In a small tract by Master Gerardus Odonis, found in the MSS Madrid, Bibl. Nac. 4229, ff. 204ra-207vb and Madrid, Bibl. Univ. 65, ff. 113ra-117va, which has the provisional title De natura universalis, attention is paid to the definition, the origin and the ontological status of the universal. Odonis is totally against the moderns' view that universals have a mental existence only. Instead he holds a view similar to that of Henry of Ghent : universals have the being of an (...) essence and are the basis of all intellectual operations. (shrink)

This paper deals with John Wyclif 's account of the fallacia accidentis. To a certain extent Wyclif 's explanations fit in with Aristotle's understanding of language. Aristotle recognises that we can talk about substances in many different ways; we can introduce them by using 'substantial' names, but also by using names derived from the substances' accidental features. The substances are the ultimate foundation of all these expressions. This idea in itself is not opposed to a conceptualist account of language. John (...) Buridan uses Aristotle's principle of categorisation to show how language works, but for him the activity of categorising things is to be explained in terms of our mental activities only. Wyclif, on the other hand, reads much into the requirement that all our linguistic distinctions should have their basis in extramental reality: our conceptualisations not only pertain to individual substances, but also parallel their distinct ontic layers. (shrink)

Logica modernorum. A critical note on Habermas’s portrait of medieval philosophy In his monumental history of philosophy, the eminent scholar Jürgen Habermas has managed to provide us with a thorough and very nuanced overview of thousands of years of western thought. The famous philosopher paints an impressive picture of the vicissitudes of the modernisation processes featuring in the history of western philosophy. The Leitmotiv of Habermas’s narrative is the way in which throughout history philosophy dealt with the question concerning the (...) relationship between faith and reason. When it comes to the Middle Ages, it is not surprising that Habermas should focus on the opposition between Thomas Aquinas and William of Ockham. However, by confining himself to the concepts of fides and ratio, he completely overlooks thirteenth-century developments in the domain of logic. To take note of these developments is fundamental to understand the process of modernisation in philosophy. The aim of this paper is to fill in the gap, by concentrating on thirteenth-century discussions of necessity and consequences. (shrink)

This paper aims to explain Henry of Ghent's views on what kind of language is appropriate in theology, and why. It concentrates on a number of questions of the Summa quaestionum ordinariarum , which are devoted to his take on how theologians should explain their discipline to students, and to the meaningfulness in general of theological language. The paper delves into the technical terms sensus and insinuare , and compares Henry's account with H.P. Grice's views on (speaker-)meaning and his notion (...) of `conversational implicatures', thus showing that Henry emphasises the performative features of linguistic use. (shrink)

_ Source: _Volume 56, Issue 3-4, pp 320 - 339 Thirteenth-century views on consequences have not yet received much attention. Authors of this period deserve closer scrutiny, because of their profound interest in the nature of consequence. The fundamental feature of a consequence was captured in the claim that its antecedent is the cause of its consequent. At the same time authors systematically discussed consequences in terms of truth-preservation. This paper considers the requirements of syllogistic argument and consequences in general, (...) including the role of ‘cause’ in the identification of syllogisms proper, looks at different descriptions of consequence, moves on to discussions of the syncategorema ‘_si_’ – in _syncategoremata_ treatises by Peter of Spain, Henry of Ghent, Nicholas of Paris and William of Sherwood, as well as some _sophismata_ tracts – and explores what thirteenth-century authors make of the truth-functional characterisation of consequence, showing how it clashes with the authors’ insistence on a causal connection between antecedent and consequent. (shrink)

Johannes Duns Scotus is begonnen met het onderzoek naar de werkelijkheid als ‘het volstrekt mogelijke’. In Kant zien we een radicale voortzetting van deze beweging, die echter tot een nieuw noodzakelijkheidsdenken heeft geleid. In de theorievorming over het menselijk individu, een onderwerp dat Duns Scotus zeer aan het hart ging, is dat determinisme nog niet overwonnen.

Gerald Odonis' logic is generous in its acceptance of ontological counterparts of linguistic expressions. He claims that universals have an objective status and are independent of our mental operations. This article takes a closer look at his views on the meaning of what he calls esse tertio adiacens, i.e., the type of being expressed in propositions of the form 'S is P'. To a certain extent Odonis' analysis resembles Peter of Spain's account of compositio. Unlike his predecessor, however, Odonis thinks (...) that the 'being' used in any true statement, regardless of whether the subject exists or not, is univocal. It turns out that Odonis' account is more in line with John Duns Scotus' intensionalist theory of propositional composition. (shrink)

The strong connection between the two and its development into the Middle Ages form a major subject of this volume.Other themes featuring in this book are Plato ...

This volume contains the first critical edition of a Spanish textbook on logic, found in the libraries of Sevilla and Zaragoza. It has tentatively been given the title Logica Morelli, taken from the title found in the Zaragoza copy. The author of this work, who perhaps went by the name Morellus, is as yet unknown. It seems likely that the work originates from the second half of the fifteenth century. It is structured in accordance with academic practice in Spain of (...) that period, and bears a close relationship to Pedro de Castrovol's Logica. The handbook is a compilation of the material used for introductory courses on logic, comprising the study on terms, propositions, argumentation, universals and categories, and obligations. The text neatly testifies to the way in which logic was taught and practiced at Spanish universities during the late Middle Ages, and shows us how material from diverse mediaeval authors and traditions managed to survive in the curricula of late mediaeval academic programmes. The volume contains a broad introduction, as well as extensive indexes of names, sources, subjects, and sophisma-sentences and examples. (shrink)

This critical edition of Matthew of Orléans' Sophistaria contains valuable information about the author's views on matters of ontology, modality, natural philosophy, and theology, and gives us a clear outline of the way in which thirteenth-century authors approached these subjects in works of logic.

The first critical edition of the Syncategoreumata by the thirteenth-century philosopher Peter of Spain , accompanied by a facing-page English translation to make its contents accessible to modern readers. The introduction gives an account of all the manuscripts used for the edition. Extensive indexes have been added to facilitate the reader's orientation in the book.

Gerald Odonis' logic is generous in its acceptance of ontological counterparts of linguistic expressions. He claims that universals have an objective status and are independent of our mental operations. This article takes a closer look at his views on the meaning of what he calls esse tertio adiacens, i.e., the type of being expressed in propositions of the form 'S is P'. To a certain extent Odonis' analysis resembles Peter of Spain's account of compositio. Unlike his predecessor, however, Odonis thinks (...) that the 'being' used in any true statement, regardless of whether the subject exists or not, is univocal. It turns out that Odonis' account is more in line with John Duns Scotus' intensionalist theory of propositional composition. (shrink)

_ Source: _Volume 53, Issue 2-4, pp 249 - 268 The tract on logic that has now become known as the _Introductiones Montanae maiores_ provides us with useful evidence of the kind of education that was on offer in the Parisian schools of the 12th century. In this contribution, I will go through a number of arguments brought up in connection with the definitions of basic logical concepts. By doing so I aim to provide more details about some of the (...) most important theoretical positions of the tract. (shrink)

The thirteenth-century treatises on syncategorematic words still form a gold mine for studying the development of logic after Aristotle and Boethius. Generally speaking, the class of words labelled syncategoremata included expressions that, more than their categorematic counterparts, require the context of an expression in order to be meaningful. Nouns and verbs, such as ‘man’ and ‘to run’, were considered as having a more determined meaning than expressions such as ‘every’ or ‘not’. In the early days of the syncategoremata literature, the (...) criteria for distinguishing categorematic from syncategorematic words were not entirely clear; authors used both syntactic and semantic criteria to separate the two classes from each other. The different ways of describing the two classes of words sometimes led to alternative lists of syncategoremata. Eventually the list came to include: the verb ‘is’; the negation ‘not’; the modal adverbs ‘necessarily’ and ‘contingently’; the exclusives ‘only’ and ‘alone’; the exceptives ‘except’ and ‘unless’ ; the distributive signs ‘every’ , ‘whole’ (‘ totum. (shrink)

This contribution discusses the views of the medieval theologian Henry of Ghent on the role of the teacher in the acquisition of knowledge. According to Henry, teaching is basically aimed at assisting a pupil in his acquisition of truth. In teaching, the role of language as the vehicle of truth is crucial: in order to acquire knowledge one needs to think correctly, and the only way to learn how to think correctly is through a correct use of language. After presenting (...) an analysis of Henry’s ideas on the essence of learning and teaching, the paper will deal with their implications for the practice of teaching. Next a review of contemporary views on education will be presented. The contribution will conclude with a few remarks on how Henry of Ghent’s views could still be relevant for assessing contemporary ideas on education. (shrink)