SummaryThis paper reassesses the importance of the Benedictine monasteries of St Benoît of Fleury and St Mesmin of Micy (both on the outskirts of Orléans), and the Cathedral of Chartres for the early diffusion of Arabic learning concerning the astrolabe, and it relates this diffusion to that of the judicial astrology of ‘Alchandreus philosophus’ and the astronomical tables of the Preceptum canonis Ptolomei. Evidence is given for the fact that already, by the turn of the millennium, the elements were (...) in place for a corpus of a new, mathematically based, practical science of the stars, consisting of works partly of Arabic and partly of Greek inspiration. This corpus was progressively revised and inspired, in turn, further translations from Arabic, until it reached its most mature form in the mid-twelfth century. Until recently, scholarship has tended to concentrate on the cathedral schools of North-east France and Lotharingia, and the monastic schools of South Germany, and to see Gerbert d'Aurillac, the Archbishop of Reims, as the pivotal figure. While these schools were undoubtedly important in the diffusion of the new science of the stars in the eleventh century, it is argued that a key role in the initial stages of the diffusion was played by the interrelated centres of Fleury, Micy and Chartres at the beginning of the century, and Gerbert may not have contributed as much as has been believed. Additional sections are devoted to the authorities in this corpus, ‘King Ptolemy’ and ‘Alchandreus’. A reworking of the Arabic material on the construction of the astrolabe by Ascelin of Augsburg was copied into this corpus. The text has previously been known from only one manuscript; a new edition, from five manuscripts, is provided here, together with a translation and commentary. (shrink)

This chapter contains sections titled: History Bernard of Chartres William of Conches and Thierry of Chartres Gilbert of Poitiers Conclusion.

"Quod habet principium sed caret fine": this idea of the perpetual is expresssed in both the schools and courts of the twelfth-century renaissance. The philosophers conceive the perpetual as intermediate between time and eternity; according to masters of the school of Chartres, moreover, the world itself is perpetual. For the troubadour poets, the perpetual functions rhetorically. The moralist Marcabru treats the personified abstraction as perpetual, continuous in identity yet subject to change, thus achieving a satiric duality of vision. (...) The love poet Bernart de Ventadorn develops a "poetics of perpetuity", using the very tensions and instabilities of fin'amors to fashions ideal and endless courtly worlds. (shrink)

Volume 24, Issue 10, October 2024, Page 80-82.

Nel _ Timeo _, Platone sviluppa il racconto di Atlantide a partire dalla riflessione sulla città ideale che Socrate fornisce nella _ Repubblica _. Il racconto di Atlantide è un discorso sul passato remoto dell’Atene eccellente, ambientato all’epoca della guerra contro l’isola di Atlantide. La dea Atena ha stabilito una διακόσμησις per l’ordinamento dell’antica Atene. Con la διακόσμησις emerge il contatto con la città ideale, perché l’ordine è basato sul discorso che Socrate produce nella _ Repubblica _. Conferma del contatto (...) giunge dalla traduzione latina del _ Timeo _ ad opera di Calcidio, che distingue sul piano della _ substantia _ il racconto di Atlantide e poi il discorso di Timeo sull’origine del mondo; la traduzione di Calcidio arriva alla Scuola di Chartres, dove Guglielmo di Conches definirà il racconto di Atlantide come un _ exemplum _ della città ideale. _ In the _ Timaeus _, Plato develops the story of Atlantis relying on the ideal State that Socrates creates in the Republic. The Atlantis’ myth is a discourse about the remote past of the excellent Athens, set at the time of the war against the island of Atlantis. The goddess Athena established a διακόσμησις for the political ordering of ancient Athens. With the διακόσμησις emerges the contact with the ideal state, because the order is based on the discourse Socrates produces in the _ Republic _. Confirmation of this link comes from the Latin translation of the _ Timaeus _ by Calcidius, who distinguishes on the level of the _ substantia _ the story of Atlantis and then Timaeus ’ discourse on the origin of the world; Calcidius’ translation reaches the School of Chartres, where William of Conches will define the story of Atlantis as an _ exemplum _ of the ideal State. _. (shrink)

This paper focuses on the exegetical proposal of the Tractatus de sex dierum operibus by Thierry of Chartres and it is tasked with analyzing the twofold interpretative framework adopted by the Cancelor: first, the accordance between the narration of Genesis and the heuristic models of physical and cosmological causality; second, the mathematical theology, which revises the work of creation according to an arithmological approach. The study is divided into two parts which follow the structure of the Tractatus. In the (...) first part, I analyse the physical plausibility of Christian cosmogony and subsequently the conception of matter with regard to both William of Conches’ inordinatum and the hermetic locus mundi. In the second part, I examine how the numerical discourse interprets the creatural unfolding and dependence on God, as well as the creation per verbum and the individuality of each created being. My purpose is threefold: first, to test the inner philosophical coherence of the Tractatus; second, to interpret specific theoretical points at the light of Thierry’s commentaries on Boethius’ De Trinitate, and finally, to relate the arithmetical issues of the Tractatus to Thierry's Commentum super Arithmeticam Boethii. (shrink)

This paper offers an overview of the history of the axiom forma dat esse, which was commonly quoted during the Middle Ages to describe formal causality. The first part of the paper studies the origin of this principle, and recalls how the ambiguity of Boethius’s first formulation of it in the De Trinitate was variously interpreted by the members of the School of Chartres. Then, the paper examines the various declensions of the axiom that existed in the late (...) Middle Ages, and shows how its evolution significantly follows the progressive decline of the Aristotelian model of formal causality. (shrink)

This is not a work of mine. For some reason, I am unable to remove it from my page. It is a list of Dr. Reiner Schürmann's lecture notes for courses that he taught at the New School for Social Research (aka The New School).

Essays, improved editions, translations, commentaries, appendixes, bibliography.

Congress's national-security legislation will often require clear and specific congressional authorization before the executive can undertake certain actions. The War Powers Resolution, for example, prohibits any law from authorizing military hostilities unless it "specifically authorizes" them. And the Foreign Intelligence Surveillance Act of 1978 required laws to amend FISA or repeal its "exclusive means" provision before they could authorize warrantless electronic surveillance. But efforts to legislate clear-statement regimes in national-security law have failed to induce compliance. The Clinton Administration inferred congressional (...) "authorization" for the 1999 Kosovo War from an appropriations statute that failed to specifically authorize the conflict. And the Bush Administration inferred congressional "authorization" for the NSA surveillance program from ambiguous language in the post-September 11th Authorization to Use Military Force. In both situations, executive-branch lawyers employed expansive theories of implied repeal and constitutional avoidance to evade the codified clear-statement requirements, and Congress and the courts acquiesced to the President's actions. Recent proposals to strengthen the clear-statement requirements in Congress's national-security framework legislation are unlikely to be effective without institutional mechanisms, such as points of order, that can deter future legislators from enacting vague or ambiguous legislation from which the executive might claim implicit congressional "authorization," and that can induce Congress to confront Presidents that act without specific congressional authorization. Simply enacting more narrow or explicit clear-statement requirements, or adding funding restrictions to Congress's framework legislation, fails to counter the aggressive interpretive doctrines that executives of both political parties have used to concoct congressional "authorization" from vague or ambiguous statutory language. (shrink)

[ES] Este escrito se enfoca en la contribución, particularmente importante, de Gundisalvo a la metafísica, que presenta en tres fases: primeramente, una vista general sucinta de la historia de la terminología metafísica relevante desde el periodo de la última Antigüedad hasta la Edad Media, muestra cómo, por primera vez, Gundisalvo interpretó la metafísica como el nombre de una disciplina ; en un segundo paso, el escrito analiza la fundamentación epistemológica específica de la metafísica como una ciencia autónoma, concretamente la ontología, (...) en el capítulo sobre la metafísica en la obra de Gundisalvo De divisione Philosophiae, otorgando atención particular a su crítica de la teología del siglo XII, tal como fue desarrollada por la Escuela de Chartres; terceramente, el escrito examina un texto crucial del tratado sobre la división de las ciencias: en él, Gundisalvo incluyó la de otro modo desconocida traducción de un pasaje del Libro de las Demostraciones de Avicena, el cual discute el espinoso asunto de la subordinación de las disciplinas filosóficas a la metafísica. Este tema es uno que continuaría recibiendo bastante atención en épocas posteriores, tal como demuestran los ejemplos de Roberto Kilwardby y Juan Duns Escoto, de los que ambos autores pueden ser considerados como continuadores del proyecto metafísico de Gundisalvo. [EN]This paper focuses on Gundissalinus’s particularly important contribution to metaphysics which it presents in three steps: firstly, a succinct overview of the history of the relevant metaphysical terminology from the Late Ancient period to the Middle Ages shows how, for the first time, Gundissalinus interpreted metaphysics as the name of a discipline ; in a second step, the paper analyzes the specific epistemological foundation of metaphysics as an autonomous science, namely as ontology, in the chapter on metaphysics in Gundissalinus’s De divisione philosophiae, paying particular attention to his criticism of twelfth-century theology as this was developed in the School of Chartres; thirdly, the paper examines a crucial text from the treatise on the division of the sciences: in it, Gundissalinus included an otherwise unknown translation of a passage from Avicenna’s Book of Demonstration which discusses the thorny issue of the subordination of the philosophical disciplines to metaphysics. This subject is one which would continue to receive plenty of attention in later times, as the examples of Robert Kilwardby and John Duns Scotus demonstrate, both of which authors may be considered to have continued Gundissalinus’s metaphysical project. (shrink)

The codex Vaticanus latinus 10380 contains the earliest medieval didactic poem dealing with the causes of earthquakes. Because the author, an anonymous writer of the first half of the twelfth century, successively considers ancient poetry, pagan philosophy , and Christian doctrine, the text seems to be part of the famous intellectual tradition that is known as the ‘school of Chartres’. This paper presents a critical edition and a literary evaluation of the text.

How do schools change? What do we know about the change process? Does the individual school have the capacity to change - and under what conditions? This book, based on research carried out at the Oslo-based international school improvement programme, IMTEC, poses, debates and answers all these questions. It promotes the Institutional Development Programme (IDP) - tested for over 15 years in several countries - which is a revolutionary change strategy for schools. Dalin examines thoroughly how it can (...) be adapted in creative ways, with insight, to the particular needs of the school context. (shrink)