Bulletin de Philosophie Médiévale, Volume 62, Issue, Page 430-436, January 2020.

Bulletin de Philosophie Médiévale, Volume 62, Issue, Page 430-436, January 2020.

It would be easy to oppose Peter Abelard and Hugh of Saint-Victor as two opposed types of masters: on one side the “intellectual,” in almost the modern sense of the word, and on the other side, a representative of the humanist, clerical and monastic tradition, soon to be effaced. In order to highlight the real significance of their divergences and the profound coherence of both historical and intellectual personalities, in this article the author investigated their social origins, how each one (...) conceived the relation between the individual and the group,and finally the way in which each appropriates earlier texts. Thus, in many respects Abelard and Hugh appear as opposite poles in the intellectual world of the twelfth century, but in a different perspective, thanks to the synthesis accomplished by their common students, as inseparable and complementary sources of what became the Scholastic age. (shrink)

It would be easy to oppose Peter Abelard and Hugh of Saint-Victor as two opposed types of masters: on one side the “intellectual,” in almost the modern sense of the word, and on the other side, a representative of the humanist, clerical and monastic tradition, soon to be effaced. In order to highlight the real significance of their divergences and the profound coherence of both historical and intellectual personalities, in this article the author investigated their social origins, how each one (...) conceived the relation between the individual and the group,and finally the way in which each appropriates earlier texts. Thus, in many respects Abelard and Hugh appear as opposite poles in the intellectual world of the twelfth century, but in a different perspective, thanks to the synthesis accomplished by their common students, as inseparable and complementary sources of what became the Scholastic age. (shrink)

Histoire de ce traité, de sa diffusion et de son influence et étude littéraire et doctrinale. L'étude doctrinale de la triade " puissance, sagesse, bonté " telle qu'elle est formulée dans le traité, sa comparaison avec les " Theologiae " d'Abélard, invitent à réinterpréter le débat trinitaire au XIIe siècle, Hugues de Saint-Victor devant être tenu pour l'auteur de la triade.

Histoire de ce traité, de sa diffusion et de son influence et étude littéraire et doctrinale. L'étude doctrinale de la triade " puissance, sagesse, bonté " telle qu'elle est formulée dans le traité, sa comparaison avec les " Theologiae " d'Abélard, invitent à réinterpréter le débat trinitaire au XIIe siècle, Hugues de Saint-Victor devant être tenu pour l'auteur de la triade.

Parmi les biographes de François d’Assise, Thomas de Celano occupe une place à part. D’abord, il est le premier: sa Vita sancti Francisci fut écrite deux ou trois ans après la mort du saint. Ensuite, il est le plus fécond: cinq textes sur saint François lui ont été attribués, plus un sixième sur sainte Claire.2Enfin, ses textes se démarquent par une écriture originale, parfois déconcertante, mais d’une grande efficacité: à travers eux, le lecteur a vite le sentiment d’être en présence (...) d’un véritable écrivain. C’est cet aspect de son œuvre qui sera ici étudié, après les travaux de Petrus Hoonhout sur sa langue et de Marina Buttari sur sa pratique du cursus.3 Pourquoi consacrer une nouvelle étude à cet .. (shrink)

Three conclusions can be drawn from the study of the word ratio and its derivatives in the works of Hugh of Saint-Victor. First, the approximately 1500 occurrences present an exceptional diversity of meanings. Second, these meanings are not tightly separated from each other, but tend to tile or merge: not only are there many passages where the translator can legitimately hesitate between two or more interpretations, but the author himself plays on this malleability of significations, as if to refer his (...) reader to an original cohesion of the meanings. Third, it is therefore possible to reconstitute a complex but unified notion of reason, underlying all the uses identified; and it is surely no coincidence that this common notion corresponds very precisely to the Victorine educational program, as Hugh defined it in his Didascalicon. (shrink)