the University of Paris 51 - Requirements • Faculties and Nations • Faculty of Theology 52 - Early Colleges • Ecclesiastical Colleges • Colleges of Montaigu and Saint-Barbe 53 - Student Body • Four Nations • Censure of Aristotle’s Works 54 - Censorship and Aquinas • Humanism in France • Humanism in the University 55 - Jesuits in Paris • Ignatius’ Alma Mater Modus Parisiensis 56 - Overview • Paris and the Ideal University • Modus Parisiensis vs. Modus Italicus 57 - The Paris Method 58 - Pedagogy and the Colleges • Jesuits’ Adoption of the Parisian Model 59 - Modus Collegii Romani VI - Scholasticism Pages 60-70 60 - Overview Nature of Scholasticism 60 - Etymology of Scholastic • Meaning of Scholasticism 61 - Characteristics of Scholasticism • Inquiry Focus on Scholasticism • Scholastic Theologies 62 - Reconciling Philosophy and Theology • Thomistic Argument for Reconciliation Scholastic Pedagogy 4 63 - Overview • Modus Inveniendi and Modus Proferendi 64 - Instructional Techniques Lecture 64 - The Lectio • Preferred Texts 65 - Role of the Text • Exegetical Reading of the Bible 66 - Translations by the Scholastics 67 - Effect of the Translations Disputation 67 - Meaning of Disputation • Disputation and Dialectics 68 - Syllogistic Debate • Disputation in the Theology Course 69 - Types of Disputation in the Theology Course • Disputation in the Philosophy Course 70 - Disputation and the Lower Studies • Criticism of Scholasticism VII -- St. Augustine Pages 71-79 71 - Biography St. Augustine and Education 71 - Augustine and Plato • Meaning of Exemplarism • Platonic Exemplarism 72 - Emanation • The Primacy of Theology • De Doctrina Christiana 73 - Augustinian Educational Principles • Significance of Augustinian Education Theory of Signs 73 - Bible and Signs 74 - Augustine and Translation of Texts • Alexandrian and Antiochene Traditions 75 - On Christian Doctrine and Signification 76 - Augustine’s Hermeneutics Augustine as the Object of Inquiry 76 - Overview • Augustine as Psychologist • Inquiry into Self and the Confessions 77 - Books of the Confessions VIII – Liberal Arts Pages 80-92 Definition and Meaning 80 - Modern Definition • Modern Liberal Arts and Language • Definition of Classical Antiquity • Classical Origin of the Liberal Arts 81 - Cassiodorus’ Definition • Medieval Definition • Contents of the Liberal Arts 82 - Significance of Number Seven • Hierarchy and the Liberal Arts • Propaedeutic Function 83 - Liberal Arts and Philosophy • Liberal Arts and Theology Trivium and Quadrivium 83 - Horizontal and Vertical Integration of Studies 84 - Contents of the Trivium • Scholae Triviales 85 - Logic vs. Rhetoric • Contents of the Quadrivium 86 - Arithmetic and Geometry • Music 87 - Astronomy • Uneven Adoption of the Trivium and Quadrivium 5 Medieval Liberal Arts Curriculum 88 - Overview • Early History of Liberal Arts 89 - Important Treatises • Capella 90 - Saint Augustine • Boethius 91 - Saint Augustine and Boethius • Cassiodorus 92 - Isidore of Seville IX – Humanism Pages 93-103 93 - Overview Humanism and Eloquentia Perfecta 93 - Origin of Renaissance Humanism • The Renaissance Ideal • Explanation of Humanism 94 - Humanism vs Scholasticism • Humanism vs Dogmatic Religions • Humanitas • The Scope of Studia Humanitatis Humanist Education 95 - Humanism and Philosophy • Humanism and Theology • Humanist Schools 96 - Vittorino da Feltre • Erasmus of Rotterdam 97 - Johannes Sturm Petrarch, Cicero and Quintilian 97 - Petrarch 98 - Petrarch and the Latin Language • The Ciceronian Age • The Ciceronian Ideal 99 - Cicero and Latin Eloquence • Quintilian and the Ideal of Eloquence 100 - Aristotelian Rhetoric • Quintilian and the Ratio 101 - Eloquentia Perfecta and Jesuit Education • Eloquence and God Books and Classical Authors 101 - Overview 102 - Rediscovery of Classical Authors • Books and Humanist Schools • Book Printing and Humanism 103 - Erasmus and Book Printing X – Thomas Aquinas Pages 104-111 Aquinas 104 - Life of Aquinas • Aquinas and the Empire of Science 105 - Aquinas the Empiricist • Aquinas’ Knowledge of Aristotle • Aquinas’ Debt to Aristotle Philosophy and Theology 106 - Philosophy vs. Theology • Speculative Method in Theology 107 - Contribution of Philosophy to Theology • Aquinas, Philosophy and Theology Summa Theologiae 108 - Scholastic Ideal and the Summa • Organization of the Summa • Overview of the Content 109 - Format 110 - Table of Contents 6 XI -- The Society of Jesus Page 112-121 Ignatius of Loyola: 112 - Overview of Ignatius as a Student • Ignatius’ Life Journey 113 - Ignatius and Enlightenment Values Founding of the Order: 113 - Council of Trent 114 - Educational Mission of the Jesuits • First Teaching Order 115 - Organization of the Society • Jesuit Career Path 116 - Culture of the Jesuit Teacher Jesuit Schools: 116 - Jesuits in Portugal 117 - Jesuits and Humanist Colleges • Challenges to the Jesuit Educational System • The Roman College 118 - Ignatius and the Roman College 119 - Expansion of Jesuit Colleges • Early Enrollment Numbers 120 - Success of Jesuit Colleges Suppression of the Society 120 - Suppression in Portugal and Brazil • Papal Suppression • Jesuit Exodus from New Spain 121 - Reinstatement XII -- The Ratio Studiorum Pages 122-129 Origin 122 - Overview • The Ratio and Aquaviva • The Constitutions 124 - Distinguishing Features of the Constitutions • Importance of Theology • The Constitutions and Lay Students • Ratio Studiorum and Modus Parisiensis Content and Rules 125 - Curricular Areas of the Ratio • Four Content Areas of the Ratio 126 - Theoretical Principles • Rules of the Ratio 127 - Studia Inferiora and Studia Superiora 128 - Lege, Scribe, Loquere • Latin and the Jesuits 129 - The Ratio of 1832 • Thirtieth General Congregation XIII -- Jesuit Curricula Pages 130-145 130 - Overview of the Sequence of Studies The Humanist Course 130 - Influence of the Netherlands • Influence of Paris 131 - Influence of the Brethren • Jesuits and Humanitas • Scope of the Humanist Course 132 - Seven -Year Sequence • Four-Year Sequence • Scheduling Flexibility 133 - The Study of Grammar • The Study of Humanities 134 - The Study of Rhetoric • Aristotle’s The Art of Rhetoric 135 - Jesuit Argument for Rhetoric The Philosophy Course 135 - Philosophy and Liberal Arts 7 136 - Curricular Relationship of Philosophy and Theology • Philosophy Curriculum 137 - First Year: Logic • Second Year: Physics 138 - Second Year: Mathematics 139 - Natural History Instruction • Third Year: Metaphysics Conimbricenses
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