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Scholasticism is a method of learning more than a philosophy or a theology, since it places a strong emphasis on dialectical reasoning to extend knowledge by inference and to resolve contradictions. Scholastic thought is also known for rigorous conceptual analysis and the careful drawing of distinctions.
The Dictionary of Seventeenth-Century French Philosophers presents, in alphabetical order, the work of 582 authors of philosophical texts between 1601 and 1700. . Understanding the seventeenth-century use of the term ‘philosophy’ in its broadest sense, this dictionary is an encyclopaedia of Early Modern thought encompassing intellectual traditions from scholastic philosophy to literature ...
asks for a general description by way of commonality. This is quiddity or "whatness" (i.e., its "what it is"). Quiddity was often contrasted by the scholastic philosophers with the haecceity or "thisness" of an item, which was supposed to be a positive characteristic of an individual that caused it to be this individual, and no
Haecceity (/ h ɛ k ˈ s iː ɪ t i, h iː k-/; from the Latin haecceitas, 'thisness') is a term from medieval scholastic philosophy, first coined by followers of Duns Scotus to denote a concept that he seems to have originated: the irreducible determination of a thing that makes it this particular thing.
Neo-scholasticism (also known as neo-scholastic Thomism [1] or neo-Thomism because of the great influence of the writings of Thomas Aquinas on the movement) is a revival and development of medieval scholasticism in Catholic theology and philosophy which began in the second half of the 19th century.
Substantial form is a central philosophical concept in Aristotelianism and, afterwards, in Scholasticism.The form is the idea, existent or embodied in a being, that completes or actualizes the potentiality latent in the matter composing the being itself.
In scholastic metaphysics, a formal distinction is a distinction intermediate between what is merely conceptual, and what is fully real or mind-independent—a logical distinction. It was made by some realist philosophers of the Scholastic period in the thirteenth century, and particularly by Duns Scotus .
In scholastic moral philosophy, synderesis (/ ˌ s ɪ n d ə ˈ r iː s ɪ s /) or synteresis is habitual knowledge of the universal practical principles of moral action. The reasoning process in the field of speculative science presupposes certain fundamental axioms on which all science rests.